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Fischer, H. (2012). Know Your Types—Konstruktion eines Bezugs zur Analyse der Adoption von
E-Learning-Innovation in der Hochschullehre. Dissertation in den Fachgebieten Digital Culture
an der Universitetet i Bergen (NO) und Bildungstechnologie an der TU Dresden.
Fromhold-Eisebith, M. (2010). Von der Technologie- zur Wissensregion—Neukonzeption anhand
des Beispiels der Region Aachen. In F. Roost (Ed.), Metropolregionen in der Wissensökonomie
(pp. 61–81). Detmold: Verlag Dorothea Rohn.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The
new production of knowledge—The dynamics of science and research in contemporary societies.
London: SAGE.
Hesse, F. (2017). Denken und Handeln auf der Basis externen Wissens. Online at: https://www.
youtube.com/embed/EsU01gc9bAk?list=PLOw5l9nehTTxbP9G46-T2O0ppzcLmNQnF&aut
oplay=1. Accessed on June 20, 2020.
Hirsch Hadorn, G., Hoffmann-Riem, H., Biber-Klemm, S., Grossenbacher-Mansuy, W., Joye,
D., Pohl, C., & Zemp, E. (Eds.). (2008). Handbook of transdisciplinary research. Heidelberg:
Springer.
Kahnwald, N., & Köhler, T. (2007). Microlearning in virtual communities of practice? An explorative analysis of changing information behaviour. In: T. Hug, M. Lindner, & P. A. Bruck
(Eds.), Micromedia & eLearning 2.0: Gaining the Big Picture. Proceedings of Microlearning
06. Innsbruck: University Press.
Kaiser, D. B., Köhler, T., & Weith, T. (2016). Knowledge management in sustainability research
projects: Concepts, effective models, and examples in a multi-stakeholder environment. Journal
of Applied Environmental Education & Communication, 15(1).
Kaiser, D. B., Gaasch, N., & Weith, Th. (2017). Co-production of knowledge: A conceptual approach
for integrative knowledge management in planning. Trans Assoc Eur Schools Plann 1.
Kajikawa, Y., Tacoa, F., & Yamaguchi, K. (2014). Sustainability science: The changing landscape
of sustainability research. Sustainability Science, 9, 431–438.
Köhler, T., & Kahnwald, N. (2005). Does a class need a teacher? New teaching and learning
paradigms for virtual learning communities. In Online Communities and Social Computing.
Proceedings of the HCI 2005. New York: Lawrence Erlbaum Associates.
Köhler, T., & Schilde, P. (2003). From project teams to a virtual organization: The case of the
education portal Thuringia. Frontiers of e-Business Research, 2(2).
Köhler, T. (2006). Wissen oder Handeln? Neue Medien aus lerntheoretischer Sicht. In D. Gebert
(Ed.), Innovation aus Tradition. Dokumentation der 23. Arbeitstagung des Arbeitskreises der
Sprachenzentren, Sprachlehrinstitute und Fremdspracheninstitute (AKS) 2004. Bochum: AKSVerlag.
Köhler, T., Igel, C., & Wollersheim, H.-W. (2018). Szenarien des technology enhanced learning
(TEL) und technology enhanced teaching (TET) in der akademischen Bildung 2028. In: B. Getto,
& M. Kerres (Eds.), Digitalisierung: Motor der Hochschulentwicklung? Münster, Waxmann.
https://www.waxmann.com/buch3868. Accessed on June 20, 2020.
Köhler, T., Wollersheim, H.-W., & Igel, C. (2019). Scenarios of technology enhanced learning
(TEL) and technology enhanced teaching (TET) in academic education. A forecast for the next
decade and its consequences for teaching staff. In IEEE Proceedings of the 8th International
Conference on Learning Technologies and Learning Environments (LTLE2019). Toyama: IAA.
Kujath, H. J., & Peiker, W. (2014). Wandel des internationalen Städtesystems unter dem Einfluss
der Wissensökonomie. Geographische Rundschau, 12(2014), 12–18.
Kujath, H. J. (2010). Institutionen und räumliche Organisation der Wissensökonomie. In H. J. Kujath
& S. Zillmer (Eds.), Räume der Wissensökonomie. Implikationen für das deutsche Städtesystem
(pp. 51–81). Berlin: LIT Verlag Dr. W. Hopf.
Lemos, M. C., & Morehouse, B. J. (2005). The co-production of science and policy in integrated
climate assessments. Global Environmental Change, 15, 57–68.
Mauser, W., Klepper, G., Rice, M., Schmalzbauer, B. S., Hackmann, H., Lee-mans, R., & Moore, H.
(2013). Transdisciplinary global change research: The co-creation of knowledge for sustainability.
Current Opinion in Environmental Sustainability, 5(3–4), 420–431.
J. Schulz et al.
Fischer, H. (2012). Know Your Types—Konstruktion eines Bezugs zur Analyse der Adoption von
E-Learning-Innovation in der Hochschullehre. Dissertation in den Fachgebieten Digital Culture
an der Universitetet i Bergen (NO) und Bildungstechnologie an der TU Dresden.
Fromhold-Eisebith, M. (2010). Von der Technologie- zur Wissensregion—Neukonzeption anhand
des Beispiels der Region Aachen. In F. Roost (Ed.), Metropolregionen in der Wissensökonomie
(pp. 61–81). Detmold: Verlag Dorothea Rohn.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The
new production of knowledge—The dynamics of science and research in contemporary societies.
London: SAGE.
Hesse, F. (2017). Denken und Handeln auf der Basis externen Wissens. Online at: https://www.
youtube.com/embed/EsU01gc9bAk?list=PLOw5l9nehTTxbP9G46-T2O0ppzcLmNQnF&aut
oplay=1. Accessed on June 20, 2020.
Hirsch Hadorn, G., Hoffmann-Riem, H., Biber-Klemm, S., Grossenbacher-Mansuy, W., Joye,
D., Pohl, C., & Zemp, E. (Eds.). (2008). Handbook of transdisciplinary research. Heidelberg:
Springer.
Kahnwald, N., & Köhler, T. (2007). Microlearning in virtual communities of practice? An explorative analysis of changing information behaviour. In: T. Hug, M. Lindner, & P. A. Bruck
(Eds.), Micromedia & eLearning 2.0: Gaining the Big Picture. Proceedings of Microlearning
06. Innsbruck: University Press.
Kaiser, D. B., Köhler, T., & Weith, T. (2016). Knowledge management in sustainability research
projects: Concepts, effective models, and examples in a multi-stakeholder environment. Journal
of Applied Environmental Education & Communication, 15(1).
Kaiser, D. B., Gaasch, N., & Weith, Th. (2017). Co-production of knowledge: A conceptual approach
for integrative knowledge management in planning. Trans Assoc Eur Schools Plann 1.
Kajikawa, Y., Tacoa, F., & Yamaguchi, K. (2014). Sustainability science: The changing landscape
of sustainability research. Sustainability Science, 9, 431–438.
Köhler, T., & Kahnwald, N. (2005). Does a class need a teacher? New teaching and learning
paradigms for virtual learning communities. In Online Communities and Social Computing.
Proceedings of the HCI 2005. New York: Lawrence Erlbaum Associates.
Köhler, T., & Schilde, P. (2003). From project teams to a virtual organization: The case of the
education portal Thuringia. Frontiers of e-Business Research, 2(2).
Köhler, T. (2006). Wissen oder Handeln? Neue Medien aus lerntheoretischer Sicht. In D. Gebert
(Ed.), Innovation aus Tradition. Dokumentation der 23. Arbeitstagung des Arbeitskreises der
Sprachenzentren, Sprachlehrinstitute und Fremdspracheninstitute (AKS) 2004. Bochum: AKSVerlag.
Köhler, T., Igel, C., & Wollersheim, H.-W. (2018). Szenarien des technology enhanced learning
(TEL) und technology enhanced teaching (TET) in der akademischen Bildung 2028. In: B. Getto,
& M. Kerres (Eds.), Digitalisierung: Motor der Hochschulentwicklung? Münster, Waxmann.
https://www.waxmann.com/buch3868. Accessed on June 20, 2020.
Köhler, T., Wollersheim, H.-W., & Igel, C. (2019). Scenarios of technology enhanced learning
(TEL) and technology enhanced teaching (TET) in academic education. A forecast for the next
decade and its consequences for teaching staff. In IEEE Proceedings of the 8th International
Conference on Learning Technologies and Learning Environments (LTLE2019). Toyama: IAA.
Kujath, H. J., & Peiker, W. (2014). Wandel des internationalen Städtesystems unter dem Einfluss
der Wissensökonomie. Geographische Rundschau, 12(2014), 12–18.
Kujath, H. J. (2010). Institutionen und räumliche Organisation der Wissensökonomie. In H. J. Kujath
& S. Zillmer (Eds.), Räume der Wissensökonomie. Implikationen für das deutsche Städtesystem
(pp. 51–81). Berlin: LIT Verlag Dr. W. Hopf.
Lemos, M. C., & Morehouse, B. J. (2005). The co-production of science and policy in integrated
climate assessments. Global Environmental Change, 15, 57–68.
Mauser, W., Klepper, G., Rice, M., Schmalzbauer, B. S., Hackmann, H., Lee-mans, R., & Moore, H.
(2013). Transdisciplinary global change research: The co-creation of knowledge for sustainability.
Current Opinion in Environmental Sustainability, 5(3–4), 420–431.