Dr. Felix Winkelnkemper

T. Huhmann, K. Eilterts, C. Schulte, F. Winkelnkemper, in: Digitales Lernen in der Grundschule II: Aktuelle Trends in Forschung und Praxis, Waxmann Verlag, 2020

The Interdisciplinary Development of an Educational Game for Primary School Children--Lessons Learned

F. Winkelnkemper, C. Schulte, K. Eilerts, D. Bechinie, T. Huhmann, in: EdMedia+ Innovate Learning, 2020, pp. 522-529

Programmieren - Lehren und Lernen mit und über Medien

C. Schulte, L. Budde, F. Winkelnkemper, in: Mobile Medien im Schulkontext, Springer, 2020, pp. 215-240

DOI

2018

MediaThing – A Learning Scenario Targeting on Research Skills

F. Winkelnkemper, R. Keil, in: Proceedings of EdMedia: World Conference on Educational Media and Technology., 2018, pp. 2397-2406

MediaThing – A Learning Scenario Targeting on Research Skills

F. Winkelnkemper, R. Keil, in: Proceedings of EdMedia: World Conference on Educational Media and Technology, 2018

2015

WebArena - R {\ "a} spacious structures for {\" u} r the learning locations of the future

F. Winkelnkemper, A. Oberhoff, Publication series of the Heinz Nixdorf Institute, Paderborn, 2015, pp. 103-117

2014

Twenty years of learning with the World Wide Web

R. Keil, H. Selke, F. Winkelnkemper, 2014, pp. 51–60

Abstract

n the summer of 1994, courses at universities were supported for the first time through the use of the World Wide Web. With the introduction of this new technology, high expectations quickly arose that the established forms of teaching and learning in schools and universities would be replaced and that the institutions themselves might even prove to be superfluous. Twenty years later, it turns out that there is a great gap between hope and reality. Some of the ideas at the time that, for example, having access to the world's knowledge at any time would make textbooks superfluous, turned out to be naive in retrospect. Characteristic of the ideas at that time was the assumption that didactic and organizational problems of teaching and learning could be solved purely technically.

Zwischen Design und Flexibilit{\"a}t - Zur Ergonomie des Flat Design

F. Winkelnkemper, .R. Keil, Oldenbourg Verlag, 2014, pp. 255-264

Forschendes Lernen durch semantisches Positionieren

M.. Jakoblew , R. Keil, F. Winkelnkemper, in: Proceedings der HDI 2014, Universit{\"a}t Rostock, 2014, pp. 74-84

Twenty years of learning with the World Wide Web

R. Keil, H. Selke, F. Winkelnkemper, 2014, pp. 51–60

Zwischen Design und Flexibilit{\"a}t - Zur Ergonomie des Flat Design

F. Winkelnkemper, R. Keil, Oldenbourg Verlag, 2014, pp. 255-264

2013

Approaches for an informational separation of powers in learning platforms

R. Keil, F. Winkelnkemper, Society for Informatics, 2013, pp. 131-142

Computer science and education - A struggle for creative sovereignty in society?

.R. Keil, H. Selke, F. Winkelnkemper, FIfF-Kommunikation (2013), pp. 61-65

2012

The technical potential of digital boards

H. Selke, F. Winkelnkemper, 2012, pp. 171-182

Abstract

This article explains the technical potential of digital boards with which more and more schools are being equipped. A consideration of current usage scenarios of these interactive whiteboards shows that a large part of this potential is still unused and the deficits of the software often have to be circumvented with tricks, especially for use in demanding, student-oriented lessons. Finally, the further development of existing teaching scenarios using this technical potential shows that considering the technical possibilities of digital boards can motivate new didactic scenarios.

E-learning strategies: best practice or careful structural renewal?

.R.. Keil, C. Schild, F. Winkelnkemper, 2012, pp. 137-155

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