Source: https://www.iwm-kmrc.de/www/en/personen/ma.html?uid=ucress
Timestamp: 2019-04-18 17:25:14+00:00

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Ulrike Cress has been director of the IWM since 2017. In her lab Knowledge Construction, she researches social and cognitive processes that are relevant for the joint construction and usage of knowledge. Her research foci include Computer Supported Collaborative Learning (CSCL), Mass Collaboration, Social Software, Knowledge Management, Embodied Interaction, as well as Design and Evaluation of Media-supported Learning and Working Environments.
Ulrike Cress is a member of the editorial board of the journals International Journal of Computer-supported Collaborative Learning, IEEE Transactions on Learning Technologies, Educational Psychologist, and American Educational Research Journal. She is Co-PI of the LEAD Graduate School (Learning, Educational Achievement, and Life Course Development; Graduate School GSC 1028), and member of the Tübingen School of Education, the program committee of the Virtuelle Hochschule Bayern, the expert group 'Digitales Lernen Grundschule' of the Deutsche Telekom Stiftung, the advisory board of Leibniz-Kolleg Tübingen, and a regular reviewer for the Bundesinstitut für Sportwissenschaft. Furthermore, she is an elected member of the CSCL-Committee within the International Society of the Learning Sciences. She regularly serves as a program-chair for large international congresses, e.g., the International Conference of the Learning Sciences, 2016 in Singapore, the Open Sym 2014 in Berlin, the International Conference (Subconference ICLS) on Computers in Education 2014 in Japan and 2013 in Bali, the 2nd European MOOCs Stakeholders Summit 2014 in Lausanne, and the European Conference on Technology-Enhanced Learning 2009 in Nizza.
Ulrike Cress conducted numerous projects on web-based learning (financed by e.g. the EU, DFG; BMBF, and the federal ministries of science of Baden-Württemberg and North Rhine-Westphalia). She is co-applicant of the EU-Network of Excellence STELLAR, and member of the DFG Research Group 'Orchestrating Computer-supported Processes of Learning and Instruction' (Analyse und Förderung effektiver Lehr-Lernprozesse, FOR738). Moreover, she is co-applicant of the LEAD Graduate School, financed by the German Excellence Initiative.
Ulrike Cress studied psychology at the University of Tübingen (diploma 1993), received her doctorate with a dissertation about self-regulated learning in 2000, and habilitated in psychology with a thesis on the information-exchange dilemma in 2006. Since 2008, she has been a full professor at the University of Tübingen, department of psychology.
Since 1.7.2018, Ulrike Cress has been Deputy Chairwoman of the Board of Deutsche Telekom Stiftung. The charitable foundation is committed to good education in the digital world and focuses on the subjects of Mathematics, Computer Science, Natural Sciences and Technology.
Oeberst, A., von der Beck, I., Back, M. D., Cress, U., & Nestler, S. (in press). Wikipedia outperforms individuals when it comes to hindsight bias. Psychological Research.
Schweiger, S., & Cress, U. (in press). How Confidence in Prior Attitudes, Social Tag Popularity, and Source Credibility Shape Confirmation Bias: A Randomized Controlled Web-Based Study about Attitudes towards Antidepressants and Psychotherapy in a Representative German Sample. Journal of Medical Internet Research.
Zentel, P., Lingnau, A., & Cress, U. (2008). Perspectives of ICT in special education: Potential and possibilities of WEB 2.0 and social software. Journal of Assistive Technologies, 2, 46-47.
Ludvigsen, S., Jeong, H., Hmelo-Silver, C. E., Law, N., Cress, U., Reiman, P., Kapur, M., & Rummel, N. (2016). Future of the CSCL Community. Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (pp. Vol. 1, pp. 16-23). Singapore: International Society of the Learning Sciences.
Haug, S., Wodzicki, K., Cress, U., & Moskaliuk, J. (2014). Self-regulated learning in MOOCs: Do open badges and certificates of attendance motivate learners to invest more? In U. Cress & C. Delgado Klos (Eds.), Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 66-72). Lausanne, Schweiz: P.A.U. Education.
Cress, U. (2013). Making use of collective knowledge - a cognitive approach. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 129-136). Madison, USA: International Society of the Learning Sciences.
Cress, U., Barron, B., Halatchliyski, I., Oeberst, A., Forte, A., Resnick, M., & Collins, A. (2013). Mass collaboration - an emerging field for CSCL research. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 557-563). Madison, USA: International Society of the Learning Sciences.
Moeller, K., Nuerk, H.-C., & Cress, U. (2013). Computer-supported training of the mental number line. In L. H. Wong, C.-C. Liu, T. Hirashima, P. Sumedi, & M. Lukman (Eds.), Proceedings of the 21st International Conference on Computers in Education. (ICCE 2013, pp. 246-252). Indonesia: Asia-Pacific Society for Computers in Education.
Prilla, M., Hermann, T., DeLeeuw, K., & Cress, U. (2013). Individual and collaborative reflection at work: support for workplace learning in healthcare. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 121-124). Madison, USA: International Society of the Learning Sciences.
Cress, U. (2011). Teamtraining in der virtuellen Realität. In Fraunhofer Institut für Fabrikbetrieb und -automatisierung IFF (Ed.), Tagungsband 8. Gastvortragsreihe Virtual Reality 2011; Virtual Reality - Mensch und Maschine im interaktiven Dialog (pp. 143 - 154). Stuttgart: Fraunhofer Verlag.
Kump, B., Knipfer, K., Pammer, V., Schmidt, A., Maier, R., Kunzmann, C., Cress, U., & Lindstaedt, S. (2011). The role of reflection in maturing organizational know-how. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan, & A. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (Vol. 790, pp. 30-45). RWTH Aachen: http://ceur-ws.org.
Moskaliuk, J., Bertram, J., & Cress, U. (2011). Training in virtual training environments: Connecting theory to practice. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 192-199). Hong Kong: International Society of the Learning Sciences.
Prilla, M., Knipfer, K., Degeling, M., Cress, U., & Herrmann, T. (2011). Computer support for collaborative reflection on captured teamwork data. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan, & A. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (pp. 56-61). RWTH Aachen: http://ceur-ws.org.
Arnold, F., Moskaliuk, J., Schümmer, T., & Cress, U. (2010). Pattern-mediated Knowledge Exchange in Non-Governmental Organization. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice. Proceedings of EC-TEL 2010 (pp. 390-395). Heidelberg: Springer.
Cress, U., Fischer, U., Moeller, K., Sauter, C., & Nuerk H. C. (2010). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1, Full Papers, pp. 105-112). Chicago, IL: International Society of the Learning Sciences.
Held, C., & Cress, U. (2010). Using the Social of Tagging: The Interplay of Social Tags and the Strength of Association in Navigation and Learning Processes. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 784-789). Austin, TX: Cognitive Science Society.
Plesch, C., Jansen, M., Deiglmayr, A., Rummel, N., Spada, H., Heinze, N., & Cress, U. (2010). Opinions on future research themes for technology-enhanced learning: A Delphi-study. In S. L. Wong et al. (Ed.), Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
Bientzle, M., Wodzicki, K., Lingnau, A., & Cress U. (2009). Enhancing pair learning of pupil with cognitive disabilities: Structural support with help of floor control. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (Vol. 1, pp. 517-521). International Society of the Learning Sciences (ISLS).
Held, C., & Cress, U. (2009). Learning by Foraging: The Impact of Social Tags on Knowledge Acquisition. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. 254-266). Berlin/Heidelberg: Springer.
Wodzicki, K., Schwämmlein, E., & Cress, U. (2009). How to Get Proper Profiles? Psychological Perspective on Social Networking Sites. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. 338-343). Berlin/Heidelberg: Springer.
Cress, U. (2008). The interaction between groups and individuals: The challenge of statistically analysing cooperative learning. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 1, pp. 183-190). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc.
Lingnau, A., Zentel, P., & Cress, U. (2007). Fostering collaborative problem solving for pupils with cognitive disabilities. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning Conference 2007: International Society of the Learning Sciences (pp. 447-449). New Brunswick, NJ: International Society of the Learning Sciences.
Cress, U., Hron, A., Friedrich, H.F., & Hammer, K. (2006). What makes groups learning effectively in a videoconference setting? In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the 7th International Conference of the Learning Sciences, Bloomington 2006 (pp. 106-113). Mahwah, NJ: Erlbaum.
Cress, U. (2005). Why member portraits can undermine participation. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 86-90). Mahwah, NJ: Lawrence Erlbaum.
Cress, U. (2003). Strategic, metacognitive, and social aspects in resource-oriented knowledge exchange. In R. Alterman, & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
Schwan, S., & Cress, U. (Eds.). (2017). The psychology of digital learning: Constructing, exchanging, and acquiring knowledge with digital media. Cham, Switzerland: Springer International Publishing.
Cress, U., & Moskaliuk, J., & Jeong, H. (Eds.). (2016). Mass collaboration and education. Cham, Switzerland: Springer International Publishing.
Riehle, D., Cress, U., Dobusch, L., Dückert, S., Gonzalez-Barahona, J. M., Hecht, B., Jullien, N., Möslein, K., Müller-Birn, C., Robles, G., Schieferdecker, I., & Wichmann, A. (Eds.). (2014). Proceedings of the 10th International Symposium on Open Collaboration (OpenSym 2014). New York: ACM Press.
Cress, U., Dimitrova, V., & Specht M. (Eds.). (2009). Learning in the Synergy of Multiple Disciplines. Proceedings of the EC-TEL 2009, LNCS Vol. 5794. Berlin/Heidelberg: Springer.
Cress, U. (Ed.). (2006). Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement. Bern: Huber.
Cress, U. (1999). Personale und situative Einflussfaktoren auf das selbst gesteuerte Lernen Erwachsener. Regensburg: Roderer.
Cress, U. (in press). Learning inside and between networks: How the network perspective determines topics and methods of research. In Y. Kali, A. Schejter, & A. Baram-Tsabari (Eds.), Learning in a Networked Society. Springer.
Oeberst, A., de Vreeze, J., & Cress, U. (2018). The norm of neutrality in collaborative knowledge construction: A comparison between Wikipedia and the extreme right-wing Metapedia. In O. Zlatkin-Troitschanskaia, G. Wittum, & A. Dengel (Eds.), Positive Learning in the Age of Information (PLATO) - A blessing or a curse? (pp. 209-219). Wiesbaden: Springer.
Oeberst, A., de Vreeze, J., & Cress, U. (2018). The norm of neutrality in collaborative knowledge construction: A comparison between Wikipedia and the extreme right-wing Metapedia. In O. Zlatkin-Troitschanskaia, G. Wittum, & A. Dengel (Eds.), Positive Learning in the Age of Information (PLATO) – A blessing or a curse? (pp. 209-219). Wiesbaden: Springer.
Cress, U., & Fischer, G. (2017). Mass collaboration with social software in TEL. In E. Duval, M. Sharples, & R. Sutherland (Eds.), Technology enhanced learning: Research themes. (pp. 59-67). Berlin: Springer.
Cress, U., Jeong, H., & Moskaliuk, J. (2016). Mass collaboration as an emerging paradigm for education? Theories, cases, and research methods. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 3-27). Cham, Switzerland: Springer International Publishing.
Moskaliuk, J., & Cress, U. (2016). Quantitative Methoden zur Erforschung informellen Lernens: Experimenteller Ansatz. In M. Rohs (Ed.), Handbuch Informelles Lernen (pp. 659-674). Heidelberg: Springer.
Oeberst, A., Cress, U., Back, M., & Nestler, N. (2016). Individual versus collaborative information processing: The case of biases in Wikipedia. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 165-185). Cham, Switzerland: Springer International Publishing.
Fischer, U., Link, T., Cress, U., Nuerk, H.-C., & Moeller, K. (2015). Math with the dance mat: On the benefits of embodied numerical training approaches. In V. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments (pp. 149-163). New York, NY: Routledge.
Cress, U., Knipfer, K., & Moskaliuk, J. (2014). Lernen und Wissensaustausch in Organisationen: Individuelle und kollektive Ansätze – Einführung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 1-4). Berlin: Springer Gabler.
Moskaliuk, J., & Cress, U. (2014). Bildung zwischen nutzergeneriertem Web und dozentenzentrierter Hochschule: Das Konzept Blended Open Course. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 39-56). Bonn: Bundesinstitut für Berufsbildung.
Penstein Rosé, C., Dyke, G., Law, N., Lund, K., Suthers, D., Teplovs, C., & Cress, U. (2014). GCP22: Open Research Methodology Infrastructure for CSCL. In F. Fischer, F. Wild, R. Sutherland, & L. Zirn (Eds.), Grand Challenges in Technology Enhanced Learning (pp. 69-71). Heidelberg: Springer.
Wodzicki, K., & Cress, U. (2014). Kommunikation in sozialen Netzwerken. In M. Blanz, A. Florack, & U. Piontkowski (Eds.), Kommunikation. Eine interdisziplinäre Einführung (pp. 127-135). Stuttgart: Kohlhammer.
Wodzicki, K., Hussenöder, F., Opusko, M., & Cress, U. (2014). Die Nutzung von Social-Networking-Seiten durch Studierende: Psychosoziale und akademische Auswirkungen. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 19-37). Bonn: Bundesinstitut für Berufsbildung.
Cress, U. (2013). Lernumgebung, konstruktivistische. In M.A. Wirtz (Ed.), Lexikon der Psychologie - Dorsch (16. Aufl., p. 957). Bern: Huber.
Cress, U. (2013). Mass collaboration and learning. In R. Luckin, P. Goodyear, B. Grabowski, S. Puntambekar, J. Underwood, & N. Winters (Eds.), Handbook on Design in Educational Technology (pp. 416-425). London, Great Britain: Taylor and Francis.
Janssen, J., Cress, U., Erkens, G., & Kirschner, P. A. (2013). Multilevel analysis for the analysis of collaborative learning.In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn, & C. Chan (Eds.), The International Handbook of Collaborative Learning (pp. 112-125). New York: Routledge.
Halatchliyski, I., & Cress, U. (2012). Soziale Netzwerkanalyse der Wissenskonstruktion in Wikipedia. In M. Hennig & C. Stegbauer (Eds.), Probleme der Integration von Theorie und Methode in der Netzwerkforschung (pp. 159-174). Wiesbaden: VS Springer.
Moeller, K., Fischer, U., Cress, U., & Nuerk, H.-C. (2012). Diagnostics and intervention in dyscalculia: Current issues and novel perspectives.In Z. Breznitz, O. Rubinsten, V. Molfese, & D. L. Molfese (Eds.), Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices (pp. 233-276). Heidelberg: Springer.
Hron, A., Cress, U., & Neudert, S. (2011). Using and acquiring shared and unshared knowledge in collaborative learning and writing. In F. Pozzi & D. Persico (Eds.), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 49-63). Hershey, PA: IGI Global.
Wodzicki, K., Moskaliuk, J., & Cress, U. (2011). Patterns for social practices: A psychological perspective. In C. Kohls & J. Wedekind (Eds.), Investigations of e-learning patterns: Context factors, problems and solutions (pp. 257-271). Hershey, PA: IGI Global.
Bruckner, I., Cress, U., Schmitt-Illert, R., Scholze, F., & Thillosen, A. (2010). E-Learning-Förderung für Hochschulen in Baden-Württemberg.In C. Bremer, M. Göcks, P. Rühl, & J. Stratmann (Eds.), Landesinitiativen für E-Learning an deutschen Hochschulen (pp. 29-45). Münster: Waxmann.
Wodzicki, K., Knipfer, K., & Cress, U. (2010). Organisationales Wissensmanagement mit Web 2.0 erfolgreich gestalten - Das Portal www.geistreich.de. In M. Bentele, N. Gronau, P. Schütt, & M. Weber (Eds.), Mit Wissensmanagement Innovationen vorantreiben! (pp. 367-376). Bad Homburg: Bitkom.
Cress, U., Dimitrova, V., & Specht, M. (2009). Preface.In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. V-VI). Berlin/Heidelberg: Springer.
Held, C., & Cress, U. (2008). Social Tagging aus kognitionspsychologischer Sicht. In B. Gaiser, T. Hampel, & S. Panke (Eds.), Good Tags - Bad Tags. Social Tagging in der Wissensorganisation (pp. 37-49). Münster: Waxmann.
Cress, U. (2006). Datenbanken zum Aufbau eines Informationspools. In U. Cress (Ed.), Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (pp. 31-48). Bern: Hans Huber.
Cress, U. (2006). Lernorientierungen, Lernstile, Lerntypen und kognitive Stile. In H. Mandl, & H. F. Friedrich (Eds.), Handbuch Lernstrategien (pp. 365-377). Göttingen: Hogrefe.
Cress, U., Diethelm, I., Eickelmann, B., Köller, O., Nickolaus, R., Anand Pant, H., & Reiss, K. (2018). Schule in der digitalen Transformation - Perspektiven der Bildungswissenschaften (acatech Diskussion). Deutsche Akademie der Technikwissenschaften (acatech).
Cress, U., & Renner, B. (2018). Neue Metaphern für das Lernen - Was digitale Medien in der Schule alles leisten und verändern können. Fünftes Sankelmarker Gespräch: „Digitalisierung der Welt. Herausforderungen für Schule und Lehrerbildung”. ZBV, Zeitschrift für Bildungsverwaltung, 2, 49-57.
Cress, U., & Romppel, M. (2017). Wir erforschen kognitive Interfaces Leibniz-Institut für Wissensmedien.
Renner, B., Moskaliuk, J., & Cress, U. (2014). Ubiquitous Working – Chancen & Risiken für die Wissensarbeit. Wissensmanagement – Das Magazin für Führungskräfte, 8, 8-10.
Cress, U. (2010). Interview zum Thema "Umdenken erfordert". Friedrich Ebert Stiftung, Akademie Management und Politik.
Cress, U., Wodzicki, K., & Moskaliuk, J. (2009). Die Net-Generation liebt den Spaßfaktor. Wie Studierende die Möglichkeiten virtueller Welten zur Kommunikation nutzen. attempto, 26, 36.
Lingnau, A., Zentel, P., Cress, U., & Bientzle, M. (2009). Lernkiste – ein multimedialer Werkzeugkasten. Computer + Unterricht, 75, 57.
Moskaliuk, J., Wodzicki, K., & Cress, U. (2009). Wissensaustausch im Web 2.0: Motivationale, kognitive und soziale Faktoren. Psychologieunterricht, 42 (9), 19-23.
Cress, U. (2007). Unterstützung Online-Lernender beim selbstgesteuerten Lernen: Experteninterview mit Dr. Ulrike Cress. Online-Tutoring Journal , 2.
Cress, U., & Hron, A. (2007). Interview mit PD Dr. Ulrike Creß und Dr. Aemilian Hron vom Institut für Wissensmedien (IWM) zur Evaluation von Lehrer Online. Themendienst, 02, 12-14.
Cress, U. (2005). Wann ist eine Wissensdatenbank effizient? Wissensmanagement, 7 (8), 36-48.
Cress, U. (2004). Von der Schwierigkeit, Wissen zu teilen - eine psychologische Sichtweise. Wissensmanagement, 6 (3), 10-13.
Fiedler, S., Heinze, N., Kieslinger, B., & Cress, U. (2010). Second STELLAR Evaluation Report. EU Public Report (Deliverable of Stellar). Milton Keynes, UK: Open University.
Spada, H., Deiglmayr, A., Rummel, N., Diziol, D., Jansen, M., Plesch, Ch., Kändler, C., Cress, U., & Heinze, N. (2010). First Report on the STELLAR Delphi Study on Technology-Enhanced Learning – Results of the 1st Round and Planning & Implementation of the 2nd Round. EU Public Report (Deliverable of Stellar). Milton Keynes, UK: Open University.
Fiedler, S., Heinze, N., Kieslinger, B., & Cress, U. (2009). STELLAR Baseline Evaluation Report. EU Public Report (Deliverable of Stellar). Milton Keynes, UK: Open University.
Wild, F., Scott, P., Valentine, Ch., Gillet, D., Sutherland, R., Herder, E., Duval, E., Méndez, G., Heinze, N., Cress, U., & Oxoa, X. (2009). Report on the State of the Art in TEL. (Deliverable of Stellar). Milton Keynes, UK: Open University.
Cress, U. (2006). Das Informationsaustausch-Dilemma. Synpose der schriftlichen Habilitationsleistung. Tübingen: Universität Tübingen.
Benzin, A., Cress, U., & Thillosen, A. (2018). Jahrestagung LERN 2018: Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Leibniz-Forschungsverbund, Tübingen, 26.-27.04.2018.
Arntz, M., Bertschek, I., Cress, U., Kleinsorge, T., & Sonnentag, S. (2017). Interdisciplinary conference on flexible work in the digital age. Zentrum für europäische Wirtschaftsforschung (ZEW) Mannheim, 23.-24.03.2017.
Bertschek. I., Bonin, H., Cress, U., & Kleinsorge, T. (2016). Ubiquitous working: Challenges and prospects of the interconnected working environment. Interdisciplinary Conference. Zentrum für Europäische Wirtschaftsforschung / ZEW. Mannheim, 20.-21.05.2016.
Looi, C. K., Polman, J. L., Cress, U., & Reimann, P. (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016. National Institute of Education, Nanyang Technological University. Singapore, 20.-24.06.2016.
Cress, U., Thillosen, A., & Schmidt, M. (2013). Offene Bildung – Chance oder Gefahr? Jubiläumstagung zum 10-jährigen Bestehen des Informationsportals e-teaching.org. Leibniz-Institut für Wissensmedien. Tübingen, 26.-27.06.2013.
Saam, M., Cress, U., Merkel, U., Kummer, M., Slivko, O., & Halatchliyski, I. (2013). ZEW/KMRC Wikipedia Workshop. Mannheim , 8.11.-9.11.2013.
Cress, U., Dimitrova, V., & Specht, M. (2009). Fourth European Conference on Technology-Enhanced Learning (EC-TEL). Nice, France, 29.09.-02.10.2009.
Zentel, P., Lingnau, A., & Cress, U. (2008). Perspectives of ICT in special education - Potential and possibilities of WEB 2.0 and social software. Tübingen, 5.-6.6.2008.
Cress, U., Gaiser, B., Haug, S., Hron, A., Kohls, C., Panke, S., Wedekind, J., & Werner, B. (2006). Bildungsportale: Potenziale und Perspektiven. Tübingen, 07.-08.12.2006.
Cress, U. (2006). Rezension zu: Oliver Kühner, Brigitte König: Mehr Wert durch Wissen. . http://www.socialnet.de/rezensionen/3743.php.

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