
@book{wilmers_bildung_2023,
	title = {Bildung im digitalen {Wandel}. {Die} {Bedeutung} digitaler {Medien} für soziales {Lernen} und {Teilhabe}},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	isbn = {978-3-8309-4846-9},
	url = {https://www.waxmann.com/buch4846},
	abstract = {Digitalisierungsprozesse bieten die Chance, Teilhabe in der Gesellschaft zu erweitern, indem Bildungsangebote besser zugänglich gemacht oder auf verschiedene Personengruppen individuell zugeschnitten werden. Ebenso erweitern neue Formen der digitalen Interaktionen und Kommunikation den Spielraum für Partizipation und die Gestaltung gesellschaftlicher Prozesse. Damit entstehen neue Potenziale für Teilhabe und Inklusion, aber auch neue Exklusionsrisiken, wie sie beispielsweise mit dem Phänomen des Digital Divide beschrieben werden. Die in diesem Band vertretenen Bildungssektoren, die von der frühen Bildung bis zur Erwachsenenbildung reichen und formale, non-formale und informelle Bildungskontexte abdecken, beschäftigen sich jeweils mit spezifischen Fragestellungen aus dem Themenfeld Soziales Lernen, Teilhabe und Digitalisierung. Die fünf Forschungssynthesen und eine Darstellung der methodischen Vorgehensweise bilden den vierten Teil der Reihe „Digitalisierung in der Bildung. Forschungsstand und -perspektiven“, deren Anliegen es ist, aktuelles Forschungswissen zu Fragestellungen der Bildung in der digitalen Welt aufzubereiten und zu synthetisieren.},
	language = {de},
	urldate = {2025-07-06},
	publisher = {Waxmann Verlag GmbH},
	editor = {Wilmers, Annika and Achenbach, Michaela and Keller, Carolin},
	month = dec,
	year = {2023},
	doi = {10.31244/9783830998464},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/G6N9GTD9/Wilmers et al. - 2023 - Bildung im digitalen Wandel. Die Bedeutung digitaler Medien für soziales Lernen und Teilhabe.pdf:application/pdf},
}

@article{moore_using_2023,
	title = {Using a {Telehealth} {Simulation} to {Prepare} {Nursing} {Students} for {Intraprofessional} {Collaboration}},
	volume = {78},
	issn = {18761399},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1876139923000130},
	doi = {10.1016/j.ecns.2023.02.007},
	abstract = {Background: This pilot study measured the effect of a telehealth simulation-based learning experience on undergraduate (BSN) and graduate (NP) nursing students’ readiness for intraprofessional collaboration. Facilitators organized a sample of 66 on-campus BSN and eight online NP students into groups of 1NP student : 6-9 BSN students.
Method: During the simulation, the “school nurse” (BSN student) collaborated with a telehealth provider (NP student) to provide patient care. The Teamwork and Collaboration Subscale (TCS) of the Readiness for Interprofessional Learning Scale (RIPLS) measured the students’ intraprofessional collaboration. Results were analyzed using descriptive and inferential strategies. Responses to an open-ended question were content analyzed.
Results: TCS scores increased from pre- to post-simulation suggesting the simulation increased learner’s readiness for intraprofessional collaboration. Students expressed enthusiastic appreciation for the simulation experience and the importance of developing intraprofessional collaboration skills.
Conclusion: Study findings support the use of telehealth simulations to develop nursing students’ intraprofessional collaboration skills.},
	language = {en-GB},
	urldate = {2024-08-17},
	journal = {Clinical Simulation in Nursing},
	author = {Moore, Jeanne and Jairath, Nalini and Montejo, Leigh and O'Brien, Sandra and Want, David},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Telemedizin},
	pages = {1--6},
	file = {Moore et al. - 2023 - Using a Telehealth Simulation to Prepare Nursing S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RLWSKAUV/Moore et al. - 2023 - Using a Telehealth Simulation to Prepare Nursing S.pdf:application/pdf},
}

@article{koh_adaptiveness_2023,
	title = {Adaptiveness for {Online} {Learning}: {Conceptualising} ‘{Online} {Learning} {Dexterity}’ from {Higher} {Education} {Students}’ {Experiences}},
	volume = {58},
	issn = {0028-8276, 2199-4714},
	shorttitle = {Adaptiveness for {Online} {Learning}},
	url = {https://link.springer.com/10.1007/s40841-023-00287-2},
	doi = {10.1007/s40841-023-00287-2},
	abstract = {Online learning dexterity, or the ability to effortlessly adapt to online learning situations, has become critical since the COVID-19 pandemic, but its processes are not well-understood. Using grounded theory, this study develops a paradigm model of online learning dexterity from semi-structured interviews with 32 undergraduate and postgraduate students from a university in New Zealand. Through students’ online learning experiences during the pandemic from 2020 to 2021, online learning dexterity is found to be how students make online learning ‘just as good’ as face-to-face learning by creating and adjusting five learning manoeuvres according to developing online learning circumstances. Undergraduates and postgraduates re-use familiar study strategies as deep learning manoeuvres, but undergraduates restrict supportseeking manoeuvres to lecturers. Technical problems with online systems and poor course organisation by lecturers affected learning productivity, resulting in the need for more time optimisation manoeuvres. Social support helped students activate persistence manoeuvres to sustain online class attendance. However, undergraduates had more problems sustaining interest and engagement during class as they were not as proficient with using learning presence manoeuvres as postgraduates enrolled in distance learning programmes. The theoretical and practical significance of online learning dexterity for post-pandemic higher education is discussed.},
	language = {en-GB},
	number = {2},
	urldate = {2023-11-22},
	journal = {New Zealand Journal of Educational Studies},
	author = {Koh, Joyce Hwee Ling and Daniel, Ben Kei and Greenman, Angela C.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU1},
	pages = {379--397},
	file = {Koh et al. - 2023 - Adaptiveness for Online Learning Conceptualising .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JTF6MJ8S/Koh et al. - 2023 - Adaptiveness for Online Learning Conceptualising .pdf:application/pdf},
}

@article{charton_impact_2023,
	title = {Impact of an online learning by concordance program on reflection},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04799-9},
	doi = {10/gs566k},
	abstract = {Background  Learning by concordance (LbC) is a recent approach that introduces learners to the complexity and uncertainty of clinical practice. Some data on LbC suggest that it stimulates reflection in future clinicians. We developed an online LbC training program on electrocardiogram (ECG) interpretation in general practice at the University of Strasbourg, France, and conducted an exploratory qualitative study to document the impact of this ECG learning-by-concordance training program on reflection in participants.
Methods  We created 18 clinical vignettes on ECG interpretation based on a review of the literature on frequent and serious cardiovascular diseases that can be identified using an ECG in general practice. The training program was delivered online to postgraduate general practice students in two faculties of medicine. We conducted a qualitative study based on thematic analysis of two focus groups and six individual interviews. Inductive and deductive coding were performed. The five major components of reflection in the Nguyen model were used in the deductive coding: (i) thoughts and actions, (ii) attentive, critical, exploratory, and iterative processes (ACEI), (iii) underlying conceptual frame, (iv) change and (v) self.
Results  Two focus groups and six individual interviews were conducted. The qualitative analysis indicated 203 codes in the focus groups and 206 codes in the individual interviews, which were divided into five groups based on the components of reflection in the Nguyen model: (i) the self; (ii) attentive, critical, exploratory, and iterative interactions with (iii) one’s thoughts and actions; and (iv) a view on both the change itself and (v) the underlying conceptual frame. Inductive coding revealed interesting insights into the impact of the identity of the panel members, the absence of a scoring system and the question of uncertainty in ECG reading.
Conclusions  This study supports the claim that the use of LbC in the context of ECG interpretation could foster reflection in future general practitioners. We discuss future research avenues on instructional design of LbC and reflection.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Charton, Léa and Lahmar, Abdelkader and Hernandez, Elodie and Rougerie, Fabien and Lorenzo, Mathieu},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Bildungstheorien, Promotion:FU6},
	pages = {822},
	file = {Charton et al. - 2023 - Impact of an online learning by concordance progra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TJKYEMIR/Charton et al. - 2023 - Impact of an online learning by concordance progra.pdf:application/pdf},
}

@article{pan_online_2023,
	title = {Online {Learning} {Environments}, {Learners}’ {Empowerment}, and {Learning} {Behavioral} {Engagement}: {The} {Mediating} {Role} of {Learning} {Motivation}},
	volume = {13},
	issn = {2158-2440, 2158-2440},
	shorttitle = {Online {Learning} {Environments}, {Learners}’ {Empowerment}, and {Learning} {Behavioral} {Engagement}},
	url = {http://journals.sagepub.com/doi/10.1177/21582440231205098},
	doi = {10/gs3qfq},
	abstract = {This study aimed to explore the influence of online learning environments on learners’ empowerment, learning behavioral engagement and learning motivation and examine the mediating role of learning motivation. A total of 398 (132 male and 266 female) students from a comprehensive university in China participated in questionnaire survey and reported on their perceived online learning environments, learners’ empowerment, learning behavioral engagement, and learning motivation. Results showed that online learning environments significantly and positively influenced learners’ empowerment, learning behavioral engagement, and learning motivation; learners’ empowerment is positively associated with learning behavioral engagement. Furthermore, learning motivation mediated the relation between online learning environments and learning behavioral engagement. These findings unraveled the associations of both the external factors (e.g., online learning environments) and the internal factors (e.g., learning motivation; learners’ empowerment) of affecting students’ online learning behavioral engagement, thereby contributing to our further understanding and exploration of the imperatives of the joint inherent and extrinsic driving mechanisms. This study highlighted the importance of constructing appropriate online learning environments in accelerating students’ learning behavioral engagement, and would suggest focusing on teachers’ conscientious behaviors of enhancing the awareness of online learning community and stimulating students’ learning motivation.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-04},
	journal = {SAGE Open},
	author = {Pan, Xiaoquan},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Promotion:FU6},
	pages = {21582440231205098},
	file = {Pan - 2023 - Online Learning Environments, Learners’ Empowermen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/66N9ZYDR/Pan - 2023 - Online Learning Environments, Learners’ Empowermen.pdf:application/pdf},
}

@inproceedings{university_of_latvia_latvia_learning_2023,
	address = {Jelgava},
	title = {Learning culture or learning organization – approaches to implement changes at schools},
	url = {https://lbtufb.lbtu.lv/conference/REEP/2023/Latvia_REEP_2023_proceedings_No16_online-132-139.pdf},
	doi = {10/gsx9n2},
	abstract = {Currently, in Latvia, the improvement of the education process at the political and practical levels is based on the approach of the school as a learning organization, without critically analysing the advantages and disadvantages of the approach. Therefore, the aim of this theoretical study is to evaluate a different theoretical approach - the school as a learning organization and a learning culture to explore the practices taking place at school and to influence them by implementing changes in education. The analysis of the theoretical sources, documents and studies carried out in the research allows to conclude that the approach of the school as a learning organization, although it is widely used, does not sufficiently explain the processes taking place at school, ignoring the interaction of various structures and agents and the power given to them. Educational research is increasingly recognizing the pervasive influence of culture on teaching and learning. From a cultural perspective, changes in education and practices at schools is a complex and not always feasible process, as it is associated with tensions and conflicts. Using the theory of learning culture, it is possible to understand why students learn or do not engage in the learning process, why teachers change or do not change their practices, and how management can influence developments at a particular school. The study demonstrates the possibilities of the theoretical approaches of both sides to find out and improve the teaching and learning implemented at schools on the way to the knowledge society.},
	language = {en-GB},
	urldate = {2023-10-22},
	booktitle = {Rural environment. education. personality.},
	author = {{University of Latvia, Latvia} and Lazdina, Solvita},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, \#1:Konferenz-Paper:learning:management:system},
	pages = {132--139},
	file = {University of Latvia, Latvia und Lazdina - 2023 - Learning culture or learning organization – approa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5D4DKLKB/University of Latvia, Latvia und Lazdina - 2023 - Learning culture or learning organization – approa.pdf:application/pdf},
}

@article{center_for_education_accreditation_viet_nam_national_university_vnu-cea_hanoi_vietnam_personalized_2023,
	title = {Personalized {Learning} in the {Online} {Learning} from 2011 to 2021: {A} {Bibliometric} {Analysis}},
	volume = {13},
	issn = {20103689},
	shorttitle = {Personalized {Learning} in the {Online} {Learning} from 2011 to 2021},
	url = {http://www.ijiet.org/show-191-2533-1.html},
	doi = {10/gsnbk3},
	abstract = {From there, 55 articles with content unrelated to the topic were further excluded, such as Intellectual aptitude [31]; Supporting patients with diabetes [32]; Dropout prevention [33]; Philosophical education and cultural fit [34]; Driving status recognition [35]; Electronic investment for evaluation [36]; Medical education [37]; A guide for students with autism spectrum disorder [38]; Medical field—orthodontic wire bending [39].},
	language = {en-GB},
	number = {8},
	urldate = {2023-08-27},
	journal = {International Journal of Information and Education Technology},
	author = {{Center for Education Accreditation, Viet Nam National University (VNU-CEA), Hanoi, Vietnam} and Nguyen, Hoa-Huy and Nguyen, Viet Anh},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Promotion:FU6, Promotion:04-04:4.4.4},
	pages = {1261--1272},
	file = {Center for Education Accreditation, Viet Nam National University (VNU-CEA), Hanoi, Vietnam et al. - 2023 - Personalized Learning in the Online Learning from .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJQYMYC8/Center for Education Accreditation, Viet Nam National University (VNU-CEA), Hanoi, Vietnam et al. - 2023 - Personalized Learning in the Online Learning from .pdf:application/pdf},
}

@article{bovill_too_2023,
	title = {Too much information: exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from {COVID}-19 and emergency remote education},
	volume = {86},
	issn = {0018-1560, 1573-174X},
	shorttitle = {Too much information},
	url = {https://link.springer.com/10.1007/s10734-022-00947-0},
	doi = {10/gr835h},
	abstract = {During COVID-19, universities across the globe experienced a rapid requirement to move to online learning and teaching provision. This rapid move has been explored as emergency remote education (ERE). This paper reviews and presents some emerging literature regarding ERE, demonstrating how this created an environment where technology-mediated abuse could arise within the university context. Intentional and unintentional forms of technology-mediated abuse, within a global context, are considered with account of how intersectional characteristics can impact. The paper concludes with a set of provocations explored within an example framework. The provocations are given to situate ways of thinking which are facilitative of safer and more respectful use of technological spaces. Both the provocations and example framework aim to be useful critical tools for program and module teams to adapt in higher education institutions within the online sphere. The phenomenon of ERE is an opportunity to consider what can be learned with regard to management of technology-mediated abuse. However, a focus on ERE presents limitations in the paper because of the smaller number of academic sources at this time, due to recency of the COVID-19 pandemic.},
	language = {en-GB},
	number = {2},
	urldate = {2023-07-25},
	journal = {Higher Education},
	author = {Bovill, Helen},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:4, Promotion:FU5, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich},
	pages = {467--483},
	file = {Bovill - 2023 - Too much information exploring technology-mediate.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3PZ3X5JY/Bovill - 2023 - Too much information exploring technology-mediate.pdf:application/pdf},
}

@incollection{frasson_recommending_2023,
	address = {Cham},
	title = {Recommending {Mathematical} {Tasks} {Based} on {Reinforcement} {Learning} and {Item} {Response} {Theory}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_2},
	abstract = {Recommending challenging and suitable exercises to students in an online learning environment is important, as it helps to stimulate their engagement and motivation. This requires considering their individual goals to improve learning eﬃciency on one side and on the other to provide tasks with an appropriate diﬃculty for the particular person. Apparently, this is not a trivial issue, and various approaches have been investigated in the areas of adaptive assessment and dynamic diﬃculty adjustment. Here, we present a solution for the domain of mathematics that rests on two pillars: Reinforcement Learning (RL) and Item Response Theory (IRT). Speciﬁcally, we investigated the eﬀectiveness of two RL algorithms in recommending mathematical tasks to a sample of 125 ﬁrst-year Bachelor’s students of computer science. Our recommendation was based on the Estimated Total Score (ETS) and item diﬃculty estimates derived from IRT. The results suggest that this method allowed for personalized and adaptive recommendations of items within the user-selected threshold while avoiding those with an already achieved target score. Experiments were performed on a real data set to demonstrate the potential of this approach in domains where task performance can be rigorously measured.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Orsoni, Matteo and Pögelt, Alexander and Duong-Trung, Nghia and Benassi, Mariagrazia and Kravcik, Milos and Grüttmüller, Martin},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_2},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {16--28},
	file = {Orsoni et al. - 2023 - Recommending Mathematical Tasks Based on Reinforce.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5BDGGVT9/Orsoni et al. - 2023 - Recommending Mathematical Tasks Based on Reinforce.pdf:application/pdf},
}

@incollection{frasson_approach_2023,
	address = {Cham},
	title = {An {Approach} to {Generating} {Adaptive} {Feedback} for {Online} {Formative} {Assessment}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_8},
	abstract = {In this paper, we propose a novel approach to generating adaptive feedback by identifying the chain of weakest learning objectives to a learner working in a domain. It combines the domain model based expert-driven model with questionanswering based data-driven model. The domain model is an AND/OR graph of domain knowledge structure based on the revised Bloom’s taxonomy, deﬁning the learning objectives of the domain and the corresponding pre-requisite relationships. The adaptive formative assessment process uses an improved Top-Two Thompson sampling algorithm for solving the best arm identiﬁcation problem in the multi-armed bandit framework. The simulation results show the feasibility and performance of the proposed approach.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Lin, Fuhua and De Silva, Supun},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_8},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {88--99},
	file = {Lin und De Silva - 2023 - An Approach to Generating Adaptive Feedback for On.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MUBD3UW4/Lin und De Silva - 2023 - An Approach to Generating Adaptive Feedback for On.pdf:application/pdf},
}

@incollection{frasson_how_2023,
	address = {Cham},
	title = {How to {Generate} {Early} and {Accurate} {Alerts} of {At}-{Risk} of {Failure} {Learners}?},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_9},
	abstract = {The high failure rate is a common serious issue among online learning institutions. In order to deal with this problem, Early Warning Systems (EWS) based on Machine Learning (ML) models are widely adopted in the literature as a solution to help teachers in their pedagogical monitoring. As the name implies, alert generation is intended to be the purpose of an EWS. However, the proposed systems don’t go beyond the early prediction of at-risk of failure learners and don’t suggest automatic methods to generate alerts. In this paper, we propose an algorithm that automatically generates early and accurate alerts for teachers of atrisk of failure learners. This algorithm uses both an original concept of alert rule to deﬁne the alerting method and temporal evaluation metrics to identify the reliable starting time for generating alerts. As a proof of concept, we apply this algorithm on four diﬀerent EWS using real data of k-12 learners enrolled in online learning courses.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Ben Soussia, Amal and Roussanaly, Azim and Boyer, Anne},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_9},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {100--111},
	file = {Ben Soussia et al. - 2023 - How to Generate Early and Accurate Alerts of At-Ri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QZLN32EW/Ben Soussia et al. - 2023 - How to Generate Early and Accurate Alerts of At-Ri.pdf:application/pdf},
}

@incollection{frasson_iquiz_2023,
	address = {Cham},
	title = {{iQUIZ}!: {A} {Collaborative} {Online} {Learning} {System} that {Promotes} {Growth} {Mindset} {Using} {Persuasive} {Feedback}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	shorttitle = {{iQUIZ}!},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_27},
	abstract = {Research has shown that learners learn best when they learn actively. In collaborative learning, students take charge of learning and work with others to achieve a common goal. It helps them experience seeking and synthesizing knowledge effectively by forming and planning their research and study strategies to reach their goals. Along with collaborative learning, a growth mindset helps them to believe that their effort and hard work can help them to succeed. To help students learn and adopt a growth mindset, we propose an online learning system called “iQUIZ!”, that uses persuasive strategies (praise, simulation, selfmonitoring, similarity, suggestion, and reminder) to give students feedback to foster a growth mindset and motivate the students to practice active participation in a collaborative learning environment.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Omar, Mehnuma Tabassum and Kiron, Nafisul and Vassileva, Julita},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_27},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {307--314},
	file = {Omar et al. - 2023 - iQUIZ! A Collaborative Online Learning System tha.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6DD8AE8F/Omar et al. - 2023 - iQUIZ! A Collaborative Online Learning System tha.pdf:application/pdf},
}

@incollection{frasson_user-defined_2023,
	address = {Cham},
	title = {User-{Defined} {Hand} {Gesture} {Interface} to {Improve} {User} {Experience} of {Learning} {American} {Sign} {Language}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_43},
	abstract = {Sign language can make possible eﬀective communication between hearing and deaf-mute people. Despite years of extensive pedagogical research, learning sign language remains a formidable task, with the majority of the current systems relying extensively on online learning resources, presuming that users would regularly access them; yet, this approach can feel monotonous and repetitious. Recently, gamiﬁcation has been proposed as a solution to the problem, however, the research focus is on game design, rather than user experience design. In this work, we present a system for user-deﬁned interaction for learning static American Sign Language (ASL), supporting gesture recognition for user experience design, and enabling users to actively learn through involvement with user-deﬁned gestures, rather than just passively absorbing knowledge. Early ﬁndings from a questionnaire-based survey show that users are more motivated to learn static ASL through user-deﬁned interactions.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Wang, Jindi and Ivrissimtzis, Ioannis and Li, Zhaoxing and Zhou, Yunzhan and Shi, Lei},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_43},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {479--490},
	file = {Wang et al. - 2023 - User-Defined Hand Gesture Interface to Improve Use.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7W3G3NDZ/Wang et al. - 2023 - User-Defined Hand Gesture Interface to Improve Use.pdf:application/pdf},
}

@incollection{abraham_e-assessment_2023,
	address = {Cham},
	title = {E-{Assessment} in {Medical} {Education}: {From} {Paper} to {Platform}},
	volume = {649},
	isbn = {978-3-031-27498-5 978-3-031-27499-2},
	shorttitle = {E-{Assessment} in {Medical} {Education}},
	url = {https://link.springer.com/10.1007/978-3-031-27499-2_19},
	abstract = {Reliance on traditional orthodox methods of assessment has been shown to have poor engagement potential with students. As such, theorists in education are seeking alternatives that can be much more engaging with students. The integrated use of online assessments as a teaching and assessment tool in clinical chemistry is the subject of this case report. The study’s goal was to assess the student’s views of E-assessment quiz when utilized as part of a larger plan to support the subject’s overall teaching and learning. Students were required to engage in prior reading, watch an online lecture video, and then participate in an online quiz and a self-directed survey questionnaire soliciting their views. The high value students place on the usage of E-assessment quizzes in course instruction was also indicated by a survey that was completed at the conclusion of the e-quiz course. The outcomes of the pilot research employing online quizzes demonstrate that these assessments have a demonstrably favorable impact on students’ engagement, motivation, self-reﬂection. This study was of importance since assessment in the medical science ﬁeld impacts, the qualiﬁcation accreditation with the regulatory authorities; the qualiﬁcation throughput rates; the reputation of the university which impacts the future employability of its medical laboratory science graduates; and the government funding allocated to the university. Furthermore, this work has implications in the medical education pedagogical practice and forms a foundation for future works on this subject.},
	language = {en-GB},
	urldate = {2023-04-04},
	booktitle = {Innovations in {Bio}-{Inspired} {Computing} and {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {Thembane, Nokukhanya},
	editor = {Abraham, Ajith and Bajaj, Anu and Gandhi, Niketa and Madureira, Ana Maria and Kahraman, Cengiz},
	year = {2023},
	doi = {10.1007/978-3-031-27499-2_19},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, DRK-Bildungszentrum Düsseldorf, \#b:Buchteil:online:learning, Assessment},
	pages = {199--209},
	file = {Thembane - 2023 - E-Assessment in Medical Education From Paper to P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PAXSSF64/Thembane - 2023 - E-Assessment in Medical Education From Paper to P.pdf:application/pdf},
}

@incollection{beskopylny_online_2023,
	address = {Cham},
	title = {Online {Resources} in {Distance} {Learning} {Russian} as a {Foreign} {Language}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_102},
	abstract = {The article describes the features of distance learning for foreign citizens based on methodological tactics for submitting language material, implemented in online courses for the initial stage. Taking into account the fact that in conditions of non-contact learning and outside the linguistic environment it is much more difﬁcult to transfer to students new linguistic knowledge associated with the cultural characteristics of native speakers, their value orientations and world-view, the authors aim to ﬁnd such methods that will satisfy the needs of a modern educational institution, in which foreign citizens are also trained. To implement the goal set in the work, a range of issues is designated, focusing on the methodological features of the introduction of linguistic material at all language levels. In the course of the study, it is concluded that the ﬁlling of each lesson should correspond to the principle of authenticity and be structured: have a direction of assimilation from phoneme to syntaxes. This implies the creation of such teaching aids in the software system, which will include minimized material, organized according to the principle of complexity and eccentricity, sustained in lexical and grammatical dosage (for example, the introduction of exercises aimed not only at observing and ﬁxing linguistic phenomena, but also to create conditions for their communicative implementation).},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Nikolenko, Olga and Babakova, Larisa and Morenko, Boris},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_102},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {973--980},
	file = {Nikolenko et al. - 2023 - Online Resources in Distance Learning Russian as a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JX4855PP/Nikolenko et al. - 2023 - Online Resources in Distance Learning Russian as a.pdf:application/pdf},
}

@incollection{iliadis_hierarchical_2023,
	address = {Cham},
	title = {Hierarchical {Contrastive} {Learning} for {CSI}-{Based} {Fingerprint} {Localization}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_26},
	abstract = {Fingerprint localization based on Channel State Information (CSI) plays a crucial role in indoor location-based services. Due to the natural compatibility between oﬄine training and online localization of CSI-based ﬁngerprint localization and deep learning, recent studies have shown that introducing the latest deep learning techniques can provide higher localization accuracy. Most current research eﬀorts in localization have focused on leveraging deep learning advancements to enhance performance. However, these approaches typically rely on complex techniques and large model sizes, prioritizing model-driven methods over practicality and real-world deployment capabilities. In this paper, we aim to improve the localization performance of simple, general-purpose models (e.g., ResNet) through data-driven training paradigms, which align with the value proposition of real-world applications. Speciﬁcally, by constructing positive examples with diﬀerent signal-to-noise ratios (SNRs) for contrastive learning, ResNet can learn SNR-robust representations. Furthermore, we focus on antenna instances (physical components of CSI) at a smaller granularity to learn scale-invariant representations through hierarchical loss. In the ﬁnal location regression ﬁne-tuning process, only a pooling layer and a fully connected layer need to be added to perform position mapping. Experiments on real-world indoor and urban canyon datasets demonstrate that our method achieves positioning accuracies of 0.16 m and 0.54 m, respectively, signiﬁcantly outperforms stateof-the-art baseline models.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Meng, Xiangxu and Li, Wei and Zhao, Zheng and Liu, Zhihan and Wang, Huiqiang},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_26},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {306--318},
	file = {Meng et al. - 2023 - Hierarchical Contrastive Learning for CSI-Based Fi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RTBHDRTA/Meng et al. - 2023 - Hierarchical Contrastive Learning for CSI-Based Fi.pdf:application/pdf},
}

@incollection{iliadis_anchor_2023,
	address = {Cham},
	title = {Anchor {Link} {Prediction} {Based} on {Trusted} {Anchor} {Re}-identification},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_8},
	abstract = {Cross-social network anchor link prediction plays a pivotal role in downstream tasks, such as comprehensively portraying user characteristics, user friend recommendations, and online public opinion analysis, which aims to ﬁnd accounts that belong to the same natural person on diﬀerent social networks. It is a common method to use manually marked anchors or anchors inferred through autonomous learning as supervisory information to guide the prediction of subsequent anchor links. However, the credibility of the anchor is not discussed. In this paper, to address this problem, we propose a new framework that can simultaneously complete the identiﬁcation of trusted anchors and the prediction of anchor links across social networks under a uniﬁed framework. The proposed method can eﬀectively identify non-trusted anchor links and improve the accuracy of the anchor link prediction model through the reconstruction of trusted anchors. Extensive experiments have been conducted on two large-scale real-life social networks. The experimental results demonstrate that the proposed method outperforms the state-of-the-art models with a big margin.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Zhu, Dongwei and Xu, Yongxiu and Zhang, Lei and Tang, Minghao and Zhu, Wenhao and Xu, Hongbo},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_8},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {87--98},
	file = {Zhu et al. - 2023 - Anchor Link Prediction Based on Trusted Anchor Re-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5JEHTZVU/Zhu et al. - 2023 - Anchor Link Prediction Based on Trusted Anchor Re-.pdf:application/pdf},
}

@incollection{iliadis_higher_2023,
	address = {Cham},
	title = {Higher {Education} {Programming} {Competencies}: {A} {Novel} {Dataset}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	shorttitle = {Higher {Education} {Programming} {Competencies}},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_27},
	abstract = {Students’ challenges in introductory programming courses have long been subject to research. In fact, learners are faced with cognitively complex tasks, such as modeling and writing programs. At the same time, educators are known to experience challenges with the classiﬁcation of a competency’s cognitive complexity. In this paper, we present a text dataset with competency goals expected in basic programming courses. We then apply a deep learning approach to the dataset to classify the competency-based learning objectives as a use case. A manually annotated dataset of 35 German universities and their learning objectives in 129 introductory programming courses was processed into a machinereadable format to achieve these goals. It contains 1015 competency goals (both in German and English) and their classiﬁcation into dimensions of complexity. Diﬀerent state-of-the-art machine learning (ML) models, e.g., BERT, along with Natural Language Processing techniques, i.e., parts-of-speech-tagging, were combined to train a deep learning model in a supervised manner for the classiﬁcation of competencies. The proofof-concept shows that knowledge can be derived from the dataset. In the presented use case, the ML classiﬁcation achieved a maximum accuracy of 81.4\%. This work has several implications for educators, as it is the foundation for an application that classiﬁes competency goals according to their cognitive complexity. The dataset can further be used to test language models as a baseline performance task. Moreover, the dataset can be extended, e.g., with data from other countries and languages. The dataset is available online under a Creative Commons license (https:// github.com/nkiesler-cs/HEPComp-Dataset).},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Kiesler, Natalie and Pfülb, Benedikt},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_27},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {319--330},
	file = {Kiesler und Pfülb - 2023 - Higher Education Programming Competencies A Novel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HKHLXERB/Kiesler und Pfülb - 2023 - Higher Education Programming Competencies A Novel.pdf:application/pdf},
}

@incollection{iliadis_limited_2023,
	address = {Cham},
	title = {Limited {Information} {Opponent} {Modeling}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_42},
	abstract = {The goal of opponent modeling is to model the opponent policy to maximize the reward of the main agent. Most prior works fail to eﬀectively handle scenarios where opponent information is limited. To this end, we propose a Limited Information Opponent Modeling (LIOM) approach that extracts opponent policy representations across episodes using only self-observations. LIOM introduces a novel policy-based data augmentation method that extracts opponent policy representations oﬄine via contrastive learning and incorporates them as additional inputs for training a general response policy. During online testing, LIOM dynamically responds to opponent policies by extracting opponent policy representations from recent historical trajectory data and combining them with the general policy. Moreover, LIOM ensures a lower bound on expected rewards through a balance between conservative and exploitation. Experimental results demonstrate that LIOM is able to accurately extract opponent policy representations even when the opponent’s information is limited, and has a certain degree of generalization ability for unknown policies, outperforming existing opponent modeling algorithms.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Lv, Yongliang and Yu, Yuanqiang and Zheng, Yan and Hao, Jianye and Wen, Yongming and Yu, Yue},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_42},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {511--522},
	file = {Lv et al. - 2023 - Limited Information Opponent Modeling.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BTZ5SEJ8/Lv et al. - 2023 - Limited Information Opponent Modeling.pdf:application/pdf},
}

@incollection{zaphiris_analysis_2023,
	address = {Cham},
	title = {Analysis of {Relationship} {Between} {Preparation} and {Classroom} {Activities} of {Flipped} {Classroom} {Using} {Worksheets}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_36},
	abstract = {In this research, we examine the relationship between learners’ preparation for pre-class learning in ﬂipped classrooms and their participation in class activities and deliverables in online ﬂipped classrooms. In this research, worksheets were introduced into the online ﬂipped classroom to record and analyze learners’ learning logs. The analysis showed that in the early stages of the class, the amount of preparation for preclass learning was found by many groups to contribute to a better assessment of class activities and artifacts. However, as the class progressed and students became more familiar with the class, the diﬀerence in the amount of pre-class learning preparation and the amount of class activities between the high and low-scoring groups disappeared, suggesting that there was a diﬀerence in the activities during the group work itself.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Kawakami, Tatsuya and Sumi, Yasuyuki and Yamaguchi, Taku and Oba, Michiko},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_36},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {501--519},
	file = {Kawakami et al. - 2023 - Analysis of Relationship Between Preparation and C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GPWRGAPB/Kawakami et al. - 2023 - Analysis of Relationship Between Preparation and C.pdf:application/pdf},
}

@incollection{zaphiris_mobile_2023,
	address = {Cham},
	title = {Mobile {Device}-{Based} {Interactions} for {Collocated} {Direct} {Voting} in {Collaborative} {Scenarios}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_37},
	abstract = {In collocated collaboration, group members frequently compare, discuss, and decide on ideas or partial solutions to reach an overall goal. To facilitate comparison, documentation as well as votes of the outcomes of such discussions, we apply mobile phones using mobile devicebased interaction techniques. Such interaction techniques provide eyesfree and easy input without interacting with the screen content directly. We present three mobile device-based interactions for direct voting in collaborative scenarios, namely Order, Shift, and Turn. In an online user survey with 30 participants, we investigated the proposed interactions concerning their usability and UX aspects as well as their suitability for collocated collaborative voting. We found that they are overall easy to use and playful which leads to a positive UX. Especially Order was assessed as clear and simple interaction technique. We received additional feedback that helps us to improve the proposed interactions further to support collocated collaboration extensively.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Kühn, Romina and Kegel, Karl and Kallenbach, Felix and Korzetz, Mandy and Aßmann, Uwe and Schlegel, Thomas},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_37},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning},
	pages = {520--537},
	file = {Kühn et al. - 2023 - Mobile Device-Based Interactions for Collocated Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UDFU2XIH/Kühn et al. - 2023 - Mobile Device-Based Interactions for Collocated Di.pdf:application/pdf},
}

@incollection{rickert_online-mediation_2023,
	address = {Wiesbaden},
	title = {Online-{Mediation} – was ist das?},
	isbn = {978-3-658-39414-1},
	url = {https://doi.org/10.1007/978-3-658-39414-1_1},
	abstract = {In diesem Kapitel erfahren Sie, was sich hinter dem Begriff „Online-Mediation“ verbirgt und welche Formen von Online-Mediation es gibt. Sie lernen außerdem in einem geschichtlichen Rückblick die Entwicklung des Fachgebiets Online Dispute Resolution (ODR), zu dem die Online-Mediation zählt, kennen. Ein Blick auf den heutigen Stand dieses insbesondere seit 2020 dynamischen Tätigkeitsfeldes rundet das Kapitel ab.},
	language = {de-DE},
	urldate = {2023-02-16},
	booktitle = {Online-{Mediation}: {Konfliktklärung} im virtuellen {Raum}},
	publisher = {Springer Fachmedien},
	author = {Rickert, Anne},
	editor = {Rickert, Anne},
	year = {2023},
	doi = {10.1007/978-3-658-39414-1_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen},
	pages = {1--10},
}

@article{alturki_empirical_2023,
	title = {An {Empirical} {Investigation} into {Students}’ {Actual} {Use} of {MOOCs} in {Saudi} {Arabia} {Higher} {Education}},
	volume = {15},
	copyright = {https://creativecommons.org/licenses/by/4.0/},
	issn = {2071-1050},
	url = {https://www.mdpi.com/2071-1050/15/8/6918},
	doi = {10.3390/su15086918},
	abstract = {Massive Open Online Courses, or MOOCs, are a type of educational innovation where enrollment in the courses given is free and available online. The MOOCs course selection is extensive and may accommodate hundreds or thousands of students at once. The current study, however, aims to look into how the academic self-efﬁcacy of real MOOC users affects learning engagement and perseverance in higher education in Saudi Arabia. This study added the Technology Acceptance Model (TAM) to social cognitive theory. Therefore, the primary goal is to create a new model by examining the variables that affect the perceived utility and perceived service quality, as well as the students’ general perceptions of MOOCs that are really used. Therefore, this research used a quantitative approach and distributed the questionnaire online through a Google Form. It collected data from 276 King Saud University students and used it to test the hypothesized correlations using structural equation modeling (SEM-PLS). The study’s ﬁndings showed that perceptions of perceived beneﬁts and service quality consistently had a signiﬁcant inﬂuence on social interaction, inﬂuence, networks of support, and social identity. A further ﬁnding was that reported utility and perceived service quality have always been signiﬁcantly inﬂuenced by academic self-efﬁcacy in actual MOOC use. Because of this, learning engagement and perseverance in Saudi Arabian higher education are signiﬁcantly impacted by the academic self-efﬁcacy of real MOOC users. According to the ﬁndings, MOOC programs generally have a positive inﬂuence on the kingdom’s higher education system. As a result, it is almost certain that this research model will assist university decision-makers in determining whether or not MOOC usage is prevalent at Saudi educational institutions.},
	language = {en-GB},
	number = {8},
	urldate = {2024-07-17},
	journal = {Sustainability},
	author = {Alturki, Uthman and Aldraiweesh, Ahmed},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {6918},
	file = {Alturki und Aldraiweesh - 2023 - An Empirical Investigation into Students’ Actual U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XFGXGD29/Alturki und Aldraiweesh - 2023 - An Empirical Investigation into Students’ Actual U.pdf:application/pdf},
}

@incollection{mrohs_lehrvideos_2023,
	address = {Wiesbaden},
	title = {Lehrvideos und virtuelle {Lernumgebungen} in der {Studieneingangsphase}: {Anforderungen} und {Wirkungen} im {Grenzbereich} {Schule}, {Hochschule} und {Gesellschaft}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Lehrvideos und virtuelle {Lernumgebungen} in der {Studieneingangsphase}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_26},
	abstract = {Zusammenfassung
            In Schule, Hochschule und Gesellschaft gewinnen digitale Bildungsmaterialien an Bedeutung. Im Studieneingangsbereich chemischer Studiengänge wächst gleichzeitig der Bedarf, Erstsemestern mit zunehmend diversen Bildungshintergründen ein individuell nutzbares Selbstlernangebot zur Verfügung zu stellen, um ihnen eine realistische Einschätzung relevanter Handlungsfelder ihres Studiums zu ermöglichen und den Studieneinstieg zu erleichtern. Mit offenen Plattformen, wie YouTube, können solche Angebote über die eigentliche Zielgruppe hinaus bis in die Gesellschaft wirken. Zudem bieten virtuelle Lernwelten neue Möglichkeiten, Wissenschaft erlebbar zu machen. Damit können Unsicherheiten insbesondere im Studieneingangsbereich abgebaut und eine inhaltgetriebene Lernmotivation gefördert werden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Burdinski, Dirk},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_26},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {369--392},
	file = {Burdinski - 2023 - Lehrvideos und virtuelle Lernumgebungen in der Stu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FA7XXQQ2/Burdinski - 2023 - Lehrvideos und virtuelle Lernumgebungen in der Stu.pdf:application/pdf},
}

@incollection{mrohs_systematische_2023,
	address = {Wiesbaden},
	title = {Systematische {Optimierung} der digitalen {Videoanalyseplattform} {ViviAn} für die {Lehrkräftebildung} – {Ein} {Design}-{Based} {Research} {Ansatz}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_27},
	abstract = {Zusammenfassung
            ViviAn (Videovignetten zur Analyse von Unterrichtsprozessen) ist eine Online-Lernplattform, die an vielen Standorten im deutschsprachigen Raum in der Lehrkräftebildung an Hochschulen und darüber hinaus (etwa in Studienseminaren) eingesetzt wird. ViviAn wird im Rahmen eines Forschungsprojekts im Design-Based Research Ansatz systematisch weiterentwickelt, um die Plattform dauerhaft an Bedürfnisse der Nutzer:innen sowie an technische Entwicklungen angepasst zu halten. Ein weiteres explizites Ziel besteht darin, die Feedbackoptionen innerhalb von ViviAn weiter zu elaborieren. In diesem Beitrag werden das Gesamtprojekt sowie ausgewählte Ergebnisse erster Mikrozyklen vorgestellt. Durch die Realisierung einer prozessbegleitenden Usability-Evaluation konnte bereits eine notwendige Anpassung an mobile Endgeräte identifiziert werden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rieger, Marc Bastian and Scherb, Christian Alexander and Roth, Jürgen},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_27},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {393--413},
	file = {Rieger et al. - 2023 - Systematische Optimierung der digitalen Videoanaly.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/75CKKH9S/Rieger et al. - 2023 - Systematische Optimierung der digitalen Videoanaly.pdf:application/pdf},
}

@incollection{mrohs_lehre_2023,
	address = {Wiesbaden},
	title = {Lehre qualitativer {Forschungsmethoden} im digitalen {Raum} und ihre didaktische {Ausgestaltung}: {Zum} {Umgang} {Studierender} mit {Elementen} des {Digitalen}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Lehre qualitativer {Forschungsmethoden} im digitalen {Raum} und ihre didaktische {Ausgestaltung}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_28},
	abstract = {Zusammenfassung
            In dem Beitrag werden zum einen Einblicke in eine mit dem didaktischen Konzept des flipped classrooms im digitalen Raum ausgebrachten Vorlesung zu qualitativen Forschungsmethoden gegeben. Es wird veranschaulicht, wie asynchrone und synchrone Phasen mit digitalen Elementen ausgestaltet und aufeinander bezogen werden. Zum anderen wird die Lehrveranstaltung empirisch in den Blick genommen und perspektiviert, wie Studierende mit den unterschiedlichen Elementen der im digitalen Raum ausgebrachten Vorlesung umgegangen sind und diese erfahren haben. Es wird aufgezeigt, dass Studierende zwischen Freiheiten, die mit dem didaktischen Konzept des flipped classrooms einhergehen, und dem Schaffen eigener Verbindlichkeiten changieren und die digitalen Elemente an ihren eigenen Lernbedarf ausrichten.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Epp, André},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_28},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {415--438},
	file = {Epp - 2023 - Lehre qualitativer Forschungsmethoden im digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQRNXFIV/Epp - 2023 - Lehre qualitativer Forschungsmethoden im digitalen.pdf:application/pdf},
}

@incollection{mrohs_online_2023,
	address = {Wiesbaden},
	title = {Online {Educational} {Escape} {Rooms} – {Ein} {Fallbeispiel}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_15},
	abstract = {Zusammenfassung
            
              Aufgrund der Covid-19-Pandemie haben virtuelle Lernformate an Bedeutung gewonnen. Insbesondere in der Hochschullehre werden innovative Methoden gesucht, um die Motivation und interaktive Einbindung von Student:innen zu fördern. In diesem Beitrag wird eine Fallstudie zu einem edukativen Online Escape Room an der Universität Koblenz-Landau vorgestellt. Das Masterseminar „Management und Führung“ mit
              N
               = 18 Student:innen und der Webdienst „Gather“ dienten als Basis. Mittels eines Mixed-Methods Ansatzes wurde evaluiert, ob der Lernerfolg, die intrinsische Motivation und die Kollaboration der Student:innen durch den Einsatz des Escape Rooms gesteigert werden konnte und wie die UX bewertet wurde. Neben den Ergebnissen werden Limitationen sowie Implikationen für die Hochschullehre diskutiert.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hörsch, Hella and Von Korflesch, Harald F. O. and Krath, Jeanine and Köhler, Jessica},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_15},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {223--244},
	file = {Hörsch et al. - 2023 - Online Educational Escape Rooms – Ein Fallbeispiel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T6RPPFNY/Hörsch et al. - 2023 - Online Educational Escape Rooms – Ein Fallbeispiel.pdf:application/pdf;Hörsch et al. - 2023 - Online Educational Escape Rooms – Ein Fallbeispiel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R7JJFUHT/Hörsch et al. - 2023 - Online Educational Escape Rooms – Ein Fallbeispiel.pdf:application/pdf},
}

@incollection{mrohs_embedded_2023,
	address = {Wiesbaden},
	title = {Embedded {Micro} {Degree} an der {RWU} – {Umsetzung} eines {MATLAB}-{Grundlagenkurses} als {Best}-{Practice}-{Beispiel}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_17},
	abstract = {Zusammenfassung
            Mit dem Lehr-Lernformat Micro Degrees passt sich das Bildungssystem dem schnelllebigen, digitalen Wandel in der Gesellschaft und Arbeitswelt an. In diesem Beitrag wird der Aufbau eines Embedded Micro Degrees (MDs) anhand eines ersten Best-Practice-Beispiels zum Thema MATLAB-Grundlagen an der Hochschule Ravensburg-Weingarten (RWU) beschrieben. Besonders wird dabei auf die Umsetzung des MDs eingegangen und die dafür angewendeten Tools beschrieben. Eine wichtige Rolle spielen dabei Open Badges, die nach erfolgreichem Bestehen eines MDs vergeben werden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Frey, Ilona and Kaufmann, Saara},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_17},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {251--257},
	file = {Frey und Kaufmann - 2023 - Embedded Micro Degree an der RWU – Umsetzung eines.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4MVL3XBG/Frey und Kaufmann - 2023 - Embedded Micro Degree an der RWU – Umsetzung eines.pdf:application/pdf;Frey und Kaufmann - 2023 - Embedded Micro Degree an der RWU – Umsetzung eines.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/447NF34M/Frey und Kaufmann - 2023 - Embedded Micro Degree an der RWU – Umsetzung eines.pdf:application/pdf},
}

@incollection{mrohs_feedback_2023,
	address = {Wiesbaden},
	title = {A feedback component that leverages counterfactual explanations for smart learning support},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_19},
	abstract = {The growing prevalence of digital learning in higher education is accompanied by challenges regarding students’ self-regulated learning. While there is a plethora of behavioral interventions that aim at supporting students’ selfregulated learning, they often do not consider the heterogeneity of students in their intervention design. This paper presents a novel feedback intervention that leverages the potential of machine learning and counterfactual explanations for providing personalized feedback to support students’ learning. Ultimately, this approach could automatically adapt to different courses and thereby empower scalable and effective feedback.},
	language = {en-GB},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Günther, Sebastian A. and Haag, Felix and Hopf, Konstantin and Handschuh, Philipp and Klose, Maria and Staake, Thorsten},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_19},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {285--291},
	file = {Günther et al. - 2023 - A feedback component that leverages counterfactual.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P6S73TPN/Günther et al. - 2023 - A feedback component that leverages counterfactual.pdf:application/pdf;Günther et al. - 2023 - A feedback component that leverages counterfactual.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FFNTAWHN/Günther et al. - 2023 - A feedback component that leverages counterfactual.pdf:application/pdf},
}

@incollection{mrohs_aufgabenbearbeitungen_2023,
	address = {Wiesbaden},
	title = {Aufgabenbearbeitungen von {Schüler}:innen multimedial erfassen: {Screencasts} als {Refexionsinstrument} in der {Lehrer}:innenbildung},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Aufgabenbearbeitungen von {Schüler}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_22},
	abstract = {Zusammenfassung
            Grundschullehramtsstudierende der Martin-Luther-Universität Halle-Wittenberg erhalten im Rahmen eines wahlobligatorischen Lehr-Lernlabor-Seminars die Möglichkeit, theoriebasiert Lernaufgaben für den Rechtschreibunterricht zu entwickeln und diese mit Grundschüler:innen zu erproben. Um detaillierte Einblicke in die Bearbeitungs- und Kommunikationsprozesse der Schüler:innen zu erhalten, werden via Screencast (Bildschirmaufnahme) die Gespräche der Schüler:innen simultan mit ihren Bearbeitungen am Tablet-PC aufgezeichnet. Die Videovignetten dienen den Studierenden als Reflexionsgrundlage zur Identifikation von Problemstellen und Hürden in ihrer eigens entwickelten Aufgabe. Sie geben Anhaltspunkte zur gezielten Überarbeitung des Aufgabendesigns},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kunz, Saskia Jessica},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_22},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {309--315},
	file = {Kunz - 2023 - Aufgabenbearbeitungen von Schülerinnen multimedia.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QD65QM56/Kunz - 2023 - Aufgabenbearbeitungen von Schülerinnen multimedia.pdf:application/pdf},
}

@incollection{mrohs_storytelling_2023,
	address = {Wiesbaden},
	title = {Storytelling bei der {Vermittlung} von {Data} {Literacy} in der {Hochschullehre} – ein {Praxisbeispiel}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_16},
	abstract = {Zusammenfassung
            
              In diesem Beitrag wird der interaktive Online-Kurs
              Mit Emma durch den Datendschungel
              vorgestellt, welcher an der Fakultät für Erziehungswissenschaft der Universität Bielefeld im Rahmen der Förderlinie Curriculum 4.0.nrw entwickelt und erprobt wird. Ziel ist es, Data Literacy an Studierende der Erziehungswissenschaft und der Bildungswissenschaften zu vermitteln. Inhaltlich orientiert sich der Kurs an dem Datenlebenszyklus. Didaktisch liegt dem Kurs die Methode des Storytellings zugrunde.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Erhardt, Yvonne and Gausling, Pia and Böhm-Kasper, Oliver},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_16},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {245--250},
	file = {Erhardt et al. - 2023 - Storytelling bei der Vermittlung von Data Literacy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U2SVUMZX/Erhardt et al. - 2023 - Storytelling bei der Vermittlung von Data Literacy.pdf:application/pdf;Erhardt et al. - 2023 - Storytelling bei der Vermittlung von Data Literacy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/68PTRIYP/Erhardt et al. - 2023 - Storytelling bei der Vermittlung von Data Literacy.pdf:application/pdf},
}

@incollection{mrohs_smart_2023,
	address = {Wiesbaden},
	title = {Smart {Success}: {Der} {Einsatz} digitaler {Tools} zur {Stärkung} des {Beratungs}- und {Unterstützungssystems}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Smart {Success}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_20},
	abstract = {Zusammenfassung
            Studienberatung und andere Unterstützungsstrukturen für Studierende sind wichtig, um Studienabbruch zu verhindern und Studienerfolg zu fördern. Häufig nutzen Studierende diese Angebote jedoch nicht. Digitale Tools können dabei helfen, Studienberatung und andere Unterstützungsstrukturen sichtbar zu machen und Studierende zu ihrer Nutzung zu motivieren. In diesem Artikel werden zwei digitale Tools vorgestellt, die zu diesem Zweck an der Hochschule Osnabrück entwickelt wurden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lutz, Lukas},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_20},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {293--299},
	file = {Lutz - 2023 - Smart Success Der Einsatz digitaler Tools zur Stä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I9RCC467/Lutz - 2023 - Smart Success Der Einsatz digitaler Tools zur Stä.pdf:application/pdf;Lutz - 2023 - Smart Success Der Einsatz digitaler Tools zur Stä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6QRPL36N/Lutz - 2023 - Smart Success Der Einsatz digitaler Tools zur Stä.pdf:application/pdf},
}

@incollection{mrohs_digitale_2023,
	address = {Wiesbaden},
	title = {Das digitale {Feedback}-{Portfolio}: {Feedbackkultur} und professionelle {Kompetenzen} im {Lehramtsstudium} entwickeln},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Das digitale {Feedback}-{Portfolio}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_21},
	abstract = {Zusammenfassung
            Das digitale Feedback-Portfolio unterstützt Studierende Verbindungslinien zwischen einzelnen Inhalten im Lehramtsstudium zu ziehen und diese nachhaltig zu verarbeiten. Um den Stand der Fähigkeiten und des Wissens sichtbar zu machen, werden Reflexionsprozesse innerhalb von Lehrveranstaltungen mithilfe von unterschiedlichen Aufgaben angestoßen, die von Studierenden im Rahmen von Portfolioeinträgen bearbeitet werden. Reflexion erfolgt dabei u. a. mittels Feedbackschleifen auf vier Ebenen: Feedback geben, Feedback nehmen, Feedback erfragen und Feedback verarbeiten.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Laube, Sebastian and Ohl, Franziska and Harring, Marius and Imhof, Margarete},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_21},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--307},
	file = {Laube et al. - 2023 - Das digitale Feedback-Portfolio Feedbackkultur un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ATSX4U36/Laube et al. - 2023 - Das digitale Feedback-Portfolio Feedbackkultur un.pdf:application/pdf},
}

@incollection{mrohs_studie_2023,
	address = {Wiesbaden},
	title = {Studie zum {Nutzen} persönlicher {E}-{Mails} in der {Online}- und {Präsenzlehre}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_5},
	abstract = {Zusammenfassung
            In großen Onlinevorlesungen fehlt Studierenden manchmal die Motivation, sich mit den Kursinhalten auseinanderzusetzen. Die in diesem Beitrag vorgestellte Studie zeigt: regelmäßige persönliche E-Mails können die Lehr- und Lernkultur verbessern. In einer Online-Informatik-Grundlagenvorlesung im Sommersemester 2021 wurde dazu das Kommunikations- und Nutzungsverhalten von 473 Studierenden auf mehreren Lernplattformen ausgewertet. In einer Umfrage am Semesterende konnten die Studierenden darüber hinaus ihre subjektive Einschätzung zu den Kommunikationsangeboten abgeben. Die Auswertung zeigt, dass Studierende persönliche E-Mails von Lehrenden schätzen und dass diese einen signifikanten Einfluss auf das Kommunikationsverhalten haben, aber nicht unbedingt auf das Nutzungsverhalten von Lernangeboten.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mühlhauser, Michael and Herrmann, Dominik},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_5},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--89},
	file = {Mühlhauser und Herrmann - 2023 - Studie zum Nutzen persönlicher E-Mails in der Onli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZMIHYHUD/Mühlhauser und Herrmann - 2023 - Studie zum Nutzen persönlicher E-Mails in der Onli.pdf:application/pdf},
}

@incollection{mrohs_padagogik_2023,
	address = {Wiesbaden},
	title = {Pädagogik lost in {Code}: {Operative} {Fehlformen} des {Lehrens} im {Digitalsolipsismus}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Pädagogik lost in {Code}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_6},
	abstract = {Zusammenfassung
            Der Beitrag argumentiert, dass die Handlungspraxis der Lehre operativ als idealtypische Form pädagogischer Zeigestruktur zu fassen ist. Im präsenzlosen Digitalsolipsismus an Universitäten während der coronapolitischen Schließungen kippte Lehre in operative Fehlformen des Lehrens. Diese Fehlformen sind keinesfalls harmlos, sondern zeitigen erheblich ungleichheitswirksame Effekte für Bildungsbiographien; ungleiche Lernvoraussetzungen werden erzeugt bzw. bereits vorhandene Differenzen im Chancengefüge verstärkt statt kompensiert. Dies bedeutet letztlich eine fatale pädagogische Regression in feudal-privatistische, neoliberalisierte Lehr-Lern-Verhältnisse, die aus ungleichheits-, vulnerabilitäts- und bildungsgerechtigkeitstheoretischer Überlegung aufs Schärfste zu verurteilen ist und künftig mit aller Kraft vereitelt werden muss.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dobmeier, Florian},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_6},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--99},
	file = {Dobmeier - 2023 - Pädagogik lost in Code Operative Fehlformen des L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PNFQAZCR/Dobmeier - 2023 - Pädagogik lost in Code Operative Fehlformen des L.pdf:application/pdf},
}

@incollection{mrohs_von_2023,
	address = {Wiesbaden},
	title = {Von der {Toolisierung} zur {Enkulturation} der {Digitälität}: {Förderung} einer neuen {Lernkultur} anhand des {Writing} {Lab} der {FHWien} der {WKW}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Von der {Toolisierung} zur {Enkulturation} der {Digitälität}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_8},
	abstract = {Zusammenfassung
            Im Zuge aktueller gesellschaftlicher Veränderungen stehen Hochschulen und Universitäten vor der Aufgabe, eine neue Lernkultur zu entwickeln. Hierbei spielt die zunehmende Digitalisierung des Lehrens und Lernens eine wesentliche Rolle. Im vorliegenden Beitrag entwickeln wir die These, dass eine Reduktion mediendidaktischen Handelns auf den kompetenten Einsatz von Tools noch nicht zu der anvisierten neuen Lernkultur führt und pädagogisch problematisch ist. Daran anschließend wird am Beispiel des geförderten Projekts „Writing Lab @FHWien der WKW“ skizziert, wie wir an der eigenen Hochschule eine neue Lernkultur mitgestalten möchten.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ruge, Wolfgang B. and Schwaiger, Silke},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_8},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--132},
	file = {Ruge und Schwaiger - 2023 - Von der Toolisierung zur Enkulturation der Digitäl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PMWUV45M/Ruge und Schwaiger - 2023 - Von der Toolisierung zur Enkulturation der Digitäl.pdf:application/pdf},
}

@incollection{mrohs_social_2023,
	address = {Wiesbaden},
	title = {Social {Learning} – {Innovative} {Zusammenarbeit} im digitalen {Zeitalter} gestalten mit der {Methode} {Working} {Out} {Loud}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_12},
	abstract = {Zusammenfassung
            Der Beitrag stellt ein didaktisches Konzept für die Hochschullehre vor, bei dem selbstgesteuertes Lernen in Netzwerken und Kollaboration in besonderer Weise gefördert wird. Das Format hat sich in Evaluationen als äußerst positiv für das Lernen in Gruppen und die persönliche Entwicklung erwiesen. Es leistet einen wichtigen Beitrag zu einer neuen Lernkultur in der modernen und digitalen Hochschullehre. In diesem digitalen Lehrkonzept wurde das Format Working Out Loud (WOL) auf die Hochschullehre übertragen. Studierende arbeiten in Online-Teams, bauen Netzwerke auf und unterstützen sich als Peers. Der begleitete, kompetenzorientierte Selbstlernprozess führt zu intensiven Kommunikations-/Reflexionsprozessen und zeigt Studierenden für ihre Lern- und Arbeitsmethoden zukunftsweisende Formate auf.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oelker, Birgit and Meißner, Anne},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_12},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--208},
	file = {Oelker und Meißner - 2023 - Social Learning – Innovative Zusammenarbeit im dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ML8KAFM2/Oelker und Meißner - 2023 - Social Learning – Innovative Zusammenarbeit im dig.pdf:application/pdf},
}

@incollection{mrohs_living_2023,
	address = {Wiesbaden},
	title = {Living {Learning} {Materials} im {Fokus} digitaler universitärer {Lehre}: {Zum} {Zusammenspiel} vom reflexiven {Lernen} über und gemeinsamem {Gestalten} von digitalen {Bildungsmaterialien}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Living {Learning} {Materials} im {Fokus} digitaler universitärer {Lehre}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_14},
	abstract = {Zusammenfassung
            Die Idee der Living Learning Materials (LLM) bezieht sich auf einen reflexiven Umgang mit digitalen Bildungsmaterialien sowie entsprechenden OER-Plattformen hinsichtlich ihrer inklusionsförderlichen Potenziale und tut dies basierend auf einer Verschränkung der Lehre, Forschung und digitalen Communities of Practice. Den Ausgangspunkt universitärer Lehre bildet mit diesem Zuschnitt die kritische Beurteilung und Verbesserung von OER-Materialien basierend auf einem Kriterienkatalog zur Inklusionssensibilität und Qualität. Lehre wird damit in mehrfacher Hinsicht digital: Sie findet unter Hinzunahme digitaler Angebote statt und basiert zudem auf der kritischen gemeinsamen Reflexion über digitale Bildungsmaterialien. Hierdurch wird Studierenden die kritische und vielperspektivische Auseinandersetzung mit der Bildung in der „Kultur der Digitalität“ (Stalder 2016) ermöglicht.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pieper, Marlene and Vogt, Michaela and Bierschwale, Christoph},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_14},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {215--221},
	file = {Pieper et al. - 2023 - Living Learning Materials im Fokus digitaler unive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/798UEZ5S/Pieper et al. - 2023 - Living Learning Materials im Fokus digitaler unive.pdf:application/pdf;Pieper et al. - 2023 - Living Learning Materials im Fokus digitaler unive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BXP2C43G/Pieper et al. - 2023 - Living Learning Materials im Fokus digitaler unive.pdf:application/pdf},
}

@incollection{mrohs_corona-pandemie_2023,
	address = {Wiesbaden},
	title = {Die {Corona}-{Pandemie}: {Zeitenwende} oder nur ein kurzes {Intermezzo} in der {Prüfungskultur}?},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Die {Corona}-{Pandemie}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_4},
	abstract = {Zusammenfassung
            Vor Beginn der Corona-Pandemie fanden an den meisten Universitäten und Hochschulen in Deutschland die Prüfungen fast ausschließlich analog und in Präsenz statt. Doch durch das Infektionsgeschehen mussten nahezu alle dieser Einrichtungen kurzfristig auf verschiedene Online-Prüfungsformate ausweichen. Da an der TU München im Rahmen eines Projekts zu diesem Zeitpunkt eine grundlegende Infrastruktur für automatisiert beaufsichtigte Prüfungen vorhanden war, wurde während der Corona-Semester eine große Anzahl von Prüfungen in diesem Format durchgeführt. Die Prüfungsevaluationen aus vier Semestern geben nun einen Einblick in die Veränderung der Wahrnehmung dieser Prüfungsform durch die Studierenden über die Zeit und tragen somit zur Beschreibung der aktuellen Prüfungskultur bei.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baume, Matthias and Muris-Wendt, Nina},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_4},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {37--62},
	file = {Baume und Muris-Wendt - 2023 - Die Corona-Pandemie Zeitenwende oder nur ein kurz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VXKY8Q3X/Baume und Muris-Wendt - 2023 - Die Corona-Pandemie Zeitenwende oder nur ein kurz.pdf:application/pdf},
}

@incollection{mrohs_innovativ_2023,
	address = {Wiesbaden},
	title = {Innovativ sein: {Verständnis} von innovativer {Lehre} in der {Lehrer}:innenbildung und {Implikationen} für die {Förderung} innovativer {Lehrkonzepte} im {Sinne} einer modernen {Hochschullehre}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Innovativ sein},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_9},
	abstract = {Zusammenfassung
            Innovationen in der Hochschullehre sichern deren Qualität und ermöglichen die Reaktion auf gesellschaftliche Entwicklungen. Angehende Lehrer:innen auf die Bedingungen der Digitalität vorzubereiten, bedingt die Weiterentwicklung von Lehrkonzepten in der Lehrer:innenbildung. Der Beitrag bietet Einblick in das Unterstützungsangebot „Vordenker:innen – Lehre neu gedacht“ an der MLU Halle-Wittenberg. Ziel des Programms ist es, Lehrende der Lehrer:innenbildung zum innovativen Handeln zu befähigen und Herausforderungen im Einsatz mit digitalen Medien zu bewältigen. In der Begleitforschung wurden das Verständnis zu innovativer Lehre sowie die Bedeutung struktureller und kultureller Bedingungen für innovative Lehrentwicklung aus Lehrendenperspektive ermittelt und Maßnahmen zur Förderung abgeleitet.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kofahl, Paula},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_9},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--153},
	file = {Kofahl - 2023 - Innovativ sein Verständnis von innovativer Lehre .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TFDDXQW3/Kofahl - 2023 - Innovativ sein Verständnis von innovativer Lehre .pdf:application/pdf},
}

@incollection{mrohs_digitalitat_2023,
	address = {Wiesbaden},
	title = {Digitalität und {Interkulturalität} {Hand} in {Hand}: {Ausbau} der {Technologieakzeptanz} und interkulturellen {Kompetenz} von {Lehramtsstudierenden}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Digitalität und {Interkulturalität} {Hand} in {Hand}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_10},
	abstract = {Zusammenfassung
            
              Im Projekt
              Vis-à-vis
              arbeiten Lehramtsstudierende aus Deutschland, Israel und Österreich über fünf Wochen online in trinationalen Gruppen in Form des problembasierten Lernens zusammen. Durch dieses internationale und digitale Projekt konnte einerseits die interkulturelle Kompetenz und andererseits die Technologieakzeptanz der Studierenden gesteigert werden. Bei der Analyse der Daten wurde ein Mixed-Methods-Ansatz verfolgt. Hierzu wurden vor und nach der Intervention ausgefüllte Fragebögen quantitativ ausgewertet. Während des Projekts führten die Studierenden Lerntagebücher und arbeiteten an Concept-Maps, wobei erstere qualitativ untersucht wurden und letztere quantitativ.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Paffenholz, Andreas and Dähling, Christoph and Standop, Jutta and Weinberger, Alfred},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_10},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--161},
	file = {Paffenholz et al. - 2023 - Digitalität und Interkulturalität Hand in Hand Au.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFJYQI38/Paffenholz et al. - 2023 - Digitalität und Interkulturalität Hand in Hand Au.pdf:application/pdf},
}

@incollection{mrohs_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Kulturen} der {Lehre} entwickeln: {Einleitende} {Verortungen}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_1},
	abstract = {Zusammenfassung
            Der Beitrag führt vor dem Hintergrund der Theorie der Kultur der Digitalität (Felix Stalder) in den vorliegenden Sammelband ein und wendet diesen theoretischen Rahmen auf Hochschulen und die Entwicklung der Hochschullehre an. Es werden die zentralen Strukturbedingungen umrissen und davon ausgehend Erfordernisse für die Entwicklung einer Kultur der Digitalität an der Universität Bamberg skizziert, die im Rahmen des Projekts „Digitale Kulturen der Lehre entwickeln (DiKuLe)“ beforscht und entwickelt werden. Abschließend gibt der Beitrag einen Ausblick auf die Beiträge des Sammelbandes, die neue Konzepte, Gestaltungsmöglichkeiten und Evaluationsergebnisse digitaler Lehr-Lernarrangements vorstellen.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mrohs, Lorenz and Herrmann, Dominik and Franz, Julia and Lindner, Konstantin and Staake, Thorsten},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_1},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--6},
	file = {Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Einleitend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9AH7DRDL/Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Einleitend.pdf:application/pdf;Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Einleitend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M528H6IW/Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Einleitend.pdf:application/pdf},
}

@incollection{mrohs_rolle_2023,
	address = {Wiesbaden},
	title = {Die {Rolle} der {Digitalisierungsstrategien} bei der {Implementierung} digitaler {Lehre}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_3},
	abstract = {Zusammenfassung
            Der Beitrag stellt die Ergebnisse einer empirischen Studie an acht europäischen Hochschulen mit insgesamt 68 Interviews vor und geht der Frage nach dem Verhältnis der jeweiligen Digitalisierungsstrategie zwischen Hochschulleitung, Fakultätsleitung und Lehrenden nach. Es zeigt sich, dass die Entwicklung von Digitalisierungsstrategien durch die Coronapandemie einen Aufschwung erfahren hat. Die Lehrenden waren allerdings selten über Digitalisierungsstrategien informiert und der Fakultät war die Umsetzung der Digitalisierungsstrategien überlassen. Zur Erklärung dieses Phänomens eignet sich die Theorie lose gekoppelter Systeme von Karl E. Weick, die sich auf Hochschulen übertragen lässt.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schäfer, Len Ole and Deacon, Bronwen and Laufer, Melissa},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_3},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--35},
	file = {Schäfer et al. - 2023 - Die Rolle der Digitalisierungsstrategien bei der I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/58KDBMYJ/Schäfer et al. - 2023 - Die Rolle der Digitalisierungsstrategien bei der I.pdf:application/pdf;Schäfer et al. - 2023 - Die Rolle der Digitalisierungsstrategien bei der I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/252U9TN3/Schäfer et al. - 2023 - Die Rolle der Digitalisierungsstrategien bei der I.pdf:application/pdf},
}

@article{belmar_taking_2023,
	title = {Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention},
	volume = {2},
	issn = {2731-4588},
	shorttitle = {Taking advantage of asynchronous digital feedback},
	doi = {10.1007/s44186-023-00112-w},
	abstract = {PURPOSE: To date, there are no training programs for basic suturing that allow remote deliberate practice. This study seeks to evaluate the effectiveness of a basic suture skills training program and its 6-month skill retention applying unsupervised practice and remote digital feedback.
METHODS: Fourth-year medical-student trainees reviewed instructional videos from a digital platform and performed unsupervised practice as needed at their homes. When they felt competent, trainees uploaded a video of themselves practicing the skill. In {\textless} 72 h, they received expert asynchronous digital feedback. The course had two theoretical stages and five video-based assessments, where trainees performed different suturing exercises. For the assessment, a global (GRS) and specific rating scale (SRS) were used, with a passing score of 20 points (max:25) and 15 (max:20), respectively. Results were compared to previously published work with in-person expert feedback (EF) and video-guided learning without feedback (VGL). A subgroup of trainees underwent a 6-month skills retention assessment.
RESULTS: Two-hundred and forty-three trainees underwent the course between March and December 2021. A median GRS of 24 points was achieved in the final assessment, showing significantly higher scores (p {\textless} 0.001) than EF and VGL (20.5 and 15.5, respectively). Thirty-seven trainees underwent a 6-month skills retention assessment, improving in GRS (23.38 vs 24.03, p value = 0.06) and SRS (18.59 vs 19, p value = 0.07).
CONCLUSION: It is feasible to teach basic suture skills to undergraduate medical students using an unsupervised training course with remote and asynchronous feedback through a digital platform. This methodology allows continuous training with the repetition of quality practice, personalized feedback, and skills retention at 6 months.},
	language = {en-GB},
	number = {1},
	journal = {Global Surgical Education: Journal of the Association for Surgical Education},
	author = {Belmar, Francisca and Gaete, María Inés and Durán, Valentina and Chelebifski, Slavka and Jarry, Cristián and Ortiz, Catalina and Escalona, Gabriel and Villagrán, Ignacio and Alseidi, Adnan and Zamorano, Elga and Pimentel, Fernando and Crovari, Fernando and Varas, Julián},
	year = {2023},
	pmid = {38013870},
	pmcid = {PMC9900196},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Basic suture skills, Distance-based simulation, Medicine students},
	pages = {32},
	file = {Belmar et al. - 2023 - Taking advantage of asynchronous digital feedback.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6FDNLQ6C/Belmar et al. - 2023 - Taking advantage of asynchronous digital feedback.pdf:application/pdf},
}

@incollection{alexander_empowering_2023,
	address = {New York},
	edition = {1},
	title = {Empowering {Faculty} to {Design} {TechnologyEnriched} {Student} {Learning}},
	isbn = {978-1-003-44833-4},
	url = {https://www.taylorfrancis.com/books/9781003448334/chapters/10.4324/9781003448334-5},
	language = {en-GB},
	urldate = {2024-07-08},
	booktitle = {Transforming {Digital} {Learning} and {Assessment}},
	publisher = {Routledge},
	author = {Sullivan, Roberta Robin and Van Putten, Cherie and Cole, Emily and Fulcher-Rood, Katrina and Kruger, Jessica and Sipley, Gina and Rigolino, Rachel and Herman, Jennifer H.},
	collaborator = {Alexander, Bryan and Maki, Peggy L. and Shea, Peter},
	month = jun,
	year = {2023},
	doi = {10.4324/9781003448334-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {99--123},
	file = {Sullivan et al. - 2023 - Empowering Faculty to Design TechnologyEnriched St.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/84APC5ZG/Sullivan et al. - 2023 - Empowering Faculty to Design TechnologyEnriched St.pdf:application/pdf},
}

@incollection{mrohs_welche_2023,
	address = {Wiesbaden},
	title = {Welche {Chancen} bietet der {Einsatz} von interaktiven {Unterrichtsvideos} in der {Lehrer}:innenbildung aus {Studierendensicht}?},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Welche {Chancen} bietet der {Einsatz} von interaktiven {Unterrichtsvideos} in der {Lehrer}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_25},
	abstract = {Zusammenfassung
            Dem Einsatz von Unterrichtsvideos wird in der Lehrer:innenbildung grundsätzlich ein hohes Lernpotenzial zugesprochen, wobei groß angelegte Studien zur Frage, welcher Einsatz wie effektiv ist, noch ausstehen. Dieser Beitrag beschäftigt sich daher damit, wie Studierende die Arbeit mit interaktiven Unterrichtsvideos im Vergleich zu einer offenen, einer hoch und einer niedrig inferenten Beobachtungsmethode einschätzen. Im Rahmen eines Online-Seminars wurde die begründete Einschätzung von 103 Studierenden des Grundschullehramts erhoben. Die Ergebnisse legen nahe, dass aus Studierendensicht die interaktive Videoanalyse von den vier Beobachtungsmethoden am besten dafür geeignet ist, bei Studierenden die professionelle Wahrnehmung zu schulen. Inwiefern ein tatsächlicher Kompetenzzuwachs vorliegt, gilt es in weiteren Analysen zu überprüfen.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zmiskol, Tabea and Hess, Miriam},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_25},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {345--368},
	file = {Zmiskol und Hess - 2023 - Welche Chancen bietet der Einsatz von interaktiven.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AIAUJGYZ/Zmiskol und Hess - 2023 - Welche Chancen bietet der Einsatz von interaktiven.pdf:application/pdf},
}

@incollection{mrohs_kompetenzen_2023,
	address = {Wiesbaden},
	title = {Kompetenzen für die digitale {Arbeitswelt} – {Ein} {Lehrprojekt} zu {Digital} {Health}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_23},
	abstract = {Zusammenfassung
            Ziel des Lehrprojekts ist es, Studierenden im Bachelorstudiengang Gesundheits- und Sozialmanagement mittels einer lernpfadbasierten Selbstlerneinheit einen Überblick zur Digitalisierung im Gesundheitswesen zu ermöglichen, ihnen aufzuzeigen, welche Kompetenzen die Berufspraxis in diesen Bereichen erfordert, und Ansätze zum individuellen überfachlichen Kompetenzaufbau zu vermitteln. Grundlage dafür ist der Ansatz der Future Skills nach Ulf-Daniel Ehlers (2020). Als Pilotprojekt soll die digitale Lerneinheit zur Entwicklung einer Kultur der Digitalität an der Hochschule beitragen, indem unterschiedliche Lehr- und Lernformate kombiniert und verschiedene Organisationseinheiten miteinander verknüpft werden.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stülb, Magdalena and Binder, Sven and Steinbrecher, Svenja},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_23},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--333},
	file = {Stülb et al. - 2023 - Kompetenzen für die digitale Arbeitswelt – Ein Leh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UPIEK6FN/Stülb et al. - 2023 - Kompetenzen für die digitale Arbeitswelt – Ein Leh.pdf:application/pdf;Stülb et al. - 2023 - Kompetenzen für die digitale Arbeitswelt – Ein Leh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/REKALMG8/Stülb et al. - 2023 - Kompetenzen für die digitale Arbeitswelt – Ein Leh.pdf:application/pdf},
}

@incollection{mrohs_lernen_2023,
	address = {Wiesbaden},
	title = {Lernen 4.0 für pflegerische {Berufsgruppen}: {Erfahrungen} aus dem wissenschaftlichen {Weiterbildungsangebot} „{T}.-{Nugd} –{Telenursing}-{Nursing} goes digital“},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Lernen 4.0 für pflegerische {Berufsgruppen}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_24},
	abstract = {Zusammenfassung
            Digitale Anwendungen bieten vielfältige Potenziale, um die pflegeberufliche Arbeit effektiver zu gestalten. Für den Umgang mit digitalen Tools werden zusätzliche Kompetenzen benötigt. Allerdings fehlen Aus-, Fort- und Weiterbildungsangebote, um entsprechende Kompetenzen zu vermitteln. Das Projekt „T-Nugd – Telenursing – Nursing goes digital“ entwickelt, erprobt und evaluiert ein wissenschaftliches Weiterbildungsangebot für Pflegefachpersonen im Bereich der Telepflege/Telemedizin. Neben der Vermittlung von Fachwissen soll T-Nugd dazu beitragen, dass Pflegefachpersonen digitale Kompetenzen erwerben, damit sie die digitale Transition der beruflichen Pflege aktiv mitgestalten können. Im folgenden Beitrag werden die Konzeption und Ergebnisse des Weiterbildungsangebotes dargestellt.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vogel, Jann Niklas and Treseler, Stina-Katharina and Schulze, Melanie and Stenzel, Frauke and Heitmann-Möller, André and Tschupke, Sandra and Hasseler, Martina},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_24},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {335--341},
	file = {Vogel et al. - 2023 - Lernen 4.0 für pflegerische Berufsgruppen Erfahru.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G75IUJI2/Vogel et al. - 2023 - Lernen 4.0 für pflegerische Berufsgruppen Erfahru.pdf:application/pdf;Vogel et al. - 2023 - Lernen 4.0 für pflegerische Berufsgruppen Erfahru.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5GAQ76V4/Vogel et al. - 2023 - Lernen 4.0 für pflegerische Berufsgruppen Erfahru.pdf:application/pdf},
}

@incollection{mrohs_rollenbeschreibungen_2023,
	address = {Wiesbaden},
	title = {Rollenbeschreibungen von {Hochschullehrenden} im {Kontext} der {Digitalisierung}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_7},
	abstract = {Zusammenfassung
            Hochschullehrende sehen sich, auch infolge der durch die COVID-19-Pandemie forcierten Digitalisierung der Hochschullehre, mit neuen Aufgaben und veränderten Erwartungen konfrontiert. Der Beitrag untersucht im Rahmen eines Scholarship-of-Academic-Development-Ansatzes Veränderungen in der Wahrnehmung von Lehrrollen durch die digital gestützte Lehre. In diesem Zusammenhang setzt er sich eingehend mit den Aufgaben und Kompetenzen von Lehrenden, den an sie gestellten Erwartungen und Herausforderungen sowie der arbeitsteiligen Zusammenarbeit zwischen Lehrenden und anderen Hochschulmitarbeitenden auseinander. Die Erhebung fand im Rahmen einer Veranstaltung zur Rollenvielfalt in der digital gestützten Hochschullehre des Projekts „Digitalisierung der Hochschulbildung“ in Sachsen statt.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vogel, Anne and Riedel, Jana and Henschler, Julia},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_7},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {103--116},
	file = {Vogel et al. - 2023 - Rollenbeschreibungen von Hochschullehrenden im Kon.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y55B4SN5/Vogel et al. - 2023 - Rollenbeschreibungen von Hochschullehrenden im Kon.pdf:application/pdf},
}

@incollection{mrohs_kollaborativ_2023,
	address = {Wiesbaden},
	title = {Kollaborativ, phasenübergreifend und digital: {Die} {Arbeit} in der {Community} of {Practice} {Inklusionssensible} {Lehrer}*innenbildung im {Projekt} {BiLinked}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Kollaborativ, phasenübergreifend und digital},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_13},
	abstract = {Zusammenfassung
            Die Community of Practice Inklusionssensible Lehrer*innenbildung im Projekt BiLinked setzt sich mit der Frage auseinander, welche Kompetenzen (zukünftige) Lehrkräfte benötigen, um Schüler:innen dabei unterstützen zu können, in einer digitalen Gesellschaft als mündige Bürger:innen zu agieren. Im Rahmen des Seminars Inklusionssensibler Unterricht in einer digitalen Welt planen Studierende gemeinsam mit Fachdidaktiker:innen und Lehrkräften in sogenannten Tridems Unterricht, in dem Digitalität in Form von Inhalten, -materialien und/oder -methoden eine Rolle spielt. Der Beitrag umreißt das Seminarkonzept sowie die Arbeit in den Tridems und benennt aktuelle Herausforderungen, die sich aus der phasenverbindenden Kollaboration ergeben.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Trapp, Anne and Wernicke, Anne},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_13},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--214},
	file = {Trapp und Wernicke - 2023 - Kollaborativ, phasenübergreifend und digital Die .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8MGZFKJM/Trapp und Wernicke - 2023 - Kollaborativ, phasenübergreifend und digital Die .pdf:application/pdf;Trapp und Wernicke - 2023 - Kollaborativ, phasenübergreifend und digital Die .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XHGI3AD/Trapp und Wernicke - 2023 - Kollaborativ, phasenübergreifend und digital Die .pdf:application/pdf},
}

@incollection{mrohs_bedingungsfaktoren_2023,
	address = {Wiesbaden},
	title = {Bedingungsfaktoren eines erfolgreichen {Blended} {Learnings}: {Quantitative} und qualitative {Befragungsergebnisse}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Bedingungsfaktoren eines erfolgreichen {Blended} {Learnings}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_2},
	abstract = {Zusammenfassung
            Im Zuge der Digitalisierung der Hochschullehre hat auch Blended Learning als Kombination aus Präsenz- und Onlinelehre zunehmende Verbreitung gefunden. Ziel des Beitrags ist es, die aktuellen Bedingungen der Anwendung zu analysieren und zu untersuchen, welche Faktoren für eine erfolgreiche Blended-Learning-Veranstaltung gegeben sein müssen. Hierfür wurden eine Fragebogenuntersuchung und qualitative Interviews mit Studierenden an zwei deutschen Universitäten durchgeführt. Die Ergebnisse zeigen, dass formale Faktoren wie Strukturierung und Unterstützung im Blended Learning bereits sehr gut gewährleistet werden. Verbesserungspotenziale bestehen in der Möglichkeit zur Kooperation der Studierenden untereinander. Aus Perspektive der Studierenden ist diese aktiv von den Dozierenden zu initiieren.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kastl, Pia and Stöckl, Andreas and Struck, Olaf},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_2},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {9--28},
	file = {Kastl et al. - 2023 - Bedingungsfaktoren eines erfolgreichen Blended Lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D46WEYPG/Kastl et al. - 2023 - Bedingungsfaktoren eines erfolgreichen Blended Lea.pdf:application/pdf},
}

@article{duffy_online_2023,
	title = {An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the {COVID}-19 pandemic},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03950-2},
	doi = {10/gs569v},
	abstract = {Background:  The COVID-19 pandemic has created unprecedented challenges for medical students and educators worldwide. Groups 1, 2 and 3 of year 3, semester 2 medical students at the Royal College of Surgeons in Ireland (n = 275) had only completed 2, 5 and 7 weeks, respectively, of their scheduled 10-week clinical medicine and surgery attachments, prior to the Irish shutdown of all in-person non-essential activities, including medical student education.
Methods:  We developed and delivered an online case-based program, focused on history-taking skills and clinical reasoning, using simulated patients and video technologies. 12 tutorials were delivered over 6 weeks to 35 subgroups of 8 students in line with program learning outcomes. Both simulated patients (n = 36), and tutors (n = 45, from retired clinical professors to newly graduated physicians), were rapidly upskilled in Blackboard Collaborate and Microsoft Teams, and also in the provision of constructive feedback. We evaluated this newly developed program by the following three criteria: student attendance, achieved grades, and student feedback.
Results:  Attendance at the 12 tutorials was higher amongst group 1 and 2 students (75 and 73\%) by comparison with group 3 students (60\%) (p = {\textless} 0.001). Of the 273 students that sat the Year 3 Semester 2 online long case assessment, 93\% were successful. Despite group 1 students having the least prior clinical experience, results were similar to those of groups 2 and 3 (1st honors, 2nd honors, pass, and fail grades for group 1, 39\%, 33\%, 23\% and 6\%; group 2, 34\%, 41\%, 17\% and 8\%; group 3, 39\%, 25\%, 28\% and 7\%) (p = 0.48). An increased attendance rate at tutorials was associated with higher numbers of honors grades (p = {\textless} 0.001). Anonymous feedback from the students demonstrated considerable satisfaction with program: {\textgreater} 85\% agreed that the online program was interactive and very educational.
Conclusions:  Use of online video technology, tutors of varied experience, and simulated patients were demonstrated to replicate patient encounters, and to facilitate the development of clinical skills remotely during the COVID19 pandemic.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Duffy, Barbara and Tully, Roisin and Stanton, Alice V.},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Weiterführung, Bildungstechnologie},
	pages = {4},
	file = {Duffy et al. - 2023 - An online case-based teaching and assessment progr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SXR6CIS9/Duffy et al. - 2023 - An online case-based teaching and assessment progr.pdf:application/pdf},
}

@article{goble_development_2023,
	title = {Development and evaluation of an online surgical elective for medical students},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04180-w},
	doi = {10/gs567f},
	abstract = {Background  Decreased experiential learning opportunities exacerbated by the COVID-19 pandemic have increased development of online surgical educational courses. To what extent may such courses provide exposure to broad and accessible surgical education?
Methods  Surge is a 6-week online surgical elective hosted within a virtual learning environment, covering all surgical specialties. Course content is mapped to the Royal College of Surgeons’ Undergraduate Curriculum in Surgery. Each week consultant surgeons discuss their specialty in short videos on anatomy, pathology and lifestyle of a surgeon. Students also engage with learning activities; further reading lists; formative quizzes and live sessions including suturing practice. Participants were medical students undertaking third-year electives at the University of Sheffield. Pre- and post-course questionnaires investigated student interest in surgery, understanding of steps required to pursue a surgical career and confidence in surgical environments. Qualitative data was collected via free-text responses and analysed with content analysis. Quantitative data was collected using 5-point Likert scales (1 = Strongly Disagree; 5 = Strongly Agree) and analysed using the Wilcoxon signed-rank test.
Results  Twenty-two students participated in Surge over five 6-week cohorts. Examination of free-text responses revealed students gained increased understanding of available surgical career options. Students felt better informed regarding different surgical specialties (median score 2.5 vs. 4, p = 0.000) and steps required to develop a surgical portfolio (median score 2 vs. 5, p = 0.000). Additionally, confidence in understanding of relevant intraoperative steps improved (median score 3 vs. 4, p = 0.000).
Conclusion  These data demonstrate Surge increased student confidence and understanding of surgical careers despite reduced in-person opportunities to engage with surgical education. Surge will continue to be developed and evaluated on a larger scale.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Goble, Mary and Chapman, Neil},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Schlussfolgerung},
	pages = {254},
	file = {Goble und Chapman - 2023 - Development and evaluation of an online surgical e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4BPBCQSZ/Goble und Chapman - 2023 - Development and evaluation of an online surgical e.pdf:application/pdf},
}

@article{husin_is_2023,
	title = {Is {There} a {Relationship} between all {Types} of {Presence} in {Online} {Group} {Work}?},
	volume = {13},
	issn = {2222-6990},
	url = {https://hrmars.com/journals/papers/IJARBSS/v13-i5/17037},
	doi = {10/gsbsx2},
	abstract = {This study is conducted to look at the relationship between all types of presence in online group work. Notably, this study is aimed at providing answers to the following questions: a) how do learners perceive cognitive presence in online group work?, b) how do learners perceive social presence in online group work?, c) how learners perceive teacher presence in online group work? and d) is there a relationship between different types of presence in online group work? The respondents of the quantitative study consisted of 331 ESL undergraduates from a public university. A four-part questionnaire was distributed via online. The 5-Likert scale survey instrument was extracted from Aderibigbe (2021) to reveal the association of cognitive, social and teaching presence in online group work. The findings from the study in general show a significantly strong relationship between all three types of presence during online group work. Statistics obtained from the questionnaire indicated impactful roles played by the presence of the three elements during online group work. Majority of the students collectively agree that the presence of cognitive, social and teacher presence have a positive role on their learning experience during online group work. This can provide insights for future educators, researchers as well as students on the importance of understanding the core elements needed during online group work; hence, improving the quality and productivity.},
	language = {en-GB},
	number = {5},
	urldate = {2023-06-08},
	journal = {International Journal of Academic Research in Business and Social Sciences},
	author = {Husin, Misyana Susanti and Md. Yusof, Mimihayu and Jaapar, Wan Effa and Abd Ghaffar, Siti Zuraina Ghaffar and Rahmat, Noor Hanim},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:4},
	pages = {Pages 2791--2805},
	file = {Husin et al. - 2023 - Is There a Relationship between all Types of Prese.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AS9I5NDJ/Husin et al. - 2023 - Is There a Relationship between all Types of Prese.pdf:application/pdf},
}

@inproceedings{tzimas_literature_2023,
	title = {A {Literature} {Review} of {Experimental} {Studies} in {Learning} {Analytics}},
	abstract = {The purpose of this literature review is threefold: (a) to conduct a critical review of the published scientific literature on Learning Analytics (LA), (b) to identify current trends, gaps, and research questions in the field, and (c) to summarize the existing empirical evidence of the LA adoption. From a sample of 390 articles, 118 were included in the review after searching online bibliographic databases. The selected empirical evidence articles were examined for their research questions, stakeholders, and limitations using qualitative content analysis. The results demonstrated that LA is an interdisciplinary field and that developing efficient techniques is a new research challenge for the educational community. This study discusses the results of defining and analyzing five conceptual dimensions: the object of analysis, technology, objectives, stakeholders, and ethics. It provides guidelines from the literature for scholars, faculty, course designers, researchers, and other educational stakeholders interested in developing responsible, efficient, and pedagogical LA approaches.},
	language = {en-GB},
	booktitle = {Proceedings of the 13th {Pan}-{Hellenic} and {International} {Conference} “{ICT} in {Education}”},
	author = {Tzimas, Dimitrios and Demetriadis, Stavros},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Leraning:Analytics, \#b:Konferenz-Paper:online:learning},
	file = {Tzimas und Demetriadis - A Literature Review of Experimental Studies in Lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PQLKMFMX/Tzimas und Demetriadis - A Literature Review of Experimental Studies in Lea.pdf:application/pdf},
}

@article{hu_effectiveness_2023,
	title = {Effectiveness of a gamified learning analytics dashboard with coregulation mechanism for self-regulated learning in college ethics courses},
	issn = {1049-4820, 1744-5191},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2023.2277741},
	doi = {10.1080/10494820.2023.2277741},
	abstract = {It is known that teachers commonly utilize learning platforms equipped with Learning Analytics Dashboards (LAD) to support students in their Self-Regulated Learning (SRL) endeavors. However, students may struggle to eﬀectively employ LAD due to a lack of suﬃcient metacognitive skills. Co-regulation of learning (CoRL) has been proven to facilitate metacognitive knowledge sharing. However, the implementation of LAD with CoRL mechanisms in self-paced, asynchronous learning environments, aimed at enhancing students’ SRL, remains unclear. Investigating how students utilize a LAD with CoRL and how such a system can promote SRL in selfpaced, asynchronous courses is an important topic. This study designed a gamiﬁed LAD utilizing a futures trading market interactive interface as the CoRL mechanism. A quasiexperimental design was adopted to assess the eﬀects of the gamiﬁed LAD with CoRL on SRL, learning engagement, and academic achievement among 60 students from two Business Ethics classes over the course of a semester. The gamiﬁed LAD with CoRL had positive eﬀects on the SRL and learning engagement of the asynchronous learners in the experimental group. Signiﬁcant diﬀerences were observed in the academic achievement of the experimental and control groups. The gamiﬁed LAD with CoRL had positive eﬀects on learners in self-paced, asynchronous courses.},
	language = {en-GB},
	urldate = {2023-11-25},
	journal = {Interactive Learning Environments},
	author = {Hu, Yung-Hsiang and Liao, Bo-Kai and Hsieh, Chieh-Lun},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics},
	pages = {1--17},
	file = {Hu et al. - 2023 - Effectiveness of a gamified learning analytics das.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICI2697J/Hu et al. - 2023 - Effectiveness of a gamified learning analytics das.pdf:application/pdf},
}

@article{wong_analysis_2023,
	title = {An analysis of learning analytics in personalised learning},
	volume = {35},
	issn = {1042-1726, 1867-1233},
	url = {https://link.springer.com/10.1007/s12528-022-09324-3},
	doi = {10.1007/s12528-022-09324-3},
	abstract = {This paper presents an analysis of learning analytics practices which aimed to achieve personalised learning. It addresses the need for a systematic analysis of the increasing amount of practices of learning analytics which are targeted at personalised learning. The paper summarises and highlights the characteristics and trends in relevant learning analytics practices, and illustrates their relationship with personalised learning. The analysis covers 144 related articles published between 2012 and 2019 collected from Scopus. The learning analytics practices were analysed from the dimensions of what (learning context, learning environment, and data collected), who (stakeholder), why (objective of learning analytics, and personalised learning goal), and how (learning analytics method), as well as their outcomes and limitations. The results show the diversified contexts of learning analytics, with the major ones being tertiary education and online learning. The types of data for learning analytics, which have been increasingly collected from online and emerging learning environments, are mainly related to the learning activities, academic performance, educational background and learning outcomes. The most frequent types of learning analytics objectives and personalised learning goals are enhancing learning experience, providing personal recommendations and satisfying personal learning needs. The learning analytics methods have commonly involved the use of statistical tests, classification, clustering and visualisation techniques. The findings also suggest the areas for future work to address the limitations revealed in the practices, such as investigating more cost-effective ways of offering personalised support, and the transforming role of teachers in personalised learning practices.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-22},
	journal = {Journal of Computing in Higher Education},
	author = {Wong, Billy Tak-ming and Li, Kam Cheong and Cheung, Simon K.S.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics},
	pages = {371--390},
	file = {Wong et al. - 2023 - An analysis of learning analytics in personalised .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KQCJHRQ7/Wong et al. - 2023 - An analysis of learning analytics in personalised .pdf:application/pdf},
}

@article{drugova_learning_2023,
	title = {Learning analytics driven improvements in learning design in higher education: {A} systematic literature review},
	issn = {0266-4909, 1365-2729},
	shorttitle = {Learning analytics driven improvements in learning design in higher education},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12894},
	doi = {10/gs4mfj},
	abstract = {Background: Driven by the ongoing need to provide high-quality learning and teaching, universities recently have shown an increased interest in using learning analytics (LA) for improving learning design (LD). However, the evidence of such improvements is scarce, and the maturity of such research is unclear.},
	language = {en-GB},
	urldate = {2023-11-12},
	journal = {Journal of Computer Assisted Learning},
	author = {Drugova, Elena and Zhuravleva, Irina and Zakharova, Ulyana and Latipov, Adel},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics},
	pages = {jcal.12894},
	file = {Drugova et al. - 2023 - Learning analytics driven improvements in learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z35F4QHB/Drugova et al. - 2023 - Learning analytics driven improvements in learning.pdf:application/pdf},
}

@article{bouwer_eye-mind_2023,
	title = {The eye-mind of processing written feedback: {Unraveling} how students read and use feedback for revision},
	volume = {85},
	issn = {09594752},
	shorttitle = {The eye-mind of processing written feedback},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0959475223000142},
	doi = {10/gs28rb},
	abstract = {This research aims to promote our understanding of feedback engagement processes in writing tasks using a combination of online and offline measures, including eye-tracking, thinking-aloud, and text-analyses. Study 1 explored how sixteen students read, evaluate, and use feedback for revision. Results revealed three feedback processing strategies: (1) superficial processing (n = 6), which is characterized by reading feedback in a linear way, without critically rereading or revising the text, (2) local processing (n = 6) in which students switched between reading the comments and the commented text, and (3) deep processing (n = 4) in which students integrated the feedback with both commented and uncommented parts of the text and made more substantial revisions. In Study 2, we investigated the local and deep feedback reading strategy in more detail with 41 stu­ dents using a within-subject design with different types of feedback. Results demonstrated the same strategies among students, but also that the focus of feedback affected students’ revision behavior, above and beyond an individual feedback processing strategy. This finding is in line with previous research that emphasized the effects of feedback characteristics on students’ use of feedback. By triangulating various process measures, this research is one of the first that provides empirical evidence for different feedback processing strategies among students. These novel insights in individual feedback engagement processing can be used to extend and refine current theories on how, when, and why feedback works and for whom.},
	language = {en-GB},
	urldate = {2023-10-30},
	journal = {Learning and Instruction},
	author = {Bouwer, Renske and Dirkx, Kim},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bildungstheorien, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {101745},
	file = {Bouwer und Dirkx - 2023 - The eye-mind of processing written feedback Unrav.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/25QIVII6/Bouwer und Dirkx - 2023 - The eye-mind of processing written feedback Unrav.pdf:application/pdf},
}

@article{chen_measuring_2023,
	title = {Measuring {Young} {Learners}’ {Open}-ended {Agent}-based {Programming} {Practices} with {Learning} {Analytics}},
	abstract = {Agent-based modeling (ABM) has been recognized as an important component of computational thinking and literacy. Agent-based programming (ABP) is the computational foundation of ABM. In this study, we propose a novel method to programmatically measure young learners’ ABP practices in open-ended programming contexts with a 4-stage model. We present results from the online community of Turtle Universe, a new version of NetLogo designed for mobile platforms and younger learners in informal contexts. We draw on a dataset of 2,300 block-based and text-based projects shared by out-of-school, unsupervised learners. Our approach generally succeeded in measuring learners’ openended ABP practices. Differences were found among projects of different stages and modalities. We discuss the implications of our approach and design of block-based ABP environments.},
	language = {en-GB},
	author = {Chen, John and Wilensky, Uri},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found, Leraning:Analytics},
	file = {Chen und Wilensky - Measuring Young Learners’ Open-ended Agent-based P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EWNKIDDH/Chen und Wilensky - Measuring Young Learners’ Open-ended Agent-based P.pdf:application/pdf},
}

@inproceedings{kaliisa_using_2023,
	title = {Using {Learning} {Analytics} to {Assess} the {Intended} and {Enacted} {Learning} {Design}: {An} {Epistemic} {Network} {Analysis} {Approach}},
	url = {https://www.researchgate.net/publication/370024046_Using_Learning_Analytics_to_Assess_the_Intended_and_Enacted_Learning_Design_An_Epistemic_Network_Analysis_Approach},
	abstract = {This paper explores the potential of using learning analytics (LA) to provide context for the interpretation of the intended and enacted learning design. We use Epistemic Network Analysis (ENA) to analyze and visualize students' learning patterns enacted across seven asynchronous online discussions conducted in a semester-long undergraduate course and how they relate to the course’s learning objectives. The findings showed connections between the design of each week’s tasks and the epistemic and social connections made by the students. The implications of the findings are for designing activities that promote student engagement and productive knowledge-building discourse in computer-supported collaborative learning (CSCL) environments.},
	language = {en-GB},
	urldate = {2025-07-17},
	author = {Kaliisa, Rogers and Scianna, Jennifer and Mørch, Anders I and Kluge, Anders},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Leraning:Analytics, \#b:Konferenz-Paper:online:learning},
	file = {Kaliisa et al. - Using Learning Analytics to Assess the Intended an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3HMQM975/Kaliisa et al. - Using Learning Analytics to Assess the Intended an.pdf:application/pdf},
}

@article{rospigliosi_artificial_2023,
	title = {Artificial intelligence in teaching and learning: what questions should we ask of {ChatGPT}?},
	volume = {31},
	issn = {1049-4820, 1744-5191},
	shorttitle = {Artificial intelligence in teaching and learning},
	url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2023.2180191},
	doi = {10.1080/10494820.2023.2180191},
	language = {en-GB},
	number = {1},
	urldate = {2025-05-05},
	journal = {Interactive Learning Environments},
	author = {Rospigliosi, Pericles ‘Asher’},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, Promotion:Ausschluss},
	pages = {1--3},
	file = {Rospigliosi - 2023 - Artificial intelligence in teaching and learning what questions should we ask of ChatGPT:/Users/jochenhanisch-johannsen/Zotero/storage/Z6MVZ7YS/Rospigliosi - 2023 - Artificial intelligence in teaching and learning what questions should we ask of ChatGPT.pdf:application/pdf},
}

@inproceedings{koh_value_2023,
	title = {Value and {Challenges} in {Using} a {Collaborative} {Critical} {Reading} and {Learning} {Analytics} {System}: {A} {Cross}-{Case} {Analysis} of {Two} {High} {Schools}},
	shorttitle = {Value and {Challenges} in {Using} a {Collaborative} {Critical} {Reading} and {Learning} {Analytics} {System}},
	url = {https://repository.isls.org/handle/1/9201},
	doi = {10.22318/cscl2023.869864},
	abstract = {WiREAD+ is an augmented web-based collaborative critical reading and learning analytics environment that was developed to scaffold and engage students in collaborative dialogue around online texts. This paper reports on the trial of WiREAD+ for Grade 9 students in two high schools – School 1 (S1) with prior experience and School 2 (S2) that was new to the intervention design. We report on a cross-case analysis of the two schools, focusing on perceived ease of use and usefulness for learning, and reflect on the value and challenges of enacting WiREAD+ across schools of varying prior experience. Drawing from the findings of this cross-case analysis, we consider how we can support the wider adoption and deployment of the system across schools and settings by highlighting obstacles that new participants who might trial such new learning analytics systems might face.},
	language = {en-GB},
	urldate = {2023-12-30},
	booktitle = {Value and challenges in using a collaborative critical reading and learning analytics system: {A} cross-case analysis of two high schools},
	author = {Koh, Elizabeth and Jonathan, Christin and Lim, Fei Victor and Kadir, Munirah and Tan, Jennifer Pei-Ling},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Promotion:Relevanz:4, Leraning:Analytics, \#b:Konferenz-Paper:online:learning},
	pages = {233--236},
	file = {Koh et al. - 2023 - Value and Challenges in Using a Collaborative Crit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3U2DXPVE/Koh et al. - 2023 - Value and Challenges in Using a Collaborative Crit.pdf:application/pdf},
}

@incollection{meier_forderung_2023,
	address = {Wiesbaden},
	title = {Förderung von digitalisierungsbezogenen {Kompetenzen} von angehenden {Physiklehrkräften} mit dem {SQD}-{Modell} im {Projekt} {DiKoLeP}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_4},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weiler, David and Burde, Jan-Philipp and Große-Heilmann, Rike and Lachner, Andreas and Riese, Josef and Schubatzky, Thomas},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_4},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {47--62},
	file = {Weiler et al. - 2023 - Förderung von digitalisierungsbezogenen Kompetenze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8EV5XIQ5/Weiler et al. - 2023 - Förderung von digitalisierungsbezogenen Kompetenze.pdf:application/pdf},
}

@incollection{meier_experimentierfahigkeiten_2023,
	address = {Wiesbaden},
	title = {Experimentierfähigkeiten stärken, {Diagnostizieren} lernen und digitalgestützt {Feedback} geben: {Konzeption} eines {Lehr}-{Lern}-{Labor}-{Seminars} zur {Professionalisierung} angehender {Biologielehrkräfte}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Experimentierfähigkeiten stärken, {Diagnostizieren} lernen und digitalgestützt {Feedback} geben},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_6},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kastaun, Marit and Meier, Monique},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_6},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {77--90},
	file = {Kastaun und Meier - 2023 - Experimentierfähigkeiten stärken, Diagnostizieren .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UGF4KV4Z/Kastaun und Meier - 2023 - Experimentierfähigkeiten stärken, Diagnostizieren .pdf:application/pdf},
}

@incollection{meier_language_2023,
	address = {Wiesbaden},
	title = {Language {Learning} {Futures}: {Evaluating} the {Development} of {Pre}-{Service} {Teachers}’ {TPACK} {ComPetencies} in {English} as a {Foreign} {Language}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Language {Learning} {Futures}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_8},
	language = {en-GB},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Masri, Barie Al and Meyer, Oliver},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_8},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {107--119},
	file = {Masri und Meyer - 2023 - Language Learning Futures Evaluating the Developm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WRIWFDZP/Masri und Meyer - 2023 - Language Learning Futures Evaluating the Developm.pdf:application/pdf},
}

@incollection{meier_computational_2023,
	address = {Wiesbaden},
	title = {Computational {Playground}: {Eine} quasi-experimentelle {Interventionsstudie} zu informatikspezifischen {Dispositionen} und {Computational} {Thinking}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Computational {Playground}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_2},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brämer, Martin and Rehfeldt, Daniel and Köster, Hilde},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_2},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {19--31},
	file = {Brämer et al. - 2023 - Computational Playground Eine quasi-experimentell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AH4UXF2R/Brämer et al. - 2023 - Computational Playground Eine quasi-experimentell.pdf:application/pdf},
}

@incollection{meier_simulieren_2023,
	address = {Wiesbaden},
	title = {Simulieren und mathematisches {Modellieren} mit digitalen {Werkzeugen} im {Lehr}-{Lern}-{Laborseminar}: {Förderung} und empirische {Analyse} der bereichsspezifischen professionellen {Aufgabenkompetenz}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Simulieren und mathematisches {Modellieren} mit digitalen {Werkzeugen} im {Lehr}-{Lern}-{Laborseminar}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_3},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Quarder, Jascha and Gerber, Sebastian and Siller, Hans-Stefan and Greefrath, Gilbert},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_3},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--46},
	file = {Quarder et al. - 2023 - Simulieren und mathematisches Modellieren mit digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L7XBA5CG/Quarder et al. - 2023 - Simulieren und mathematisches Modellieren mit digi.pdf:application/pdf},
}

@incollection{meier_lehr-lern-labor_2023,
	address = {Wiesbaden},
	title = {Das {Lehr}-{Lern}-{Labor} als {Baustein} zum {Aufbau} digitalisierungsbezogener {Kompetenzen} im {Physik}-{Lehramtsstudium}: {Ergebnis} einer {Umgestaltung} der {Experimentierpraktika}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Das {Lehr}-{Lern}-{Labor} als {Baustein} zum {Aufbau} digitalisierungsbezogener {Kompetenzen} im {Physik}-{Lehramtsstudium}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_5},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Walpert, Daniel and Wodzinski, Rita},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_5},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--75},
	file = {Walpert und Wodzinski - 2023 - Das Lehr-Lern-Labor als Baustein zum Aufbau digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QUTKI6NN/Walpert und Wodzinski - 2023 - Das Lehr-Lern-Labor als Baustein zum Aufbau digita.pdf:application/pdf},
}

@incollection{meier_p18_2023,
	address = {Wiesbaden},
	title = {P18: {Vom} {Seminarraum} zum {HSE} {Digital} {Teaching} and {Learning} {Lab}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {P18},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_15},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hirsch, Bernd and Holste, Timo},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_15},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--171},
	file = {Hirsch und Holste - 2023 - P18 Vom Seminarraum zum HSE Digital Teaching and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X89UKX3C/Hirsch und Holste - 2023 - P18 Vom Seminarraum zum HSE Digital Teaching and .pdf:application/pdf},
}

@incollection{meier_experimentelle_2023,
	address = {Wiesbaden},
	title = {Experimentelle {Escape} {Games} im {Lehr}-{Lern}-{Labor} {Ex3}-{Lab} des {Fachbereichs} {Chemie}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_18},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rubner, Isabel and Lukas, Sarah},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_18},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--189},
	file = {Rubner und Lukas - 2023 - Experimentelle Escape Games im Lehr-Lern-Labor Ex3.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ENPUBPTL/Rubner und Lukas - 2023 - Experimentelle Escape Games im Lehr-Lern-Labor Ex3.pdf:application/pdf},
}

@incollection{meier_lehr-lern-labor-seminare_2023,
	address = {Wiesbaden},
	title = {Lehr-{Lern}-{Labor}-{Seminare} mit {Oberstufenschülerinnen} und -schülern: {Kooperatives} {Arbeiten} mit digitalen {Tools} in den {Bildungswissenschaften}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Lehr-{Lern}-{Labor}-{Seminare} mit {Oberstufenschülerinnen} und -schülern},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_9},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kempf, Julian and Bosse, Dorit},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_9},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {121--133},
	file = {Kempf und Bosse - 2023 - Lehr-Lern-Labor-Seminare mit Oberstufenschülerinne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AJ2AHS9E/Kempf und Bosse - 2023 - Lehr-Lern-Labor-Seminare mit Oberstufenschülerinne.pdf:application/pdf},
}

@incollection{meier_tum-digillab_2023,
	address = {Wiesbaden},
	title = {Das {TUM}-{DigiLLab}: {Lehr}-{Lernraum} sowie {Forschungs}- und {Entwicklungsumgebung} zur {Förderung} digitaler {Kompetenzen}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Das {TUM}-{DigiLLab}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_10},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bewersdorff, Arne and Nerdel, Claudia},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_10},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {137--141},
	file = {Bewersdorff und Nerdel - 2023 - Das TUM-DigiLLab Lehr-Lernraum sowie Forschungs- .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HLGSKRMQ/Bewersdorff und Nerdel - 2023 - Das TUM-DigiLLab Lehr-Lernraum sowie Forschungs- .pdf:application/pdf},
}

@incollection{meier_lernraume_2023,
	address = {Wiesbaden},
	title = {Lernräume erfahren und gemeinsam „praktisch“ erleben in der {Didaktischen} {Werkstatt}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_11},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Burgwald, Caroline and Moos, Michelle and Özenç, Hasan Ahmet and Spuhler, Hannah and Aldemir, Melinda and Kucharz, Diemut and Engel, Juliane},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_11},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {143--147},
	file = {Burgwald et al. - 2023 - Lernräume erfahren und gemeinsam „praktisch“ erleb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/28WUQBB9/Burgwald et al. - 2023 - Lernräume erfahren und gemeinsam „praktisch“ erleb.pdf:application/pdf},
}

@incollection{meier_konzeption_2023,
	address = {Wiesbaden},
	title = {Konzeption eines transdisziplinären {Makerspace} für die {Primarstufe} an der {HU} {Berlin}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_12},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eilerts, Katja and Anders, Petra and Pech, Detlef and Grave-Gierlinger, Frederik and Stiller, Jurik and Demi, Anna-Lena},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_12},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {149--153},
	file = {Eilerts et al. - 2023 - Konzeption eines transdisziplinären Makerspace für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XV2FPWYX/Eilerts et al. - 2023 - Konzeption eines transdisziplinären Makerspace für.pdf:application/pdf},
}

@incollection{meier_digillabsjmu_2023,
	address = {Wiesbaden},
	title = {{DigiLLabs}@{JMU} an der {Professional} {School} of {Education} der {Julius}-{Maximilians}-{Universität} {Würzburg}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_13},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grafe, Silke and Trefzger, Thomas and Eisenmann, Maria and Siller, Hans-Stefan and Dreßler, Jens and Hennecke, Martin and Heurich, Tina and Nord, Ilona and Pohlmann-Rother, Sanna and Ratz, Christoph and Richter, Tobias},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_13},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--159},
	file = {Grafe et al. - 2023 - DigiLLabs@JMU an der Professional School of Educat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2Z2Q9XAA/Grafe et al. - 2023 - DigiLLabs@JMU an der Professional School of Educat.pdf:application/pdf},
}

@incollection{meier_digitalen_2023,
	address = {Wiesbaden},
	title = {Die digitalen {Lehr}-{Lern}-{Labore} der {Universität} {Bamberg} als {Bindeglied} zwischen {Theorie}, {Praxis} und {Forschung}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_14},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grund, Regina and Schneider, Pauline and Gärtig-Daugs, Anja},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_14},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {161--165},
	file = {Grund et al. - 2023 - Die digitalen Lehr-Lern-Labore der Universität Bam.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7QI9SMPY/Grund et al. - 2023 - Die digitalen Lehr-Lern-Labore der Universität Bam.pdf:application/pdf},
}

@incollection{meier_analoger_2023,
	address = {Wiesbaden},
	title = {Analoger {Raum} für digitale {Bildung} an der {Martin}-{Luther}-{Universität} {Halle}-{Wittenberg}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_16},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffmann, Claudia},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_16},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {173--177},
	file = {Hoffmann - 2023 - Analoger Raum für digitale Bildung an der Martin-L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I9J7WT2X/Hoffmann - 2023 - Analoger Raum für digitale Bildung an der Martin-L.pdf:application/pdf},
}

@incollection{meier_theorie-_2023,
	address = {Wiesbaden},
	title = {Theorie- und {Praxisverzahnung} im ilab@{KU}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_17},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köck, Michael},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_17},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--183},
	file = {Köck - 2023 - Theorie- und Praxisverzahnung im ilab@KU.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SR89Q6YZ/Köck - 2023 - Theorie- und Praxisverzahnung im ilab@KU.pdf:application/pdf},
}

@incollection{meier_digillab_2023,
	address = {Wiesbaden},
	title = {Das {DigiLLab} der {Universität} {Bayreuth}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_19},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Seyferth-Zapf, Christian and Ehmann, Matthias and Seyferth-Zapf, Maria},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_19},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--195},
	file = {Seyferth-Zapf et al. - 2023 - Das DigiLLab der Universität Bayreuth.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WM4VYN4M/Seyferth-Zapf et al. - 2023 - Das DigiLLab der Universität Bayreuth.pdf:application/pdf},
}

@incollection{meier_digillab_2023-1,
	address = {Wiesbaden},
	title = {{DigiLLab} der {Friedrich}-{Alexander}-{Universität} {Erlangen}-{Nürnberg}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_20},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stephan, Melanie and Bärnreuther, Cindy and Kammerl, Rudolf},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_20},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {197--201},
	file = {Stephan et al. - 2023 - DigiLLab der Friedrich-Alexander-Universität Erlan.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5C2HRDG8/Stephan et al. - 2023 - DigiLLab der Friedrich-Alexander-Universität Erlan.pdf:application/pdf},
}

@incollection{meier_entwicklung_2023,
	address = {Wiesbaden},
	title = {Entwicklung und {Einsatz} von {VR}-{Lernszenarien} für den {Lehrkompetenzaufbau}: {Klassenraumsimulationen} mit {Virtual} {Reality}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Entwicklung und {Einsatz} von {VR}-{Lernszenarien} für den {Lehrkompetenzaufbau}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_22},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Glocker, Laura and Breitenbach, Sebastian and Hansen, Miriam and Mendzheritskaya, Julia and Lê-Hoa Võ, Melissa},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_22},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {211--224},
	file = {Glocker et al. - 2023 - Entwicklung und Einsatz von VR-Lernszenarien für d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BRNHCZBS/Glocker et al. - 2023 - Entwicklung und Einsatz von VR-Lernszenarien für d.pdf:application/pdf},
}

@incollection{heinlein_digital_2023,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit} und ihre {Beanspruchungsfolgen} – {Ein} systematischer {Review}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_5},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zolg, Sabrina and Heiden, Barbara and Herbig, Britta},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {131--161},
	file = {Zolg et al. - 2023 - Digital vernetzte Arbeit und ihre Beanspruchungsfo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7YFQP3VG/Zolg et al. - 2023 - Digital vernetzte Arbeit und ihre Beanspruchungsfo.pdf:application/pdf},
}

@incollection{meier_es_2023,
	address = {Wiesbaden},
	title = {„{Es} erschien mir eine unüberwindbare {Mauer} zu sein.“: {Das} {Entwickeln} und {Erproben} digital gestützter {Lerneinheiten} im ‚{Lernlabor} {Wattenmeer}‘},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {„{Es} erschien mir eine unüberwindbare {Mauer} zu sein.“},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_23},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hößle, Corinna and Winkler, Holger},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_23},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--238},
	file = {Hößle und Winkler - 2023 - „Es erschien mir eine unüberwindbare Mauer zu sein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UBE6BD6J/Hößle und Winkler - 2023 - „Es erschien mir eine unüberwindbare Mauer zu sein.pdf:application/pdf},
}

@incollection{meier_mathe_2023,
	address = {Wiesbaden},
	title = {Mathe ist mehr @everywhere: {Eine} empirische {Interventionsstudie} zum {Vergleich} von virtuellen und vor-{Ort} {Laborbesuchen}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Mathe ist mehr @everywhere},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_26},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Digel, Susanne and Roth, Jürgen},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_26},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {271--286},
	file = {Digel und Roth - 2023 - Mathe ist mehr @everywhere Eine empirische Interv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A29QWN9L/Digel und Roth - 2023 - Mathe ist mehr @everywhere Eine empirische Interv.pdf:application/pdf},
}

@incollection{meier_fach-_2023,
	address = {Wiesbaden},
	title = {Fach- und mediendidaktische {Verschränkung} digitaler {Lern}- und {Arbeitsmittel}: {Entwicklungs}- und {Evaluationsaspekte} eines {Seminarkonzeptes} der {Wirtschaftspädagogik}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Fach- und mediendidaktische {Verschränkung} digitaler {Lern}- und {Arbeitsmittel}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_25},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thiel de Gafenco, Marian and Klusmeyer, Jens},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_25},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {255--268},
	file = {Thiel de Gafenco und Klusmeyer - 2023 - Fach- und mediendidaktische Verschränkung digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5K7X46QC/Thiel de Gafenco und Klusmeyer - 2023 - Fach- und mediendidaktische Verschränkung digitale.pdf:application/pdf},
}

@incollection{meier_man_2023,
	address = {Wiesbaden},
	title = {„{Man} kann beim {Experimentieren} nicht über die {Schulter} schauen.“: {Potenziale} und {Herausforderungen} eines volldigitalen {Lehr}-{Lern}-{Labor}-{Seminars}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {„{Man} kann beim {Experimentieren} nicht über die {Schulter} schauen.“},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_27},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Elsholz, Markus and Lutz, Wolfgang and Trefzger, Thomas},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_27},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {287--300},
	file = {Elsholz et al. - 2023 - „Man kann beim Experimentieren nicht über die Schu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9F7QYG44/Elsholz et al. - 2023 - „Man kann beim Experimentieren nicht über die Schu.pdf:application/pdf},
}

@incollection{meier_hybrides_2023,
	address = {Wiesbaden},
	title = {Hybrides {Lehr}-{Lern}-{Praktikum}: {Grundvorstellungsbasiertes} {Lehren} und {Lernen} mit digitalen {Medien}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Hybrides {Lehr}-{Lern}-{Praktikum}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_28},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Engelhardt, Alex and Ossadnik, Henrik and Digel, Susanne and Roth, Jürgen},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_28},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--312},
	file = {Engelhardt et al. - 2023 - Hybrides Lehr-Lern-Praktikum Grundvorstellungsbas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S5DAHLLN/Engelhardt et al. - 2023 - Hybrides Lehr-Lern-Praktikum Grundvorstellungsbas.pdf:application/pdf},
}

@incollection{meier_digital_2023,
	address = {Wiesbaden},
	title = {Digital oder konventionell?: {Wirkungsmessungen} und {Erwartungshaltungen} von {Lehramtsstudierenden} im {Lehr}-{Lern}-{Labor} ({Fach} {Biologie})},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Digital oder konventionell?},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_29},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Maurer, Michaela},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_29},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {313--327},
	file = {Maurer - 2023 - Digital oder konventionell Wirkungsmessungen und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZX3SXB93/Maurer - 2023 - Digital oder konventionell Wirkungsmessungen und.pdf:application/pdf},
}

@incollection{ahuja_survey_2023,
	address = {Singapore},
	title = {Survey of {Blended} {Learning} {Approaches}, {Frameworks}, {Tools} and {Techniques} for {Science} and {Management} {Students}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_7},
	abstract = {Experimentations with the blended learning approach have been going on for quite some time now and its effectiveness is continuously being tested by the educationists and researchers, in search of the most appropriate approach for any one kind of discipline of study at the level of higher education. Innovativeness has become a crucial factor in the process, tagged along with continuous transformations, in terms of technological advancements, content development and adoption of appropriate psychological makeup. The COVID-19 pandemic had actually given a tremendous boost to the process of blended learning approach—forcing even the reluctant recalcitrant to participate constructively in adopting this approach. Since this approach is here to stay, attempts are being made to ﬁnd out how it can be further enriched to serve the purpose of making the learning process more effective, so that knowledge attained can become more implementable. The chapter covers all the possible blended learning approaches that are being used by various institutions for varied disciplines of study. The journey of this approach is not without its fair share of obstacles. The content development and the expertise of the faculty to implement a blended approach of teaching learning is also being questioned and worked upon. Since this approach of learning is the future to all educational initiatives, it is time to collate all the techniques that had been adopted till date and locate its application possibilities in the areas of science and management studies.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Sarkar, Sudarsana and Sudan, Anish},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_7},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {133--149},
	file = {Sarkar und Sudan - 2023 - Survey of Blended Learning Approaches, Frameworks,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CK6KVGL3/Sarkar und Sudan - 2023 - Survey of Blended Learning Approaches, Frameworks,.pdf:application/pdf},
}

@incollection{ahuja_blended_2023,
	address = {Singapore},
	title = {Blended {Learning} and {STEM} {Education} for {Students} with {Special} {Needs} and {Learning} {Disabilities}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_8},
	abstract = {Learning Disabilities (LD) affects a person’s ability to listen, speak, read, write, and learn STEM. The present system pushes them to mug up at any cost and in this process, they lose interest in studies especially science and mathematics and hence drop out. So, there is a need to develop teaching methodologies and pedagogies along with ecosystem which take into consideration the learning needs of students with LD. These students can be taught STEM in a fun-ﬁlled manner through small games or game boards or experimental setups or arts. In this chapter, we propose customized programs where students with LD will be taught STEM in laboratory combined with activity-based learning. The results show an improved STEM learning impact for students with LD through the proposed program.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Jolly, Lochan and Birje, Anvita and Mehta, Roohi},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_8},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {151--172},
	file = {Jolly et al. - 2023 - Blended Learning and STEM Education for Students w.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BQZ7QYAJ/Jolly et al. - 2023 - Blended Learning and STEM Education for Students w.pdf:application/pdf},
}

@incollection{ahuja_designing_2023,
	address = {Singapore},
	title = {Designing {Integrative} and {Collaborative} {Learning} for {Students} with {Special} {Needs} and {Learning} {Disabilities} in an {Inclusive} {Classroom}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_9},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Khanna, Pooja and Bhola, Sunita},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_9},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {173--194},
	file = {Khanna und Bhola - 2023 - Designing Integrative and Collaborative Learning f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IZ64TV5X/Khanna und Bhola - 2023 - Designing Integrative and Collaborative Learning f.pdf:application/pdf},
}

@incollection{ahuja_maintaining_2023,
	address = {Singapore},
	title = {Maintaining {Performance} and {QoS} of {Software} {Tools} for {Remote} {Teaching} {Environment}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_10},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Gayathri Devi, S. and Manjula Gandhi, S. and Sathya, C. and Chandia, S. and Vani, K. H.},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_10},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {195--245},
	file = {Gayathri Devi et al. - 2023 - Maintaining Performance and QoS of Software Tools .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z7SXQ7I3/Gayathri Devi et al. - 2023 - Maintaining Performance and QoS of Software Tools .pdf:application/pdf},
}

@incollection{ahuja_students_2023,
	address = {Singapore},
	title = {Students’ {Learning} {Outcomes} and {Emerging} {Practices} of {Blended} {Learning}: {A} {Case} {Study}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	shorttitle = {Students’ {Learning} {Outcomes} and {Emerging} {Practices} of {Blended} {Learning}},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_11},
	abstract = {The teaching profession has always focused on curriculum delivery and content dissemination within the classroom. However, the rapidly changing global educational landscape has prompted a new and unique approach, driven largely by information and communication technology (ICT). In the past, traditional face-to-face teaching methods were used with minimal resources. But with changing times, a combination of digital tools and classroom-based teaching has emerged, creating a learner-centered, ﬂexible environment. This shift has made the educational system more signiﬁcant, promoting natural growth and development of learners. Blended learning has affected the learning environment in a variety of ways, resulting in new dimensions of learning outcomes and helping to achieve sustainable development goals. This chapter emphasizes the emergence of blended learning, which has been widely adopted by many educational ecosystems, and how it has impacted traditional teaching methods. The case study shows that a signiﬁcant improvement is found in the academic and behavioral performance of the students when they switched from conventional (face-to-face) learning to blended learning. The ﬁndings of this study will also help plan and implement creative and innovative pedagogies using blended learning in schools, resulting in engaged, ﬂexible, conﬁdent learners with positive online learning experiences.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Dixit, Pratiksha and Pathak, Usha},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_11},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {247--277},
	file = {Dixit und Pathak - 2023 - Students’ Learning Outcomes and Emerging Practices.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/54MPUXQB/Dixit und Pathak - 2023 - Students’ Learning Outcomes and Emerging Practices.pdf:application/pdf},
}

@incollection{ahuja_collaborative_2023,
	address = {Singapore},
	title = {Collaborative and {Sustainable} {Blended} {Learning} in {UTAS} {Salalah}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_12},
	abstract = {Classical teaching–learning approach with just in-class becomes more and more inefﬁcient in this era. This is due to the insufﬁcient adaptation of these conventional methods with recent technology and online learning platforms where students can easily catch the outcomes of any subject using youtube videos, shorts and stories. AI based tools that minimize the learning time that a student in the past needed to assimilate the university course objectives. The university teaching needs to change its methods and adapt them to the trends that are used by young learners. This chapter discusses the use of online collaborative tools as a major building block used in blended learning. An overview of how these tools can be used and what choices we have in order to smoothly deliver the course content of a programming-based course in UTAS Salalah through a case study is highlighted. In addition, a thorough discussion of the recent trends in the digital teaching process and how it is adapted in UTAS Salah is enlighted.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Dhanasekaran, Balaji and Rhouma, Rhouma and Kumar, Senthil},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_12},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {279--302},
	file = {Dhanasekaran et al. - 2023 - Collaborative and Sustainable Blended Learning in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V5XV46EE/Dhanasekaran et al. - 2023 - Collaborative and Sustainable Blended Learning in .pdf:application/pdf},
}

@incollection{ahuja_investigative_2023,
	address = {Singapore},
	title = {An {Investigative} {Study} of {Students}’ and {Faculty} {Perspective} {Towards} {Transition} to {Online} {Teaching} {During} {COVID}-19 {Pandemic}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_6},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Hothi, Navjot},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_6},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {113--131},
	file = {Hothi - 2023 - An Investigative Study of Students’ and Faculty Pe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4L3Z83LL/Hothi - 2023 - An Investigative Study of Students’ and Faculty Pe.pdf:application/pdf},
}

@incollection{krick_da_2023,
	address = {Wiesbaden},
	title = {Da wachsen die schon rein! {Oder}? – {Erprobung} eines {Blended}-{Learning}-{Moduls} zur {Unterstützung} des {Einsatzes} neuer technischer {Produkte} im {Pflegealltag}},
	isbn = {978-3-658-39301-4 978-3-658-39302-1},
	shorttitle = {Da wachsen die schon rein! {Oder}?},
	url = {https://link.springer.com/10.1007/978-3-658-39302-1_13},
	language = {de-DE},
	urldate = {2023-08-08},
	booktitle = {Pflegeinnovationen in der {Praxis}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmeer, Regina and Rebentisch-Krummhaar, Brit and Beume, Daniel P. and Klawunn, Ronny and Van Eickels, Hannah},
	editor = {Krick, Tobias and Zerth, Jürgen and Rothgang, Heinz and Klawunn, Ronny and Walzer, Stefan and Kley, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-39302-1_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {229--250},
	file = {Schmeer et al. - 2023 - Da wachsen die schon rein! Oder – Erprobung eines.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUXPVBTT/Schmeer et al. - 2023 - Da wachsen die schon rein! Oder – Erprobung eines.pdf:application/pdf},
}

@incollection{zawacki-richter_blended_2023,
	address = {Singapore},
	title = {Blended {Learning} {Research} and {Practice}},
	isbn = {978-981-19-2079-0 978-981-19-2080-6},
	url = {https://link.springer.com/10.1007/978-981-19-2080-6_68},
	abstract = {Abstract
            The strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other domains? Finally, the chapter overviews some of the current BL research around institutional, faculty, and student issues. The global pandemic from 2019 to 2021 has increased administrator, instructor, and student awareness and familiarity with many online learning options. It is likely that blended practices that combine both online and in-person instruction will become increasingly prevalent. Scholars will need to better understand how different blended models and pedagogical practices within those models work to improve learning outcomes, increase access and flexibility for learners, and impact cost efficiencies.},
	language = {en-GB},
	urldate = {2023-07-04},
	booktitle = {Handbook of {Open}, {Distance} and {Digital} {Education}},
	publisher = {Springer Nature Singapore},
	author = {Graham, Charles R. and Halverson, Lisa R.},
	editor = {Zawacki-Richter, Olaf and Jung, Insung},
	year = {2023},
	doi = {10.1007/978-981-19-2080-6_68},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {1159--1178},
	file = {Graham und Halverson - 2023 - Blended Learning Research and Practice.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUADQ9ZP/Graham und Halverson - 2023 - Blended Learning Research and Practice.pdf:application/pdf},
}

@incollection{shajek_work-based_2023,
	address = {Cham},
	title = {Work-{Based} {Learning} in the {Mexican} {Automotive} {Sector}},
	isbn = {978-3-031-26489-4 978-3-031-26490-0},
	url = {https://link.springer.com/10.1007/978-3-031-26490-0_14},
	abstract = {A stronger work orientation or even the integration of learning into activities will be one of the central basic requirements for the success of Industry 4.0. Using the example of the project E-Mas (Exporting blended vocational education and training for industrial process design and optimization into the Mexican automotive sector), the paper discusses the development and implementation of a highly work oriented further education program. Together the partners Research Institute for Industrial Management at RWTH Aachen University e.V. [FIR], MTM ASSOCIATION e.V. [MTMA], WBA Aachener Werkzeugbau Akademie GmbH [WBA] in cooperation with the Mexican Instituto Tecnológico y de Estudios Superiores de Monterrey [ITESM] pursue the goal of designing and exporting innovative further education programs for skilled workers, developers, and operative management personnel of the Mexican automotive sector and especially German companies operating in Mexico.},
	language = {en-GB},
	urldate = {2024-06-15},
	booktitle = {New {Digital} {Work}},
	publisher = {Springer International Publishing},
	author = {Senderek, Roman},
	editor = {Shajek, Alexandra and Hartmann, Ernst Andreas},
	year = {2023},
	doi = {10.1007/978-3-031-26490-0_14},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning},
	pages = {239--259},
	file = {Senderek - 2023 - Work-Based Learning in the Mexican Automotive Sect.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X8D6YVDY/Senderek - 2023 - Work-Based Learning in the Mexican Automotive Sect.pdf:application/pdf},
}

@inproceedings{wiegard_interaktive_2023,
	address = {Bonn},
	title = {Interaktive {Kollaborationswerkzeuge} und integrative {Clouddienste}: {Erfahrungen} zum {Einsatz} von {Microsoft} 365 in der {Hochschullehre}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42181},
	doi = {10/gsn7nt},
	abstract = {Der Einsatz digitaler Werkzeuge und Plattformen in der Hochschullehre hat in den letzten Jahren stark zugenommen. Auch in der betrieblichen Praxis in Industrie und Verwaltung werden digitale Kollaborationstools vermehrt zur Unterstützung in der Projektarbeit eingesetzt. Der Fokus liegt hier auf der Schaffung einer Arbeitsumgebung ohne Medienbrüche, in der verschiedene Funktionalitäten wie digitale Werkzeuge für Teammeetings und kollaboratives Bearbeiten von Dokumenten integriert sind. Die hier vorgestellte Fallstudie untersucht, inwiefern eine verstärkt projektbasierte, medienbruchfreie und vollständig digital unterstützte Arbeitsmethodik mit Microsoft 365 in eine Lehrveranstaltung eingebunden werden kann und die Zusammenarbeit von studentischen Teams unterstützt. Dabei wurde eine quantitative Untersuchung im Ein-Gruppen Prä-Post-Design durchgeführt, welche die Arbeitsweise, die wahrgenommene Lehrqualität, die Systembenutzbarkeit und die Zusammenarbeit evaluierte. Die Ergebnisse bekräftigen den Einsatz von digitalen Kollaborationswerkzeugen und lassen eine positive Entwicklung verschiedener Teamprozesse erkennen. Dies, sowie die organisatorischen Herausforderungen in der Umsetzung solcher Konzepte werden im folgenden Beitrag vorgestellt.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Wiegard, Marwin and Schürmann, Verena and Brandenberg, Tammy and Kahl, Timo},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Digitale Bildung, Hochschullehre, Promotion:FU3, \#7:Konferenz-Paper:digital:Medien, Kollaboration, Microsoft 365},
	file = {Wiegard et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B5DY94VN/Wiegard et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@incollection{angerer_effizienz_2023,
	address = {Wiesbaden},
	title = {Effizienz und {Effektivität} von {Blended}-{Learning}-{Lernverfahren}},
	isbn = {978-3-658-38820-1 978-3-658-38821-8},
	url = {https://link.springer.com/10.1007/978-3-658-38821-8_7},
	language = {de-DE},
	urldate = {2023-06-26},
	booktitle = {Managementforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friedrich-Haßauer, Jennifer},
	editor = {Angerer, Thomas and Roegner, Andrea},
	year = {2023},
	doi = {10.1007/978-3-658-38821-8_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {345--408},
	file = {Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y87D4TW5/Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:application/pdf;Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HD3RKRJL/Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:application/pdf},
}

@incollection{meier_motivational_2023,
	address = {Wiesbaden},
	title = {Motivational {Orientations} in {Teaching}-{Learning} {Laboratories} in {Chemistry}: {Comparison} of {Real} and {Digital} {Conditions}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Motivational {Orientations} in {Teaching}-{Learning} {Laboratories} in {Chemistry}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_30},
	language = {en-GB},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Syskowski, Sabrina and Kunina-Habenicht, Olga},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_30},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {329--341},
	file = {Syskowski und Kunina-Habenicht - 2023 - Motivational Orientations in Teaching-Learning Lab.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VCC9LMQP/Syskowski und Kunina-Habenicht - 2023 - Motivational Orientations in Teaching-Learning Lab.pdf:application/pdf},
}

@incollection{nielsen_werbung_2023,
	address = {Wiesbaden},
	title = {Werbung und {PR} im digitalen {Zeitalter}: gesellschaftliche {Entwicklungen}, kommunikative {Implikationen}, theoretische und empirische {Forschungsansätze}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Werbung und {PR} im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_1},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ditlevsen, Marianne Grove and Nielsen, Martin and Pedersen, Anne Grethe Julius},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_1},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--26},
	file = {Ditlevsen et al. - 2023 - Werbung und PR im digitalen Zeitalter gesellschaf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KW6LS9YE/Ditlevsen et al. - 2023 - Werbung und PR im digitalen Zeitalter gesellschaf.pdf:application/pdf},
}

@incollection{nielsen_technologie_2023,
	address = {Wiesbaden},
	title = {Technologie als {Anstoß} oder {Antwort}? {Konvergenz} von {Marketing}, Öffentlichkeitsarbeit und {PR} im {Spiegel} von {Newsroom}-{Konzepten} und {KI}-{Lösungen}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Technologie als {Anstoß} oder {Antwort}?},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_2},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Banholzer, Volker M.},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_2},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--56},
	file = {Banholzer - 2023 - Technologie als Anstoß oder Antwort Konvergenz vo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TKFGZYKL/Banholzer - 2023 - Technologie als Anstoß oder Antwort Konvergenz vo.pdf:application/pdf},
}

@incollection{nielsen_berufsbild_2023,
	address = {Wiesbaden},
	title = {Berufsbild und {Digitalisierung}. {Dreiländerstudie} zum professionellen {Selbstverständnis} der {Pressesprecherinnen} und -sprecher},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_3},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pietzcker, Dominik},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_3},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {57--72},
	file = {Pietzcker - 2023 - Berufsbild und Digitalisierung. Dreiländerstudie z.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8DL3XUN2/Pietzcker - 2023 - Berufsbild und Digitalisierung. Dreiländerstudie z.pdf:application/pdf},
}

@incollection{nielsen_wissenschaftskommunikation_2023,
	address = {Wiesbaden},
	title = {Wissenschaftskommunikation und -{PR} im digitalen {Zeitalter} – {Möglichkeiten} sozialer {Netzwerke} für {Forschende}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_4},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Manchadi, Yasmin Lindner-Dehghan and Hohoff, Christoph and Linne, Julia},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_4},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--90},
	file = {Manchadi et al. - 2023 - Wissenschaftskommunikation und -PR im digitalen Ze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B7JPTIII/Manchadi et al. - 2023 - Wissenschaftskommunikation und -PR im digitalen Ze.pdf:application/pdf},
}

@incollection{nielsen_news_2023,
	address = {Wiesbaden},
	title = {News in der digitalen {Verbandskommunikation} – digitalisierte {Public} {Affairs} des dänischen {Nerzzüchter}:innenverbandes},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {News in der digitalen {Verbandskommunikation} – digitalisierte {Public} {Affairs} des dänischen {Nerzzüchter}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_6},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nielsen, Martin},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_6},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {123--151},
	file = {Nielsen - 2023 - News in der digitalen Verbandskommunikation – digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RZ4NT68T/Nielsen - 2023 - News in der digitalen Verbandskommunikation – digi.pdf:application/pdf},
}

@incollection{nielsen_wenn_2023,
	address = {Wiesbaden},
	title = {Wenn smartness gerade nicht ‚digitale {Technologisierung}‘ bedeutet. {Kommunikative} {Praktiken} des {Baustellenmarketings} smarter {Städte} in {Frankreich} und Österreich zwischen {De}-{Semantisierung} und {Re}-{Semiotisierung}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_11},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Matrisciano-Mayerhofer, Sara},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_11},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {247--284},
	file = {Matrisciano-Mayerhofer - 2023 - Wenn smartness gerade nicht ‚digitale Technologisi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ST6ICEE4/Matrisciano-Mayerhofer - 2023 - Wenn smartness gerade nicht ‚digitale Technologisi.pdf:application/pdf},
}

@incollection{nielsen_using_2023,
	address = {Wiesbaden},
	title = {‘{Using} the {Right} {Words}’: {Rebranding} {Organizations} {Through} {Digital} {Lexicographic} {Information} {Platforms}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {‘{Using} the {Right} {Words}’},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_13},
	language = {en-GB},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Leroyer, Patrick and Simonsen, Henrik Køhler},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_13},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--330},
	file = {Leroyer und Simonsen - 2023 - ‘Using the Right Words’ Rebranding Organizations .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8WMGLVN7/Leroyer und Simonsen - 2023 - ‘Using the Right Words’ Rebranding Organizations .pdf:application/pdf},
}

@incollection{nielsen_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Sprachvarietäten} in der externen {Markenkommunikation} – {Eine} empirische {Untersuchung} des {Einflusses} der {Vong}-{Sprache} auf die {Markeneinstellung}, {Kaufabsicht} und {Glaubwürdigkeit}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_14},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Cudak, Jessica and Göttling, Janine and Siems, Florian U.},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_14},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {331--356},
	file = {Cudak et al. - 2023 - Digitale Sprachvarietäten in der externen Markenko.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZBDG6CJH/Cudak et al. - 2023 - Digitale Sprachvarietäten in der externen Markenko.pdf:application/pdf},
}

@incollection{nielsen_customized_2023,
	address = {Wiesbaden},
	title = {Customized {Copy} — {A} {Study} of the {Relationship} between {Personality} and the {Reception} of {Linguistically} {Tailored} {Advertising}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_15},
	language = {en-GB},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schirpke, Ann-Kathrin and Ahrens, Kornelia},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_15},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {357--379},
	file = {Schirpke und Ahrens - 2023 - Customized Copy — A Study of the Relationship betw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BMLMABKQ/Schirpke und Ahrens - 2023 - Customized Copy — A Study of the Relationship betw.pdf:application/pdf},
}

@incollection{nielsen_semantik_2023,
	address = {Wiesbaden},
	title = {Semantik des {Weglassens}: {Reduktion} als {Strategie} im {Storytelling}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Semantik des {Weglassens}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_12},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Christopher M.},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_12},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {285--304},
	file = {Schmidt - 2023 - Semantik des Weglassens Reduktion als Strategie i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AGWUJZJB/Schmidt - 2023 - Semantik des Weglassens Reduktion als Strategie i.pdf:application/pdf},
}

@incollection{nielsen_viralitat_2023,
	address = {Wiesbaden},
	title = {Die {Viralität} von {Werbung} als {PR}-{Instrument}: {Gleichzeitigkeit} funktional und fragmental differenzierter {Stakeholderkonstellationen} als {Herausforderung} für die {Unternehmenskommunikation}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Die {Viralität} von {Werbung} als {PR}-{Instrument}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_16},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Banholzer, Volker M. and Siebert, Michael A.},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_16},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {383--401},
	file = {Banholzer und Siebert - 2023 - Die Viralität von Werbung als PR-Instrument Gleic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SXFIVXM9/Banholzer und Siebert - 2023 - Die Viralität von Werbung als PR-Instrument Gleic.pdf:application/pdf},
}

@incollection{nielsen_corporate_2023,
	address = {Wiesbaden},
	title = {Corporate {Podcasts} als {Instrument} der {B2B}-{Kommunikation} – {Narrativität} in der {Unternehmenskommunikation} und die {Konvergenz} von {Funktionen}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_17},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Banholzer, Volker M. and Maciel, Nina Klimpel and Weber, Robert},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_17},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {403--430},
	file = {Banholzer et al. - 2023 - Corporate Podcasts als Instrument der B2B-Kommunik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QBTCD5EY/Banholzer et al. - 2023 - Corporate Podcasts als Instrument der B2B-Kommunik.pdf:application/pdf},
}

@incollection{nielsen_hashtags_2023,
	address = {Wiesbaden},
	title = {Hashtags und ihre {Digitalizität}: {Branding}-{Elemente} der {Marke} 4.0 als {Grenzgänger} in analogen und digitalen {Markenwelten}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Hashtags und ihre {Digitalizität}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_18},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bauer, Matthias Johannes},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_18},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {431--441},
	file = {Bauer - 2023 - Hashtags und ihre Digitalizität Branding-Elemente.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LC5FRQH6/Bauer - 2023 - Hashtags und ihre Digitalizität Branding-Elemente.pdf:application/pdf},
}

@incollection{nielsen_unternehmenskommunikation_2023,
	address = {Wiesbaden},
	title = {Unternehmenskommunikation und {Werbung} aus der {Perspektive} einer engagiert-kritischen {Wissenschaft}. {Ein} {Essay} zu einem spannenden {Forschungspotenzial}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_19},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Janich, Nina},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_19},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {445--467},
	file = {Janich - 2023 - Unternehmenskommunikation und Werbung aus der Pers.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6XBFMJRM/Janich - 2023 - Unternehmenskommunikation und Werbung aus der Pers.pdf:application/pdf},
}

@incollection{nielsen_werbung_2023-1,
	address = {Wiesbaden},
	title = {Werbung für {Verhaltensweisen} – {Möglichkeiten} und {Grenzen} der {Customer} {Education} in der {Medizin} im digitalen {Zeitalter}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_7},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürstenau, Bärbel and Harst, Lorenz and Hommel, Mandy and Landmann, Elisa and Scheuch, Ianina and Siems, Florian U. and Timpel, Patrick},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_7},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--176},
	file = {Fürstenau et al. - 2023 - Werbung für Verhaltensweisen – Möglichkeiten und G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QB787FQS/Fürstenau et al. - 2023 - Werbung für Verhaltensweisen – Möglichkeiten und G.pdf:application/pdf},
}

@incollection{nielsen_einfluss_2023,
	address = {Wiesbaden},
	title = {Einfluss von {Social}-{Media}-{InfluencerInnen} auf {Kaufentscheidungen} ihrer {Publika}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_8},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hanisch, Megan},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_8},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {177--200},
	file = {Hanisch - 2023 - Einfluss von Social-Media-InfluencerInnen auf Kauf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UW8J6M4R/Hanisch - 2023 - Einfluss von Social-Media-InfluencerInnen auf Kauf.pdf:application/pdf},
}

@incollection{nielsen_bedeutung_2023,
	address = {Wiesbaden},
	title = {Die {Bedeutung} digitaler {Meinungsführer} für das {Kaufverhalten} der {Digital} {Natives}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_9},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kelbch, Antonia and Goetz, Miriam and Wicher, Jochen},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_9},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {201--225},
	file = {Kelbch et al. - 2023 - Die Bedeutung digitaler Meinungsführer für das Kau.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KMAQJQPV/Kelbch et al. - 2023 - Die Bedeutung digitaler Meinungsführer für das Kau.pdf:application/pdf},
}

@incollection{nielsen_centenaire_2023,
	address = {Wiesbaden},
	title = {Das centenaire chevronné – zur digitalen {Markenkommunikation} bei {Citroën} (oder {Zitrön}?)},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Das centenaire chevronné – zur digitalen {Markenkommunikation} bei {Citroën} (oder {Zitrön}?},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_10},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinemann, Sabine},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_10},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {229--246},
	file = {Heinemann - 2023 - Das centenaire chevronné – zur digitalen Markenkom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I7JLINZF/Heinemann - 2023 - Das centenaire chevronné – zur digitalen Markenkom.pdf:application/pdf},
}

@incollection{nielsen_einblicke_2023,
	address = {Wiesbaden},
	title = {Einblicke in das {Alltagshandeln} schreibender {Kaufleute}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6_5},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Werbung und {PR} im digitalen {Zeitalter}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reinke, Hartmut},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6_5},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--121},
	file = {Reinke - 2023 - Einblicke in das Alltagshandeln schreibender Kaufl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z33GCFVE/Reinke - 2023 - Einblicke in das Alltagshandeln schreibender Kaufl.pdf:application/pdf},
}

@incollection{niemann_praxisbeitrag_2023,
	address = {Wiesbaden},
	title = {Praxisbeitrag: {Qualitative} {Befragungen} zur {Evaluation} von {Wissenschaftskommunikation} am {Beispiel} des {Wissenschaftsvarietés} {Glitzern} \& {Denken}},
	isbn = {978-3-658-39581-0 978-3-658-39582-7},
	shorttitle = {Praxisbeitrag},
	url = {https://link.springer.com/10.1007/978-3-658-39582-7_8},
	abstract = {Zusammenfassung
            
              Wissenschaft und Kunst zu verbinden, zeichnet inzwischen viele Formate der Wissenschaftskommunikation aus. Wie Künstler:innen und Wissenschaftler:innen durch ihr Zusammenwirken wahrgenommen werden, wurde in der Evaluation des Wissenschaftsvarietés
              Glitzern \& Denken
              beleuchtet. Leitfadengestützte Vorher-Nachher-Interviews mit Zuschauenden dienten dem Zweck, Zielgruppen des Formats näher kennenzulernen, ihre Vorstellungen von Wissenschaft und Kunst sowie ihre Programmbewertung zu erheben. Auf methodischer Ebene zeigt das Fallbeispiel auf, wie die Umstellung des ursprünglich reinen Präsenzformats zu einem digitalen Angebot die Evaluationsplanung veränderte und verdeutlicht das Erkenntnispotenzial, das aus wenigen, sorgfältig vorbereiteten Befragungen gewonnen werden kann. Auf inhaltlicher Ebene geben die Ergebnisse Anlass zur Reflexion, wie die Wahrnehmung von Wissenschaftler:innen durch ihre Präsentation und die Moderation in Formaten der Wissenschaftskommunikation geprägt wird.},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Evaluationsmethoden der {Wissenschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hedder, Imke and Ziegler, Ricarda and Dietermann, Bonnie and Ziegler, David},
	editor = {Niemann, Philipp and van den Bogaert, Vanessa and Ziegler, Ricarda},
	year = {2023},
	doi = {10.1007/978-3-658-39582-7_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--133},
	file = {Hedder et al. - 2023 - Praxisbeitrag Qualitative Befragungen zur Evaluat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TQ8VVYTM/Hedder et al. - 2023 - Praxisbeitrag Qualitative Befragungen zur Evaluat.pdf:application/pdf},
}

@incollection{niemann_grundlagenbeitrag_2023,
	address = {Wiesbaden},
	title = {Grundlagenbeitrag: {Nutzungsdatenanalyse} digitaler {Medien} als {Instrument} der evaluativen {Wissenschaftskommunikationsforschung}},
	isbn = {978-3-658-39581-0 978-3-658-39582-7},
	shorttitle = {Grundlagenbeitrag},
	url = {https://link.springer.com/10.1007/978-3-658-39582-7_10},
	abstract = {Zusammenfassung
            Der Grundlagenbeitrag skizziert die Nutzungsdatenanalyse für den Bereich der Evaluationsforschung digitaler Wissenschaftskommunikationsprojekte und diskutiert ihre Stärken wie ihre Herausforderungen. Dazu werden verschiedene Typen von Nutzungsdaten beschrieben und exemplarisch Werkzeuge vorgestellt, diese zu erheben. Inwiefern kann es lohnenswert sein, Nutzungsdatenanalyse innerhalb von digitalen Wissenschaftskommunikationsprojekten zu betreiben und was kann bereits während der Projektplanungsphase beachtet werden, um Nutzungsdatenanalysemethoden sinnvoll einzusetzen? Es wird beschrieben, wie Erwägungen zum Datenschutz eine Herausforderung für die Nutzungsdatenanalyse darstellen, der damit verbundene Aufwand jedoch durch die Verwendung passender Werkzeuge auf ein Minimum reduziert werden kann. Zuletzt wird das Desiderat formuliert, die Nutzungsdatenanalyse als Methodenset weiter zu elaborieren – auch, um zukünftige digitale Wissenschaftskommunikationsformate untersuchen zu können.},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Evaluationsmethoden der {Wissenschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hempel, Armin},
	editor = {Niemann, Philipp and van den Bogaert, Vanessa and Ziegler, Ricarda},
	year = {2023},
	doi = {10.1007/978-3-658-39582-7_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--172},
	file = {Hempel - 2023 - Grundlagenbeitrag Nutzungsdatenanalyse digitaler .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E2TZRK7U/Hempel - 2023 - Grundlagenbeitrag Nutzungsdatenanalyse digitaler .pdf:application/pdf},
}

@incollection{niemann_praxisbeitrag_2023-1,
	address = {Wiesbaden},
	title = {Praxisbeitrag: {Nutzungsdatenanalyse} digitaler {Medien} in der evaluativen {Wissenschaftskommunikationsforschung} am {Beispiel} eines {Bürgerwissenschaftsprojekts}},
	isbn = {978-3-658-39581-0 978-3-658-39582-7},
	shorttitle = {Praxisbeitrag},
	url = {https://link.springer.com/10.1007/978-3-658-39582-7_11},
	abstract = {Zusammenfassung
            Durch die fortschreitende Digitalisierung finden verschiedene Formen der Wissenschaftskommunikation zunehmend online statt. Insbesondere in Bürgerwissenschaftsprojekten können Entwicklungen zu digitalen Formen der Wissenschaftskommunikation genutzt werden, um ihre Effektivität zu evaluieren: Die Analyse des Nutzungsverhaltens und der durchgeführten Aktivitäten der Teilnehmenden in der Online-Umgebung des Projekts kann Aufschluss darüber geben, was Teilnehmende genau machen und womit sie sich beschäftigen. Diese Erkenntnis kann wiederum die Kommunikation mit Teilnehmenden verbessern. Am Beispiel eines Bürgerwissenschaftsprojekts zu Wildtieren wird die Analyse von Nutzungsdaten in der Wissenschaftskommunikation im Hinblick auf die Häufigkeit und Art der Beteiligung in Projektaktivitäten erläutert. Es wird deutlich, dass Beteiligungsmuster der Teilnehmenden von den intendierten Aktivitäten abweichen. Implikationen für das Lernen aus Bürgerwissenschaftsprojekten werden diskutiert.},
	language = {de-DE},
	urldate = {2023-03-12},
	booktitle = {Evaluationsmethoden der {Wissenschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bruckermann, Till and Greving, Hannah},
	editor = {Niemann, Philipp and van den Bogaert, Vanessa and Ziegler, Ricarda},
	year = {2023},
	doi = {10.1007/978-3-658-39582-7_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {173--185},
	file = {Bruckermann und Greving - 2023 - Praxisbeitrag Nutzungsdatenanalyse digitaler Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCU7LXC3/Bruckermann und Greving - 2023 - Praxisbeitrag Nutzungsdatenanalyse digitaler Medi.pdf:application/pdf},
}

@incollection{asmann_computer-supported_2023,
	address = {Wiesbaden},
	title = {Computer-{Supported} {Collaborative} {Learning}: {Die} {Rolle} des {Digitalen} bei der {Unterstützung} von kooperativem {Lernen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	shorttitle = {Computer-{Supported} {Collaborative} {Learning}},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_6},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Strauß, Sebastian and Rummel, Nikol},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {127--164},
	file = {Strauß und Rummel - 2023 - Computer-Supported Collaborative Learning Die Rol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXIEDL2D/Strauß und Rummel - 2023 - Computer-Supported Collaborative Learning Die Rol.pdf:application/pdf},
}

@incollection{asmann_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} – vom {Subjekt} zur {Umgebung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_7},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Allert, Heidrun and Richter, Christoph},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--195},
	file = {Allert und Richter - 2023 - Künstliche Intelligenz – vom Subjekt zur Umgebung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MWIATD9B/Allert und Richter - 2023 - Künstliche Intelligenz – vom Subjekt zur Umgebung.pdf:application/pdf},
}

@incollection{asmann_selbstinszenierungen_2023,
	address = {Wiesbaden},
	title = {Selbstinszenierungen im virtuellen {Raum}: {Das} {Ringen} um {Anerkennung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	shorttitle = {Selbstinszenierungen im virtuellen {Raum}},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_8},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schachtner, Christina},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {197--215},
	file = {Schachtner - 2023 - Selbstinszenierungen im virtuellen Raum Das Ringe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YU226QJN/Schachtner - 2023 - Selbstinszenierungen im virtuellen Raum Das Ringe.pdf:application/pdf},
}

@incollection{asmann_vom_2023,
	address = {Wiesbaden},
	title = {Vom {Prinzip} der {Universalität} zur {Unberechenbarkeit} des {Sozialen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_14},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Verständig, Dan},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {385--402},
	file = {Verständig - 2023 - Vom Prinzip der Universalität zur Unberechenbarkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EDDRVPKG/Verständig - 2023 - Vom Prinzip der Universalität zur Unberechenbarkei.pdf:application/pdf},
}

@incollection{asmann_interaktion_2023,
	address = {Wiesbaden},
	title = {Interaktion im digital mediatisierten {Unterricht}. {Situative} {Ethnographien} sozialisatorischer {Praktiken} und {Strukturen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_10},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thiersch, Sven and Wolf, Eike},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {247--271},
	file = {Thiersch und Wolf - 2023 - Interaktion im digital mediatisierten Unterricht. .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DCWDW6QG/Thiersch und Wolf - 2023 - Interaktion im digital mediatisierten Unterricht. .pdf:application/pdf},
}

@incollection{asmann_klassisch_2023,
	address = {Wiesbaden},
	title = {Klassisch – {Modern} – {Digital}? {Eine} kleine {Geschichte} und {Systematik} des {Wissensbegriffs}, mit einer {Note} zur digitalen {Bildung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	shorttitle = {Klassisch – {Modern} – {Digital}?},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_11},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pulte, Helmut},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {275--312},
	file = {Pulte - 2023 - Klassisch – Modern – Digital Eine kleine Geschich.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KUW63FK/Pulte - 2023 - Klassisch – Modern – Digital Eine kleine Geschich.pdf:application/pdf},
}

@incollection{asmann_transformationen_2023,
	address = {Wiesbaden},
	title = {Transformationen des {Bildungswissens} – eine wissenstheoretische und -geschichtliche {Perspektive} auf digitale {Wissenskulturen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_12},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ricken, Norbert and Reh, Sabine and Scholz, Joachim},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {313--347},
	file = {Ricken et al. - 2023 - Transformationen des Bildungswissens – eine wissen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HCEG4437/Ricken et al. - 2023 - Transformationen des Bildungswissens – eine wissen.pdf:application/pdf},
}

@incollection{asmann_digitalitat_2023,
	address = {Wiesbaden},
	title = {Digitalität, {Vernetzung} und {Algorithmen}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_1},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Simon, Hans Ulrich and Ries, Christoph},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--20},
	file = {Simon und Ries - 2023 - Digitalität, Vernetzung und Algorithmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P23XFCYE/Simon und Ries - 2023 - Digitalität, Vernetzung und Algorithmen.pdf:application/pdf},
}

@incollection{asmann_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung aus kulturanalytischer {Sicht}. {Forschungszugänge} für die empirische {Bildungsforschung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_2},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Gertraud},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {21--45},
	file = {Koch - 2023 - Digitalisierung aus kulturanalytischer Sicht. Fors.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZJCNH7XA/Koch - 2023 - Digitalisierung aus kulturanalytischer Sicht. Fors.pdf:application/pdf},
}

@incollection{asmann_diskurs_2023,
	address = {Wiesbaden},
	title = {Diskurs der {Digitalität} und {Pädagogik}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_3},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Macgilchrist, Felicitas},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {47--71},
	file = {Macgilchrist - 2023 - Diskurs der Digitalität und Pädagogik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CR7EKJ5A/Macgilchrist - 2023 - Diskurs der Digitalität und Pädagogik.pdf:application/pdf},
}

@incollection{rickert_technische_2023,
	address = {Wiesbaden},
	title = {Technische {Aspekte} \& {Datenschutz}},
	isbn = {978-3-658-39414-1},
	url = {https://doi.org/10.1007/978-3-658-39414-1_4},
	abstract = {Im Zusammenhang mit der Digitalisierung und der Nutzung verschiedener Online-Dienste ist der Schutz personenbezogener Daten ein wichtiger Aspekt. Der Serverstandort eines IT-Anbieters bestimmt, welches Datenschutzgesetz gilt. In Europa ist dies seit Mai 2018 die EU-Datenschutzgrundverordnung (DSGVO); in Deutschland ergänzt durch das – im weltweiten Vergleich – strenge Bundesdatenschutzgesetz. Inzwischen betreiben auch viele amerikanische Anbieter europäische Serverstandorte oder richten sich freiwillig nach den DSGVO-Bestimmungen, um die Akzeptanz ihrer Dienstleistungen zu erhöhen. Das Kapitel erläutert den Umgang mit der DSGVO für den einzelnen Mediator, gibt Hilfestellungen zu Fragen der Software-Auswahl und zeigt soziale und ökologische Mehrwerte von Videokonferenz-Systemen auf.},
	language = {de-DE},
	urldate = {2023-02-16},
	booktitle = {Online-{Mediation}: {Konfliktklärung} im virtuellen {Raum}},
	publisher = {Springer Fachmedien},
	author = {Rickert, Anne},
	editor = {Rickert, Anne},
	year = {2023},
	doi = {10.1007/978-3-658-39414-1_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {145--177},
}

@incollection{greiner_digitaler_2023,
	address = {Wiesbaden},
	title = {Digitaler {Wahlkampf}},
	isbn = {978-3-658-40215-0 978-3-658-40216-7},
	url = {https://link.springer.com/10.1007/978-3-658-40216-7_6},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Moderner {Wahlkampf}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Greiner, Ramona},
	collaborator = {Greiner, Ramona},
	year = {2023},
	doi = {10.1007/978-3-658-40216-7_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--245},
	file = {Greiner - 2023 - Digitaler Wahlkampf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VH8PUE9Q/Greiner - 2023 - Digitaler Wahlkampf.pdf:application/pdf},
}

@incollection{benz_organisatorische_2023,
	address = {Wiesbaden},
	title = {Organisatorische {Abbildung} von {Digitalisierungszuständigkeiten}},
	isbn = {978-3-658-40372-0 978-3-658-40373-7},
	url = {https://link.springer.com/10.1007/978-3-658-40373-7_14},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Zukunft smarte {Kommune}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Benz, Ilona},
	collaborator = {Benz, Ilona},
	year = {2023},
	doi = {10.1007/978-3-658-40373-7_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {259--267},
	file = {Benz - 2023 - Organisatorische Abbildung von Digitalisierungszus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UAZ52BKC/Benz - 2023 - Organisatorische Abbildung von Digitalisierungszus.pdf:application/pdf},
}

@incollection{benz_impuls_2023,
	address = {Wiesbaden},
	title = {Impuls: {Experimentierräume} zur {Weiterentwicklung} der {Digitalisierungsstrategie}},
	isbn = {978-3-658-40372-0 978-3-658-40373-7},
	shorttitle = {Impuls},
	url = {https://link.springer.com/10.1007/978-3-658-40373-7_13},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Zukunft smarte {Kommune}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Benz, Ilona},
	collaborator = {Benz, Ilona},
	year = {2023},
	doi = {10.1007/978-3-658-40373-7_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {255--257},
	file = {Benz - 2023 - Impuls Experimentierräume zur Weiterentwicklung d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EHNZVTMW/Benz - 2023 - Impuls Experimentierräume zur Weiterentwicklung d.pdf:application/pdf},
}

@incollection{benz_auswahl_2023,
	address = {Wiesbaden},
	title = {Auswahl von {Digitalisierungsmaßnahmen}},
	isbn = {978-3-658-40372-0 978-3-658-40373-7},
	url = {https://link.springer.com/10.1007/978-3-658-40373-7_12},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Zukunft smarte {Kommune}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Benz, Ilona},
	collaborator = {Benz, Ilona},
	year = {2023},
	doi = {10.1007/978-3-658-40373-7_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--254},
	file = {Benz - 2023 - Auswahl von Digitalisierungsmaßnahmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I9URPTME/Benz - 2023 - Auswahl von Digitalisierungsmaßnahmen.pdf:application/pdf},
}

@incollection{benz_impuls_2023-1,
	address = {Wiesbaden},
	title = {Impuls zur {Befassung} mit dem {Thema} {Digitalisierung}},
	isbn = {978-3-658-40372-0 978-3-658-40373-7},
	url = {https://link.springer.com/10.1007/978-3-658-40373-7_8},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Zukunft smarte {Kommune}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Benz, Ilona},
	collaborator = {Benz, Ilona},
	year = {2023},
	doi = {10.1007/978-3-658-40373-7_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--181},
	file = {Benz - 2023 - Impuls zur Befassung mit dem Thema Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C8329H28/Benz - 2023 - Impuls zur Befassung mit dem Thema Digitalisierung.pdf:application/pdf},
}

@incollection{schallmo_evolution_2023,
	address = {Wiesbaden},
	title = {Die {Evolution} der {Digitalen} {Transformation}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_11},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gong, Cheng and Parisot, Xavier and Reis, Detlef},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_11},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {281--316},
	file = {Gong et al. - 2023 - Die Evolution der Digitalen Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A75GP2V7/Gong et al. - 2023 - Die Evolution der Digitalen Transformation.pdf:application/pdf},
}

@incollection{schallmo_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Transformation}: etablierte {Unternehmen} im {Spannungsfeld} zwischen {Kerngeschäft} und digitalen {Innovationen}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitale {Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_13},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bosler, Micha},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_13},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {345--373},
	file = {Bosler - 2023 - Digitale Transformation etablierte Unternehmen im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N56UH7W3/Bosler - 2023 - Digitale Transformation etablierte Unternehmen im.pdf:application/pdf},
}

@incollection{schallmo_human_2023,
	address = {Wiesbaden},
	title = {Human {Resources} – {Treiber} und {Enabler} der digitalen {Transformation}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_15},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreutzer, Ralf T.},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_15},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {409--436},
	file = {Kreutzer - 2023 - Human Resources – Treiber und Enabler der digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IZ46VEV5/Kreutzer - 2023 - Human Resources – Treiber und Enabler der digitale.pdf:application/pdf},
}

@incollection{schallmo_integrierter_2023,
	address = {Wiesbaden},
	title = {Integrierter {Ansatz} für den digitalen {Reifegrad}: {Ebenen}, {Vorgehen} und detaillierte {Analyse}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Integrierter {Ansatz} für den digitalen {Reifegrad}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_1},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schallmo, Daniel and Williams, Christopher A.},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_1},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--23},
	file = {Schallmo und Williams - 2023 - Integrierter Ansatz für den digitalen Reifegrad E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YMMGYPRK/Schallmo und Williams - 2023 - Integrierter Ansatz für den digitalen Reifegrad E.pdf:application/pdf},
}

@incollection{schallmo_bewertung_2023,
	address = {Wiesbaden},
	title = {Bewertung der digitalen {Reife} von {Unternehmen} mittels {Reifegradmodellen}: {Grundlagen} \& {Vergleich} bestehender {Reifegradmodelle}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Bewertung der digitalen {Reife} von {Unternehmen} mittels {Reifegradmodellen}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_3},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gabriel, Martin},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_3},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {49--68},
	file = {Gabriel - 2023 - Bewertung der digitalen Reife von Unternehmen mitt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3Y554HZN/Gabriel - 2023 - Bewertung der digitalen Reife von Unternehmen mitt.pdf:application/pdf},
}

@incollection{schallmo_strategische_2023,
	address = {Wiesbaden},
	title = {Strategische {Planung} des {Einstiegs} in die {Plattformökonomie}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_7},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Özcan, Leon and Drewel, Marvin and Koldewey, Christian and Dumitrescu, Roman},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_7},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--169},
	file = {Özcan et al. - 2023 - Strategische Planung des Einstiegs in die Plattfor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CGFJIBIS/Özcan et al. - 2023 - Strategische Planung des Einstiegs in die Plattfor.pdf:application/pdf},
}

@incollection{schallmo_fluch_2023,
	address = {Wiesbaden},
	title = {Fluch und {Segen} digitaler {Disruption} für den deutschen {Mittelstand}: {Eine} {Analyse} der {Herausforderungen}, {Risiken}, {Strategien} und {Wettbewerbsfähigkeit} deutscher mittelständischer {Unternehmen} im {Umgang} mit dem {Phänomen} der digitalen {Disruption}.},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Fluch und {Segen} digitaler {Disruption} für den deutschen {Mittelstand}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_8},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gut, Matthias},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_8},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {171--217},
	file = {Gut - 2023 - Fluch und Segen digitaler Disruption für den deuts.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6H4TQCTD/Gut - 2023 - Fluch und Segen digitaler Disruption für den deuts.pdf:application/pdf},
}

@incollection{schallmo_digitalisierungs-induzierte_2023,
	address = {Wiesbaden},
	title = {Digitalisierungs-induzierte {Veränderungen} für die {Geschäftsmodelle} von {B2B}-{Unternehmen}: {Ergebnisse} einer {Delphi}-{Studie}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitalisierungs-induzierte {Veränderungen} für die {Geschäftsmodelle} von {B2B}-{Unternehmen}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_10},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Brendel-Schauberger, Alexander},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_10},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {245--278},
	file = {Brendel-Schauberger - 2023 - Digitalisierungs-induzierte Veränderungen für die .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8SPFKE78/Brendel-Schauberger - 2023 - Digitalisierungs-induzierte Veränderungen für die .pdf:application/pdf},
}

@incollection{schallmo_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung, {Gesellschaft} und {Unternehmen}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_2},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weiand, Achim},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_2},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--48},
	file = {Weiand - 2023 - Digitalisierung, Gesellschaft und Unternehmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VUNQW4TZ/Weiand - 2023 - Digitalisierung, Gesellschaft und Unternehmen.pdf:application/pdf},
}

@incollection{schallmo_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Sales} {Excellence}: {Ein} {Modell} zur {Bewertung} der digitalen {Reife} von {Vertriebsorganisationen}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digital {Sales} {Excellence}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_4},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Malewski, Maja Julia and Ahlfeld, Christian and Maihöfer, Sven},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_4},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--96},
	file = {Malewski et al. - 2023 - Digital Sales Excellence Ein Modell zur Bewertung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9XAZ4QSD/Malewski et al. - 2023 - Digital Sales Excellence Ein Modell zur Bewertung.pdf:application/pdf},
}

@incollection{schallmo_digitalstrategie_2023,
	address = {Wiesbaden},
	title = {Digitalstrategie: {Grundlagen}, bestehende {Ansätze} und {Vorgehensmodell}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitalstrategie},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_5},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schallmo, Daniel and Lohse, Jochen},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_5},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--115},
	file = {Schallmo und Lohse - 2023 - Digitalstrategie Grundlagen, bestehende Ansätze u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N3E9PK2C/Schallmo und Lohse - 2023 - Digitalstrategie Grundlagen, bestehende Ansätze u.pdf:application/pdf},
}

@incollection{schallmo_konzeption_2023,
	address = {Wiesbaden},
	title = {Konzeption und {Erprobung} eines {Frameworks} zur {Digitalen} {Transformation} auf {Basis} der {Systemtheorie}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_6},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lang, Klaus and Hasler, Daniel and Hackl, Tobias and Ehmig-Klassen, Katharina},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_6},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--145},
	file = {Lang et al. - 2023 - Konzeption und Erprobung eines Frameworks zur Digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4PMIWZ9I/Lang et al. - 2023 - Konzeption und Erprobung eines Frameworks zur Digi.pdf:application/pdf},
}

@incollection{schallmo_digital_2023-1,
	address = {Wiesbaden},
	title = {Digital {Marketing} {Leadership} – {Modell} und empirische {Ergebnisse} aus dem {B}-to-{B}-{Umfeld}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_9},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baumgarth, Carsten and Binckebanck, Lars},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_9},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {219--244},
	file = {Baumgarth und Binckebanck - 2023 - Digital Marketing Leadership – Modell und empirisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CTG26ZX7/Baumgarth und Binckebanck - 2023 - Digital Marketing Leadership – Modell und empirisc.pdf:application/pdf},
}

@incollection{harwardt_quo_2023,
	address = {Wiesbaden},
	title = {Quo vadis {Künstliche} {Intelligenz} in der {Arbeitswelt}?: {Perspektiven} hochqualifizierter {Führungskräfte} aus {Medizin}, {Rechtswesen} und {Politik}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Quo vadis {Künstliche} {Intelligenz} in der {Arbeitswelt}?},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_11},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eveslage, Clara and Nachtwei, Jens},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {177--208},
	file = {Eveslage und Nachtwei - 2023 - Quo vadis Künstliche Intelligenz in der Arbeitswel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XVQJQHJY/Eveslage und Nachtwei - 2023 - Quo vadis Künstliche Intelligenz in der Arbeitswel.pdf:application/pdf;Eveslage und Nachtwei - 2023 - Quo vadis Künstliche Intelligenz in der Arbeitswel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/47F4SV27/Eveslage und Nachtwei - 2023 - Quo vadis Künstliche Intelligenz in der Arbeitswel.pdf:application/pdf},
}

@incollection{harwardt_mensch_2023,
	address = {Wiesbaden},
	title = {Mensch versus {Maschine}? {Kein} {Vergleich}. {Möglichkeiten} der {KI} im {Verhältnis} zu ihren {Erfindern}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Mensch versus {Maschine}?},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_9},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lorscheider, Bernd},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--159},
	file = {Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C89F6LRQ/Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:application/pdf;Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QG2PIMT7/Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:application/pdf},
}

@incollection{harwardt_menschliches_2023,
	address = {Wiesbaden},
	title = {Menschliches {Gehirn} trifft auf {Künstliche} {Intelligenz}: {Die} {Implikationen} für {Veränderungsfähigkeit} und betriebliche {Transformationsprozesse}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Menschliches {Gehirn} trifft auf {Künstliche} {Intelligenz}},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_10},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lenz, Ulrich},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {161--176},
	file = {Lenz - 2023 - Menschliches Gehirn trifft auf Künstliche Intellig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RKDE2VM7/Lenz - 2023 - Menschliches Gehirn trifft auf Künstliche Intellig.pdf:application/pdf;Lenz - 2023 - Menschliches Gehirn trifft auf Künstliche Intellig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7ZUQZEPT/Lenz - 2023 - Menschliches Gehirn trifft auf Künstliche Intellig.pdf:application/pdf},
}

@incollection{harwardt_informelles_2023,
	address = {Wiesbaden},
	title = {„{Informelles}, soziales {Lernen} unter dem {Einfluss} der {Digitalisierung}“},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_5},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kemether, Katharina and Mynarek, Felix},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--76},
	file = {Kemether und Mynarek - 2023 - „Informelles, soziales Lernen unter dem Einfluss d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PR5TSFDJ/Kemether und Mynarek - 2023 - „Informelles, soziales Lernen unter dem Einfluss d.pdf:application/pdf;Kemether und Mynarek - 2023 - „Informelles, soziales Lernen unter dem Einfluss d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IUM6D286/Kemether und Mynarek - 2023 - „Informelles, soziales Lernen unter dem Einfluss d.pdf:application/pdf},
}

@incollection{harwardt_transferstarke-methode_2023,
	address = {Wiesbaden},
	title = {Die {Transferstärke}-{Methode}: {Befähigung} zum selbstverantwortlichen {Lerner}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Die {Transferstärke}-{Methode}},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_6},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Axel},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {77--95},
	file = {Koch - 2023 - Die Transferstärke-Methode Befähigung zum selbstv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TWRHCL38/Koch - 2023 - Die Transferstärke-Methode Befähigung zum selbstv.pdf:application/pdf;Koch - 2023 - Die Transferstärke-Methode Befähigung zum selbstv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7JKMLPI6/Koch - 2023 - Die Transferstärke-Methode Befähigung zum selbstv.pdf:application/pdf},
}

@incollection{harwardt_zukunft_2023,
	address = {Wiesbaden},
	title = {Die {Zukunft} ist hier: {Schlüsselkompetenzen} mit {Virtual} {Reality} trainieren!},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Die {Zukunft} ist hier},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_8},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Niermann, Peter F.-J. and Palmas, Fabrizio},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--143},
	file = {Niermann und Palmas - 2023 - Die Zukunft ist hier Schlüsselkompetenzen mit Vir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5DFS65RJ/Niermann und Palmas - 2023 - Die Zukunft ist hier Schlüsselkompetenzen mit Vir.pdf:application/pdf;Niermann und Palmas - 2023 - Die Zukunft ist hier Schlüsselkompetenzen mit Vir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7YJ9CIEB/Niermann und Palmas - 2023 - Die Zukunft ist hier Schlüsselkompetenzen mit Vir.pdf:application/pdf},
}

@incollection{harwardt_krise_2023,
	address = {Wiesbaden},
	title = {Krise, {Change}, {Disruption}: {Was} ein erfolgreiches {New} {Leadership} jetzt leisten muss},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Krise, {Change}, {Disruption}},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_1},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ternès von Hattburg, Anabel},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--17},
	file = {Ternès von Hattburg - 2023 - Krise, Change, Disruption Was ein erfolgreiches N.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9EL9W2GY/Ternès von Hattburg - 2023 - Krise, Change, Disruption Was ein erfolgreiches N.pdf:application/pdf;Ternès von Hattburg - 2023 - Krise, Change, Disruption Was ein erfolgreiches N.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NQJVDSR2/Ternès von Hattburg - 2023 - Krise, Change, Disruption Was ein erfolgreiches N.pdf:application/pdf},
}

@article{eickhoff_didaktische_2023,
	title = {Didaktische {Gestaltung} von {MOOCs}: {Forschungsstand} und {Empfehlungen}},
	abstract = {Interest in digital teaching is increasing due to the COVID-19 pandemic. At the same time, pandemic teaching has been criticized for its low instructional quality. In this context, this paper explores whether MOOCs are suitable as good practice examples, which instructional principles can be used to design high-quality MOOCs, and which measures can promote self-regulated learning (SRL) in MOOCs. The results show that the instructional quality of MOOCs needs to be improved, and ten well-established instructional principles are suitable for designing high-quality MOOCs. Prompts are one effective measure to strengthen the use of SRL strategies in MOOCs.},
	language = {de-DE},
	author = {Eickhoff, Verena},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, ⛔ No DOI found},
	file = {Eickhoff - 2023 - Didaktische Gestaltung von MOOCs Forschungsstand .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EKHSR7Q/Eickhoff - 2023 - Didaktische Gestaltung von MOOCs Forschungsstand .pdf:application/pdf},
}

@article{sosdorf_kompetenzen_2023,
	series = {Jahrbuch {Medienpädagogik} 19},
	title = {Kompetenzen in einer {Kultur} der {Digitalität}: {Brauchen} wir generalistische {Kompetenzmodelle}?},
	abstract = {Digital literacy frameworks are subject to regular updates and enhancements as technologies evolve. Many continue to refer to original models of media education and yet, against the background of a culture of digitality, some gaps still seem to be poorly illuminated: When digital literacy frameworks are linked to ideas about the culture of digitality (Stalder 2016), three dimensions that seem to be missing from previous literacy frameworks push into view. How and where these three dimensions «transformation», «attitude» and «simultaneity» can be integrated in order to unfold the greatest possible benefit for the media literacy debate, but also how people can develop the associated, overarching and less tangible competencies, is placed at the centre of this article. In doing so, it becomes clear that all three dimensions can serve as basic foils to enable the development of competencies for a simultaneously analogue and digital everyday life from this perspective. In this context, the determination, development and internalization of one’s own life values in the course of lifelong learning play an essential role.},
	language = {de-DE},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Soßdorf, Anna},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, ⛔ No DOI found},
	pages = {257--280},
	file = {Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HY64K8TL/Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:application/pdf;Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3A9PGFJ9/Soßdorf - Kompetenzen in einer Kultur der Digitalität. Brauc.pdf:application/pdf},
}

@incollection{kruse_digital_2023,
	address = {Cham},
	title = {Digital {Tools} for {Written} {Argumentation}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_6},
	abstract = {Digital tools for argumentative writing aimed, from early on, to support the use of argumentation to develop knowledge about the topic being argued. Many products were initially created to serve research purposes, and few developed in the last thirty years have made it to the educational technology market for use by instructors and writers. Others are reserved for institutional use or have become obsolete. More recently, research in argumentative writing has moved away from digital platform development speciﬁcally aimed at argumentative writing, to simpler generic diagramming and collaboration tools to be integrated in learning activities. Development has focused more on analytic approaches to generating representations of writing (processes and products), while research has shifted towards strategy instruction and related design principles. A selection of differing environments developed to support argumentative writing will be presented to highlight the evolution and the gaps in digital tools for written argumentation.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Benetos, Kalliopi},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {81--99},
	file = {Benetos - 2023 - Digital Tools for Written Argumentation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W9T7X6WY/Benetos - 2023 - Digital Tools for Written Argumentation.pdf:application/pdf},
}

@incollection{zaphiris_introducing_2023,
	address = {Cham},
	title = {Introducing {Dreams} of {Dali} in a {Tertiary} {Education} {ESP} {Course}: {Technological} and {Pedagogical} {Implementations}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Introducing {Dreams} of {Dali} in a {Tertiary} {Education} {ESP} {Course}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_4},
	abstract = {Technology-enhanced teaching and learning environments transform the learning experience and increase student interest and engagement in the lesson. Virtual Reality (VR) has been identiﬁed as a multimodal medium that offers highly interactive and fully immersive experiences through which students can access a variety of meanings and enter a new social learning space which transcends classroom boundaries. VR also constitutes an innovative digital tool for foreign language (FL) learning in tertiary education through which teachers can promote a more situated learning context. Based on the multimodal affordances of the VR application Dreams of Dali, this paper aims to propose meaningful ways the application can be embedded in an English-for-Speciﬁc-Purposes (ESP) course in tertiary education, foregrounding the delivery of pedagogical content, creating student immersive literacy practices, and leading to alternative ways of conceptualising meanings. The immersive environment in Dreams of Dali can pose an instructional design tool which can increase familiarisation with courserelated content in English for Fine Arts and help simulate an authentic surrealistic environment that deviates from static art-related images and passive surrealist representations of the art movement in the classroom.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Christoforou, Maria and Efthimiou, Fotini},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_4},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {53--65},
	file = {Christoforou und Efthimiou - 2023 - Introducing Dreams of Dali in a Tertiary Education.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6CIS9IVQ/Christoforou und Efthimiou - 2023 - Introducing Dreams of Dali in a Tertiary Education.pdf:application/pdf},
}

@incollection{zaphiris_digital_2023,
	address = {Cham},
	title = {Digital {Interactive} {Learning} {Ecosystems} in {Metaverse}: {Educational} {Path} {Based} on {Immersive} {Learning}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Digital {Interactive} {Learning} {Ecosystems} in {Metaverse}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_11},
	abstract = {Virtual technology presents us with opportunities in the interactive learning ecosystems. Accordingly, the three factors of the learning ecosystem have expanded new channels, and immersive learning appears to be a commonly discussed method under the metaverse layout. From the perspective of digital narrative, this paper explores the impact of online immersive learning on the construction of a virtual interactive learning ecosystem, along with the challenges it brings to the learning process. The main method includes case studies and phased framework extension based on previous work (Liu, Ricco \& Calabi, 2021b; Liu, Su, Nie \& Song, 2022). As an output, we link the frame of four immersive typologies with several researchers’ work to give advice to the ﬁelds of application, teaching models and narrative tools.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Liu, Yuan and Gao, Wei and Song, Yao},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_11},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {161--169},
	file = {Liu et al. - 2023 - Digital Interactive Learning Ecosystems in Metaver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4CV6E9DX/Liu et al. - 2023 - Digital Interactive Learning Ecosystems in Metaver.pdf:application/pdf},
}

@incollection{zaphiris_thinking_2023,
	address = {Cham},
	title = {Thinking {Open} and {Ludic} {Educational} {Robotics}: {Considerations} {Based} on the {Interaction} {Design} {Principles}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Thinking {Open} and {Ludic} {Educational} {Robotics}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_21},
	abstract = {Digital technology is increasingly part of people’s daily lives, including education. Thus, with growing interest in the educational use of robotics, one of the observed barriers is the incorporation of this content into schools. Because this inclusion cannot be guaranteed by technology access alone, it requires contextual development, critical and interactive. The context of educational robotics requires complexity at different school levels and creativity to solve problems. Therefore, the playful presentation of this content proves to be an excellent choice, especially for children, as it promotes children’s logical thinking and physical and social skills through playful activities. Based on this context, this paper takes interaction design principles to evaluate the use of gamiﬁcation artifacts to support introductory programming courses for children. In this study, the Roboquedo interaction test was evaluated. Its principles, in addition to using free technology with the potential for collaboration, are low-cost projects and a methodological approach based on social constructivist epistemology. Based on the interaction analysis, any adjustments needed to improve the applied principles and deliverables of interaction design and other possibilities of educational robotics and digital inclusion may be reﬂected.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {De Oliveira, Murilo and Paschoalin, Larissa and Teixeira, Vitor and Amaral, Marilia and Almeida, Leonelo},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_21},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {300--315},
	file = {De Oliveira et al. - 2023 - Thinking Open and Ludic Educational Robotics Cons.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EBH9TS9B/De Oliveira et al. - 2023 - Thinking Open and Ludic Educational Robotics Cons.pdf:application/pdf},
}

@incollection{februanti_online_2023,
	address = {Paris},
	title = {The {Online} {Collaborative} {Learning} as the {Innovation} of {Learning} {Paradigm}},
	volume = {708},
	isbn = {978-2-38476-021-3 978-2-38476-022-0},
	url = {https://www.atlantis-press.com/doi/10.2991/978-2-38476-022-0_53},
	abstract = {This Study is to investigate how the online collaborative learning in the era of digital university is implemented. In fact there are many universities try to develop a certain strategy as a respond of a huge change caused by cyber technology. So it also inﬂuences the policy to develop the online learning and teaching by implanting a software, in the system of their cyber campus. It facilitates the lectures and students to involve in the virtual English class anytime and anywhere. Then the lecturers and students never miss the teaching-learning activities although they must go somewhere because of a certain important reason. Furthermore this study is to try to see more how the collaborative learning is carried out because the use of the cyber campus that effects the interaction among the students in the process of learning activities. So the community of information technology-supported collaborative learning (students that learn in the same group) becomes the important factor to study in this paper.},
	language = {en-GB},
	urldate = {2023-05-18},
	booktitle = {Proceedings of the 1st {UMSurabaya} {Multidisciplinary} {International} {Conference} 2021 ({MICon} 2021)},
	publisher = {Atlantis Press SARL},
	author = {{Wijayadi} and Ihsan, Pramudana},
	editor = {Februanti, Sofia and Mundakir, Mundakir and Levani, Yelvi and Ghazali, Puspa Liza and Saputra, Jumadil and Mujiarto, Mujiarto},
	year = {2023},
	doi = {10.2991/978-2-38476-022-0_53},
	note = {Series Title: Advances in Social Science, Education and Humanities Research},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {500--508},
	file = {Wijayadi und Ihsan - 2023 - The Online Collaborative Learning as the Innovatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KN9HZGZD/Wijayadi und Ihsan - 2023 - The Online Collaborative Learning as the Innovatio.pdf:application/pdf},
}

@incollection{dockweiler_digitalisierung_2023,
	title = {Digitalisierung als {Lernfeld} in {Settings} – {Diskussion} des {Begriffsverständnisses} digitalisierter {Settings}},
	isbn = {978-3-7489-1364-1},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748913641-55},
	abstract = {The digital transformation of society is part of our everyday lives and influences people's ways of thinking and behaving and their health. But can social media platforms, virtual or augmented realities be understood as digital or digitized settings in their own right and linked accordingly with the setting approach? Stark et al. suggest talking about digitized set­ tings as organizations whose individual elements are digitized to varying degrees. Virtual spaces or communities are difficult to define as indepen­ dent digital settings on the basis of this definition. To grasp phenomena such as virtual communities within the framework of the setting approach, this article attempts to understand settings as innovation systems to be constructed specifically for this purpose, which serve as a learning system for the actors and organizations involved. For the health-promoting design of organizations, existing approaches to organizational development or work-/human-centered work design can be used. In this understanding of settings, the concrete design of digitization would be part of the problem to be addressed.},
	language = {de-DE},
	urldate = {2023-04-16},
	booktitle = {Settingbezogene {Gesundheitsförderung} und {Prävention} in der digitalen {Transformation}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Pieck, Nadine},
	editor = {Dockweiler, Christoph and Stark, Anna Lea and Albrecht, Joanna},
	year = {2023},
	doi = {10.5771/9783748913641-55},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {55--76},
	file = {Pieck - 2023 - Digitalisierung als Lernfeld in Settings – Diskuss.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KLF3J3DH/Pieck - 2023 - Digitalisierung als Lernfeld in Settings – Diskuss.pdf:application/pdf},
}

@incollection{abraham_analysing_2023,
	address = {Cham},
	title = {Analysing and {Modeling} {Customer} {Success} in {Digital} {Marketing}},
	volume = {649},
	isbn = {978-3-031-27498-5 978-3-031-27499-2},
	url = {https://link.springer.com/10.1007/978-3-031-27499-2_38},
	abstract = {Digital Marketing sets a sequence of strategies responsible for maximizing the interaction between companies and their target audience. One of them, known as Customer Success, establishes long-term techniques capable of projecting the sustainable value of a given customer to a company, monitoring the indexers that translate its activities. Therefore, this paper intends to address the need to develop an innovative tool that allows the creation of a temporal knowledge base composed of the behavioral evolution of customers. The CRISP-DM model beneﬁts the processing and modeling of data capable of generating knowledge through the application and combination of the results obtained by machine learning algorithms specialized in time series. Time Series K-Means allows the clustering and diﬀerentiation of consumers characterized by their similar habits. Through the formulation of proﬁles, it is possible to apply forecasting methods that predict the following trends. The proposed solution provides the understanding of time series that proﬁle the ﬂow of customer activity and the use of the evidenced dynamics for the future prediction of these behaviors.},
	language = {en-GB},
	urldate = {2023-04-04},
	booktitle = {Innovations in {Bio}-{Inspired} {Computing} and {Applications}},
	publisher = {Springer Nature Switzerland},
	author = {César, Inês and Pereira, Ivo and Madureira, Ana and Coelho, Duarte and Rebelo, Miguel Ângelo and de Oliveira, Daniel Alves},
	editor = {Abraham, Ajith and Bajaj, Anu and Gandhi, Niketa and Madureira, Ana Maria and Kahraman, Cengiz},
	year = {2023},
	doi = {10.1007/978-3-031-27499-2_38},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Promotion:04-04:4.4.4},
	pages = {404--413},
	file = {César et al. - 2023 - Analysing and Modeling Customer Success in Digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RHNAPZMC/César et al. - 2023 - Analysing and Modeling Customer Success in Digital.pdf:application/pdf},
}

@incollection{beskopylny_digital_2023,
	address = {Cham},
	title = {Digital {Pedagogy}: {Opportunities} and {Challenges} of {Learning} in the {Information} {Environment}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	shorttitle = {Digital {Pedagogy}},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_29},
	abstract = {Digitalization of society and all spheres of social production is rapidly changing the whole landscape of education. The time of learning generation Z, known as the network generation (zoomers), formed in the digitally oriented era, is coming. However, there are many challenges for learning in the digital environment. All these tasks for digital pedagogics, methodological possibilities of which are still in their infancy, require justiﬁcation of their sufﬁciency and efﬁciency. This article shows the problems and new directions of pedagogical science and student teaching methodology development under the conditions of changes in the information educational space. It is noted that digital and information and communication technologies stimulate the development of digital didactics, opening up a lot of new principles and approaches to teaching and assessment of achievements, but, at the same time, bring many problems and risks. At the same time, didactic principles of digital pedagogy dictate signiﬁcant changes in the role of the teacher, increasing the share of his/her work as a designer of a new form of educational process, taking into account electronic resources and big databases. The solution of these and other problems requires scientiﬁc approach and experimental testing.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Efremova, Nadezhda and Huseynova, Anastasia},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_29},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {283--292},
	file = {Efremova und Huseynova - 2023 - Digital Pedagogy Opportunities and Challenges of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ND3HIZST/Efremova und Huseynova - 2023 - Digital Pedagogy Opportunities and Challenges of .pdf:application/pdf},
}

@incollection{beskopylny_use_2023,
	address = {Cham},
	title = {The {Use} of {Digital} {Technologies} in the {Educational} {Space} to {Improve} the {Effectiveness} of {Communication} in the “{Student}-{Teacher}” {Model}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_44},
	abstract = {Currently, the use of digital technologies in the educational process is an urgent direction in the professional training of specialists of the higher professional education institutions. The use of digital technologies in the educational process allows to improve the quality of training, signiﬁcantly increase the level of competitiveness of future specialists in the labor market, in many ways helps to create interactive conditions in the classroom. Digital technologies started to be used in the educational process during the pandemic of 2020–21, when distance learning was used as the main way of obtaining education. The article substantiates the necessity of the digital technologies’ application in organizations of the higher professional education system, considers four levels of changes in teaching practices using the technologies and suggests the use of “Virtual Reality (VR)” technology and concludes about the essence of digital transformation of education.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Krasnova, Evgenia},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_44},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {433--443},
	file = {Krasnova - 2023 - The Use of Digital Technologies in the Educational.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9TL4HUZM/Krasnova - 2023 - The Use of Digital Technologies in the Educational.pdf:application/pdf},
}

@incollection{beskopylny_foreign_2023,
	address = {Cham},
	title = {The {Foreign} {Languages} {Teaching} {Transformation} in the {COVID}-19 {Pandemic}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_169},
	abstract = {The pandemic caused by the coronavirus spread has made serious changes in all spheres of human life, including education. The necessity of remote learning has intensiﬁed the process to implement a digital educational environment. The presented work aims to analyze the realization of remote foreign language teaching in a higher educational institution in extreme conditions of the COVID-19 pandemic. Using the content analysis of pedagogical articles and considering their own teaching experience the authors concluded that intensive use of information and computer technologies is justiﬁed by their high efﬁciency, but their harmful effects on the physiological, mental and social health of educational activity subjects are not taken into account. The paper emphasizes the implicit possibilities of the discipline “Foreign Language” (to develop motivation for a healthy lifestyle), highlights the importance of health-saving components of the modern educational process in higher education. As a result, a number of recommendations were formulated to improve the educational system for the further successful application of remote learning. Examining the emergency remote teaching difﬁculties (material, technical, educational, organizational, didactic, methodological, socio—psychological, personnel, administrative and managerial, economic) is very important due to pedagogical practice, since it makes it possible to plan effective activities in different educational modes (distance, remote, online, mobile, blending/hybrid learning, exc.) not only in the pandemic period but in the post-pandemic one as well.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Speranskaya, Nina and Pashina, Alyona and Ostapchenko, Galya},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_169},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {1580--1588},
	file = {Speranskaya et al. - 2023 - The Foreign Languages Teaching Transformation in t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KRUDQJP4/Speranskaya et al. - 2023 - The Foreign Languages Teaching Transformation in t.pdf:application/pdf},
}

@incollection{beskopylny_socio-cultural_2023,
	address = {Cham},
	title = {Socio-cultural {Dynamics} of the {Media} {Content} of {Art} {Education} in the {Higher} {School} of the {Future}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_90},
	abstract = {Today, discussions are actively underway about the education of the future, about what it will be based on, what needs of society to respond to, what to ﬁll, in what direction to develop. Visualization is becoming one of the main modern features, moreover, at almost all stages of the educational process. Media and digital technologies have been actively introduced into almost all spheres of society, and, of course, into the educational environment. Solving some of the tasks and goals of education with the use of digital technologies becomes more effective and efﬁcient for both sides of the learning process: both the teacher and the student. The deﬁnition of the socio-cultural role of educational media content, the training of teachers professionally proﬁcient in digital technologies, the creation of an information-ﬁlled pedagogical effective resource is one of the main tasks of the education of the future. The teacher of the future is a universal professional who possesses digital competencies on a par with students who are representatives of the digital environment and the Internet generation. The modern educational space cannot be successful without the introduction of digital technologies, without the creation of media content. One of the comfortable educational areas where digitalization is successfully included can be called art education, where the aspect of visualization is the main and leading one.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Mokina, Anna and Khoronko, Lubov},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_90},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {857--866},
	file = {Mokina und Khoronko - 2023 - Socio-cultural Dynamics of the Media Content of Ar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7CUSGBY8/Mokina und Khoronko - 2023 - Socio-cultural Dynamics of the Media Content of Ar.pdf:application/pdf},
}

@incollection{beskopylny_collaborative_2023,
	address = {Cham},
	title = {Collaborative {Writing} as an {Effective} {Tool} in {Teaching} {Foreign} {Language} {Oriented} to the {Vocational} {Education} of {Engineering} {Students}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_95},
	abstract = {Education for sustainable development requires the search for advanced teaching and learning methods that motivate and empower students to acquire the knowledge and skills to shape their future. Cooperative learning is one of the most effective methods in terms of involving learners working together on diverse activities. Teaching professionally-oriented foreign languages at engineering universities makes students move toward better writing by putting higher requirements on the writing skills needed for their future employment and career advancement. Thus, the presented paper is aimed at analyzing the theoretical aspects and practical applications of collaborative writing as a powerful tool for creating a more effective learning environment. The paper deﬁnes the concept, key principles, stages of implementation, as well as advantages and potential of collaborative writing. Besides, it highlights the opportunities and challenges of digital platforms in providing the technology of collaborative writing. It also contains the results of a survey that conﬁrmed the effectiveness of collaborative writing in teaching a professionally-oriented foreign language. The ﬁndings of our study might be useful for both education theorists and practitioners. To further our research, we are planning to analyze the use of collaborative writing technology, expand its possibilities, and enhance the efﬁciency of its application.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Odaryuk, Irina and Kolmakova, Valentina and Petrova, Vera},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_95},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {903--913},
	file = {Odaryuk et al. - 2023 - Collaborative Writing as an Effective Tool in Teac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QVEDESD8/Odaryuk et al. - 2023 - Collaborative Writing as an Effective Tool in Teac.pdf:application/pdf},
}

@incollection{beskopylny_specificity_2023,
	address = {Cham},
	title = {Specificity of the {Use} of {Digital} {Tools} in the {Formation} of {Professional} {Competencies} of {Teachers}—{Defectologists}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_166},
	abstract = {The article discusses digital tools for the formation of professional competencies of teachers-defectologists in the format of an open educational resource that combines the advantages of a training workshop and practical exercises in the ﬁeld of training. The digital resource contributes to the formation of future teachers-defectologists as subjects of inclusive activities with a readiness for self-education. The aim of the study is to review and analyze the key characteristics of digital student learning tools and the experience of introducing them into the educational process. The article used the methods of theoretical analysis: the study and analysis of psychological, pedagogical and scientiﬁc-methodical literature and Internet resources on the research problem, as well as generalization of the experience of approbation of an open educational resource. The parameters that make it possible to determine the efﬁciency of the resource use are highlighted: the ability to analyze the anamnestic data of children with disabilities; the ability to diagnose, put a speech therapy conclusion, the amount of rational selection of tools for diagnosis and psychological and pedagogical study of preschoolers with disabilities, taking into account the age and type of impairment; the degree of interaction with other specialists using digital resources, etc. The educational resource “LogopedistPro” was included in the structure of the educational process with the aim of practice-oriented training and the formation of professional competencies of a teacher-defectologist through a system of training tasks. The results of the level of formation of professional competencies of students are analyzed. As a result, 70\% of students improved their level using the open educational resource, activated by workshops. It is concluded that the result of using digital tools is to improve the quality of students’ knowledge and develop their ability to study independently.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Gordeeva, Ekaterina and Dergacheva, Evgenia and Medova, Natalia and Sergeeva, Anna},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_166},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {1551--1561},
	file = {Gordeeva et al. - 2023 - Specificity of the Use of Digital Tools in the For.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2NWQJVV/Gordeeva et al. - 2023 - Specificity of the Use of Digital Tools in the For.pdf:application/pdf},
}

@incollection{beskopylny_game_2023,
	address = {Cham},
	title = {Game {Applications} on {Modern} {Devices} as {Means} of {Activating} {Educational} {Activities}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_245},
	abstract = {The rapid development of modern information and communication technologies affects all spheres of human life, including the educational sphere. Moreover, today the objective circumstance of the hard introduction of distance education and online learning technologies into the educational process is the global spread of the “new disaster” of the 21st century – COVID-19. Under completely new conditions, it is necessary to restructure the educational process and, in particular, its methodological component in a short time. But until recently, one could hear about the use of digital technologies, online learning, including distance learning, as an innovative form of the educational process, and now the use of digital distance learning technologies in education does not surprise anyone and does not raise doubts. Internet resources, computer and mobile technologies are widely used by teachers in the educational process, and therefore there is a need to study the possibilities of using modern information and communication technologies in teaching, in particular, in the ﬁeld of teaching foreign languages.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Morozova, Yanina and Agafonova, Nelly and Gerasimova, Natalia and Sultanova, Angela},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_245},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {2241--2248},
	file = {Morozova et al. - 2023 - Game Applications on Modern Devices as Means of Ac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IG9ALLLV/Morozova et al. - 2023 - Game Applications on Modern Devices as Means of Ac.pdf:application/pdf},
}

@incollection{beskopylny_study_2023,
	address = {Cham},
	title = {Study the {Attitude} of {Teachers} and {Students} {Toward} {Online} {Classes} at {Technical} {University}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_227},
	abstract = {This study is aimed at studying the attitude of university teachers and students to online classes. The opinion of students about the implementation of online courses, their usefulness and support from teachers in online classes, as well as the opinions of teachers about the usefulness of online courses, about teaching methods and practice, education process were studied. The results showed that students generally felt positive in online classes, received sufﬁcient support from tutors, but they did not believe that online classes would replace traditional faceto-face education. Educators have often experienced difﬁculty due to a lack of proper training for delivering online classes. Technical issues are a major concern for the effectiveness of online classes. The majority of respondents have a positive attitude towards the digitalization of education, highly appreciate the importance of digital literacy of participants in the educational process. Students associate the advantages and disadvantages of digitalization of education with their own experience of online learning during the pandemic.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Leontev, Mikhail},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_227},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {2082--2090},
	file = {Leontev - 2023 - Study the Attitude of Teachers and Students Toward.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V97Y8N8D/Leontev - 2023 - Study the Attitude of Teachers and Students Toward.pdf:application/pdf},
}

@incollection{beskopylny_digital_2023-1,
	address = {Cham},
	title = {Digital {Educational} {Environment} as a {Condition} for {Training} {Linguists}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_238},
	abstract = {The article gives a review of an analysis of modern approaches to such a concept as “digital educational (learning) environment”, in which modern students - our future linguists, are striving to develop their digital competence. Much attention is directed to the consideration of the peculiarities of professional training, as well as the needed requirements for future linguists in the context of application of modern digital technologies in their professional activities. We consider that the usage of a great number of forms, different means and methods in the ﬁeld of digital learning environment notably in the thorough research of information science conduce to personal development of linguists, their motivation to study harder innumerous disciplines increases, and the practical skills of using them are being developed, which are extremely necessary in their future of professional activity. Beyond basic digital skills, certain types of knowledge related to digital technology, instruction, and teaching content are assumed to be necessary for teachers when teaching with technology.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Kapitonova, Nina and Karagodskaya, Julia and Gadakchyan, Anzhelika and Kocharyan, Annait},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_238},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {2176--2185},
	file = {Kapitonova et al. - 2023 - Digital Educational Environment as a Condition for.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G6CPQK6U/Kapitonova et al. - 2023 - Digital Educational Environment as a Condition for.pdf:application/pdf},
}

@incollection{beskopylny_computer-based_2023,
	address = {Cham},
	title = {Computer-{Based} and {Gamification} {Learning} {Systems} in the {Context} of {Teaching} {Foreign} {Languages}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_240},
	abstract = {In this article the teaching methods that are relevant in the context of the modern world with advanced digital technologies are considered. We decided to raise this issue in connection with its direct impact on such an important part of human’s development as education. And in order to make education process more intensive, high-quality, and attractive for modern people, and especially for young people, it is necessary to use as many resources as the information technology age provides us with. In nowdays, current knowledge changes unimaginably quickly: within 5 years current knowledge can change several times, and therefore the globalization of education, the process of greater adaptation of the educational system to the needs of the world market economy, is necessary. To do this, the authors of the article decided to give an example of gamiﬁcation as a method of modern and effective learning, conducted a social experiment and analyzed the results. The rapid growth of the required knowledge creates not only the need for fundamental changes in the principles and methods of modern education, but also the creation and synthesis of global social and cultural values.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Kuznetsova, Marina and Kim, Larissa and Karpova, Elena},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_240},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {2195--2203},
	file = {Kuznetsova et al. - 2023 - Computer-Based and Gamification Learning Systems i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3EW2F4K4/Kuznetsova et al. - 2023 - Computer-Based and Gamification Learning Systems i.pdf:application/pdf},
}

@incollection{beskopylny_distance_2023,
	address = {Cham},
	title = {Distance {Learning} at {University}: {Trends}, {Problems} and {Prospects}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	shorttitle = {Distance {Learning} at {University}},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_351},
	abstract = {This article is devoted to current research in the ﬁeld of the inﬂuence of the digital economy on the formation of a set of key competencies and the training of specialists in the modern world. The article discusses a new type of competence in demand in the modern market - “technological”. The authors consider digital competences as a means of effective interaction between the student and the educational environment. To analyze the features of creating a digital educational environment in universities, an assessment of digital literacy was carried out and a mechanism for its formation and maintenance at an acceptable level should be created. The article presents the results of studies of students’ perception of distance learning in a regional university of the Central Federal District of the Russian Federation. This educational institution is an information platform within the framework of the formation of digital competences in demand in Industry 4.0. Many IC and IT developments of the system of higher and additional education are being implemented here.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Aleksyutina, Olga and Aleshin, Evgeny and Yakubenko, Elena},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_351},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {3175--3183},
	file = {Aleksyutina et al. - 2023 - Distance Learning at University Trends, Problems .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWULRCL8/Aleksyutina et al. - 2023 - Distance Learning at University Trends, Problems .pdf:application/pdf},
}

@incollection{shajek_human-machine-interaction_2023,
	address = {Cham},
	title = {Human-{Machine}-{Interaction} in {Innovative} {Work} {Environment} 4.0 – {A} {Human}-{Centered} {Approach}},
	isbn = {978-3-031-26489-4 978-3-031-26490-0},
	url = {https://link.springer.com/10.1007/978-3-031-26490-0_5},
	abstract = {The working environment is constantly changing and companies face the challenge of adapting to new and constantly changing customer requirements. Employees are faced with the challenge of identifying and learning new, helpful technologies and using them in order to achieve efﬁciency gains and increase productivity. This article addresses the three technologies Artiﬁcial Intelligence, Robotic Process Automation and Virtual Reality, which will play an important role in the future of work and will inﬂuence the Work Environment 4.0. Artiﬁcial Intelligence and Robotic Process Automation relieve employees of repetitive and manual tasks which thus accelerate and simplify business processes. Virtual Reality offers employees new opportunities to collaborate in virtual environments. Instead of performing routine tasks, employees will increasingly promote the use of such technologies in future and orchestrate their application. In addition, it is important for employees to continuously look for new use cases within their own organization and to collaborate with external partners. The article aims to describe the opportunities that arise from the application of the technologies and to explain their effects on the Work Environment 4.0 and the employee.},
	language = {en-GB},
	urldate = {2024-06-15},
	booktitle = {New {Digital} {Work}},
	publisher = {Springer International Publishing},
	author = {Kreuzwieser, Simon and Kimmig, Andreas and Michels, Felix and Bulander, Rebecca and Häfner, Victor and Bönsch, Jakob and Ovtcharova, Jivka},
	editor = {Shajek, Alexandra and Hartmann, Ernst Andreas},
	year = {2023},
	doi = {10.1007/978-3-031-26490-0_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {68--86},
	file = {Kreuzwieser et al. - 2023 - Human-Machine-Interaction in Innovative Work Envir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JN6ZLSMC/Kreuzwieser et al. - 2023 - Human-Machine-Interaction in Innovative Work Envir.pdf:application/pdf},
}

@incollection{nguyen_student_2023,
	title = {Student experience of online exams in professional programs: current issues and future trends},
	isbn = {978-0-323-95500-3},
	shorttitle = {Student experience of online exams in professional programs},
	url = {https://linkinghub.elsevier.com/retrieve/pii/B9780323955003000092},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {Digital {Teaching}, {Learning} and {Assessment}},
	publisher = {Elsevier},
	author = {Nguyen, Nga Thanh and Clark, Colin and Joyce, Caroline and Parsons, Carl and Juriansz, John},
	year = {2023},
	doi = {10.1016/B978-0-323-95500-3.00009-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {161--178},
	file = {Nguyen et al. - 2023 - Student experience of online exams in professional.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5QH65F62/Nguyen et al. - 2023 - Student experience of online exams in professional.pdf:application/pdf},
}

@incollection{albers_szafir_visualization_2023,
	address = {Cham},
	title = {Visualization {Onboarding} {Grounded} in {Educational} {Theories}},
	isbn = {978-3-031-34737-5 978-3-031-34738-2},
	url = {https://link.springer.com/10.1007/978-3-031-34738-2_6},
	abstract = {The aim of visualization is to support people in dealing with large and complex information structures, to make these structures more comprehensible, facilitate exploration, and enable knowledge discovery. However, users often have problems reading and interpreting data from visualizations, in particular when they experience them for the ﬁrst time. A lack of visualization literacy, i.e., knowledge in terms of domain, data, visual encoding, interaction, and also analytical methods can be observed. To support users in learning how to use new digital technologies, the concept of onboarding has been successfully applied in other domains. However, it has not received much attention from the visualization community so far. This chapter aims to ﬁll this gap by deﬁning the concept and systematically laying out the design space of onboarding in the context of visualization as a descriptive design space. On this basis, we present a survey of approaches from the academic community as well as from commercial products, especially surveying educational theories that inform the onboarding strategies. Additionally, we derived design considerations based on previous publications and present some guidelines for the design of visualization onboarding concepts.},
	language = {en-GB},
	urldate = {2023-11-18},
	booktitle = {Visualization {Psychology}},
	publisher = {Springer International Publishing},
	author = {Stoiber, Christina and Wagner, Markus and Grassinger, Florian and Pohl, Margit and Stitz, Holger and Streit, Marc and Potzmann, Benjamin and Aigner, Wolfgang},
	editor = {Albers Szafir, Danielle and Borgo, Rita and Chen, Min and Edwards, Darren J. and Fisher, Brian and Padilla, Lace},
	year = {2023},
	doi = {10.1007/978-3-031-34738-2_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {139--164},
	file = {Stoiber et al. - 2023 - Visualization Onboarding Grounded in Educational T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B3RHEKPV/Stoiber et al. - 2023 - Visualization Onboarding Grounded in Educational T.pdf:application/pdf},
}

@incollection{suhl-strohmenger_hybride_2023,
	title = {Hybride {Lernwelten} konzipieren und umsetzen},
	isbn = {978-3-11-079037-5},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-012/html},
	abstract = {Der Aufsatz betrachtet das Aufgabenfeld von Bibliothekar:innen im Kontext von hybriden Lernsettings und beschreibt am Beispiel des Hybrid Learning Centers an der TU Dortmund spezifische Aufgabenschwerpunkte in der Förderung digitaler Schlüsselqualifikationen. Mit einer Rollenverschiebung vom Aufgabenfeld der „Informationskompetenzvermittlung“ hin zur Unterstützung einer partizipativen Lernkultur, erweitert sich das Rollenverständnis von lehrenden Bibliothekar:innen hin zu Lernbegleiter:innen. Der Text schließt mit der Betrachtung der erforderlichen und künftig notwendigen fachlichen wie nicht-fachlichen Kompetenzen und skizziert in erster Näherung ein Basis-Kompetenzset für Learning Support Librarians und gibt Impulse für die bibliotheksspezifische Ausbildung (wissenschaftlicher) Bibliothekar:innen.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Engelkenmeier, Ute},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-012},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {101--110},
	file = {Engelkenmeier - 2023 - Hybride Lernwelten konzipieren und umsetzen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RNEPPQ5V/Engelkenmeier - 2023 - Hybride Lernwelten konzipieren und umsetzen.pdf:application/pdf},
}

@incollection{iliadis_joint_2023,
	address = {Cham},
	title = {Joint {Demosaicing} and {Denoising} with {Frequency} {Domain} {Features}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_35},
	abstract = {Image demosaicing and denoising play important roles in modern digital camera image processing and have been studied in recent decades. Due to the interference of independent demosaicing and denoising causes color errors and the loss of image details, therefore, the joint demosaicing and denoising problem has been extensively studied. Although the simple combination of existing demosaicing and denoising methods can obtain recovery images, there are still considerable room for improvement. In this paper, we propose an end-to-end frequency domain features network (FFNet) to solve the ill-posed joint problem. Diﬀerent from previous methods based on spatial domain features, FFNet uses frequency domain information to learn global and local image features, and it is based on the vision Transformer architecture. Our model contains mainly two frequency domain feature blocks: a global Fourier block (GFB) that learns a global frequency domain parameter weight to achieve global attention and a local Fourier block (LFB) based on multilayer perceptron to enhance local feature learning. These two modules and channel attention are combined into the frequency domain attention block (FAB), which constitutes the core module of FFNet. Extensive experiments demonstrate that FFNet outperforms previous approaches and achieves state-of-the-art performance.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Li, Feiyu and Yang, Jun},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_35},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {419--431},
	file = {Li und Yang - 2023 - Joint Demosaicing and Denoising with Frequency Dom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4PD7SPMV/Li und Yang - 2023 - Joint Demosaicing and Denoising with Frequency Dom.pdf:application/pdf},
}

@incollection{kruse_creativity_2023,
	address = {Cham},
	title = {Creativity {Software} and {Idea} {Mapping} {Technology}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_5},
	abstract = {This contribution focusses on technologies connected with the graphical representation of knowledge and text content through the generation, creation and organization of important concepts, thoughts or ideas into visual diagrams. Although they already existed in the pre-digital era, with digitalization, mind maps and concept maps have been scrutinized methodologically and the scope of their use has been expanded with respect to function and applicability. For writing, mapping technologies serve both a creative function to develop a pool of interconnected ideas from where to begin writing and a selective and structuring function to organize content during writing. Both kinds of mapping have been developed primarily as learning and thinking tools but can also be used as valuable means of connecting thinking and learning with writing. The contribution shows important developments as well as methodological differentiations and suggests the integration of idea mapping technologies into writing courses at the early undergraduate level, particularly in connection with the teaching of reading, summarizing and synthesizing sources.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Kruse, Otto and Rapp, Christian and Benetos, Kalliopi},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {63--79},
	file = {Kruse et al. - 2023 - Creativity Software and Idea Mapping Technology.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PLKK9DA5/Kruse et al. - 2023 - Creativity Software and Idea Mapping Technology.pdf:application/pdf;Kruse et al. - 2023 - Creativity Software and Idea Mapping Technology.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S2M5WV9F/Kruse et al. - 2023 - Creativity Software and Idea Mapping Technology.pdf:application/pdf},
}

@incollection{kruse_teacher_2023,
	address = {Cham},
	title = {Teacher {Feedback} {Tools}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_12},
	abstract = {Before digital technology, students submitted handwritten or typed papers to their instructor, who responded with handwritten marginal and end comments, often with the infamous “red pen” (Dukes \& Albenisi, 2013). After the introduction of word processing, students typically printed out and submitted hard copies of their ﬁnal drafts, on which the instructor would handwrite comments. Today, most instructors (and all who teach online) ask students to send their (digitally produced) writing as email attachments or upload them to a learning management site or other cloud-based repository, allowing them, in turn, to provide digital feedback. Tools for such feedback have enabled instructors to comment with greater efﬁciency, clarity (avoiding the longstanding problem of students having to decipher scribbled remarks), and support. After a brief historical introduction, this chapter will describe four types of digital tools for teacher feedback: digital annotation tools, text expansion tools, voice-to-text tools, and tools for audio and audio-visual feedback.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Anson, Chris M.},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_12},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {183--202},
	file = {Anson - 2023 - Teacher Feedback Tools.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U9TMAA35/Anson - 2023 - Teacher Feedback Tools.pdf:application/pdf;Anson - 2023 - Teacher Feedback Tools.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W6FGHG3F/Anson - 2023 - Teacher Feedback Tools.pdf:application/pdf},
}

@incollection{kruse_digital_2023-1,
	address = {Cham},
	title = {Digital {Student} {Peer} {Review} {Programs}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_13},
	abstract = {Student peer review of drafts in progress was a staple of writing instruction for decades before computers: students exchange and discussed typed or handwritten drafts in small groups of three or four. With the advent of digital connectivity, students could circulate electronic versions of their texts, then read and annotate drafts online. Simultaneously, digital peer review systems were developed that not only facilitated student response but included learning analytics as well as features such as repositories of comments to prompt student response, badges, sticky notes, and feedback mechanisms that evaluated the quality of the response; anonymous response also became possible (see Lu \& Bol, 2007). After a brief historical introduction, this chapter focuses primarily on digital peer review systems and peer review systems built into LMSs such as Canvas. The chapter describes the nature and range of digital peer review systems and includes a summary of research on their effectiveness.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Anson, Chris M.},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {203--214},
	file = {Anson - 2023 - Digital Student Peer Review Programs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPAIVT82/Anson - 2023 - Digital Student Peer Review Programs.pdf:application/pdf;Anson - 2023 - Digital Student Peer Review Programs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EEL5C5J3/Anson - 2023 - Digital Student Peer Review Programs.pdf:application/pdf},
}

@incollection{kruse_social_2023,
	address = {Cham},
	title = {Social {Annotation}: {Promising} {Technologies} and {Practices} in {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	shorttitle = {Social {Annotation}},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_9},
	abstract = {The act of annotation is intimately associated with reading, thinking, writing, and learning. From book marginalia to online commentary, this centuriesold practice has ﬂourished in contemporary educational contexts thanks to recent advances in digital technologies. New computational affordances, social media platforms, and digital networks have changed how readers–as writers–participate in acts of annotation. Of particular interest is social annotation (SA), a type of learning technology that enables the addition of notes to digital and multimodal texts for the purposes of information sharing, peer interaction, knowledge construction, and collaborative meaning-making. This chapter reviews prominent SA technologies, functional speciﬁcations, key products, and insights from research, with particular attention to the use of SA in writing studies and composition. The chapter concludes by discussing implications for writing studies and suggests SA technologies can make a critical impact on student reading and writing practices.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Hodgson, Justin and Kalir, Jeremiah and Andrews, Christopher D.},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {141--155},
	file = {Hodgson et al. - 2023 - Social Annotation Promising Technologies and Prac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DTGRZYRM/Hodgson et al. - 2023 - Social Annotation Promising Technologies and Prac.pdf:application/pdf;Hodgson et al. - 2023 - Social Annotation Promising Technologies and Prac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQ39BFM3/Hodgson et al. - 2023 - Social Annotation Promising Technologies and Prac.pdf:application/pdf},
}

@incollection{kruse_automated_2023,
	address = {Cham},
	title = {Automated {Feedback} on {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_22},
	abstract = {Automated Writing Evaluation (AWE) tools have not only conﬁdently entered the scene of digital writing technologies but also secured a prominent space in teaching and learning practices due to their formative automated feedback on various traits of the writing construct. The nature and types of AWE feedback vary depending on the history and origins of the tools. Having evolved through multiple generations, they can be broadly categorized as assessment-driven and genre-based. This chapter elaborates on both of these ramiﬁcations of AWE, describing their purposes, functional speciﬁcations, and two exemplary tools. AWE research has been increasingly adopting the validity argument framework, which allows to consolidate multifarious evidence into a progression of empirically supported inferences about AWE uses. To that end, AWE effectiveness has been investigated in terms of: how well the tools represent the target writing domains; how accurate, consistent, and appropriate the feedback is; whether the feedback extrapolates to other contexts and feedback sources; how the tools are utilized; and what their beneﬁcial effects are. The implications discussed following a brief synthesis of this research highlight the need for advancing the theory-research-practice interface, contemplating the potential for theorizing the modelling of cognitive writing in a digital environment, which could further inform the design and implementation of the next-generation of AWE tools.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Cotos, Elena},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_22},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {347--364},
	file = {Cotos - 2023 - Automated Feedback on Writing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T23XGK9L/Cotos - 2023 - Automated Feedback on Writing.pdf:application/pdf;Cotos - 2023 - Automated Feedback on Writing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UAMXVQNC/Cotos - 2023 - Automated Feedback on Writing.pdf:application/pdf},
}

@incollection{kruse_analytic_2023,
	address = {Cham},
	title = {Analytic {Techniques} for {Automated} {Analysis} of {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_20},
	abstract = {Analysis of academic writing has long been of interest for pedagogical and research purposes. This involves the study of students’ writing products and processes, often enabled by time-consuming manual analysis in the past. With the advent of new tools and analytic techniques, analysis and assessment of writing has become much more time and resource efﬁcient. Advances in machine learning and artiﬁcial intelligence also provide distinct capabilities in supporting students’ cognitive writing processes. This chapter will review analytical approaches that support the automated analysis of writing and introduce a taxonomy, from low-level linguistic indices to high-level categories predicted from machine learning. A list of approaches including linguistic metrics, semantic and topic-based analysis, dictionary-based approaches, natural language processing patterns, machine learning, and visualizations will be discussed, along with examples of tools supporting their analyses. The chapter further expands on the evaluation of such tools and links above analysis to implications on writing research and practice including how it alters the dynamics of digital writing.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Shibani, Antonette},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_20},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {317--331},
	file = {Shibani - 2023 - Analytic Techniques for Automated Analysis of Writ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SX6IC2AY/Shibani - 2023 - Analytic Techniques for Automated Analysis of Writ.pdf:application/pdf;Shibani - 2023 - Analytic Techniques for Automated Analysis of Writ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QYTRYCGE/Shibani - 2023 - Analytic Techniques for Automated Analysis of Writ.pdf:application/pdf},
}

@incollection{kruse_corpora_2023,
	address = {Cham},
	title = {On {Corpora} and {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_24},
	abstract = {The chapter aims at providing an overview of the modalities in which linguistic corpora have been integrated in writing related approaches and technologies. The history of corpus linguistics is almost one century old, demonstrating a wide range of applications and interdisciplinary research potential. In this study, two main directions have been identiﬁed which describe approaches at the interface of corpora and writing. The ﬁrst direction is represented by a large body of literature and refers to the use of corpora for academic writing research. The second direction focuses on the applicability of corpora for writing support, covering three aspects: (a) A section on corpora as a basis for primary linguistic tools for writers, which illustrates the use of corpora for the creation of dictionaries and phraseology lists. (b) A section on the use of corpora to teach academic writing. This section captures and exempliﬁes Data Driven Learning methods for corpus based academic writing and tools that support such approaches. (c) The third section refers to the use of built-in corpora for the creation of writing support tools (e.g. Ludwig.guru) or corpus related integrative tools (e.g. Thesis Writer).},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Chitez, Madalina and Dinca, Andreea},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_24},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {385--403},
	file = {Chitez und Dinca - 2023 - On Corpora and Writing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6PRAPGS5/Chitez und Dinca - 2023 - On Corpora and Writing.pdf:application/pdf;Chitez und Dinca - 2023 - On Corpora and Writing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NBLK9XXP/Chitez und Dinca - 2023 - On Corpora and Writing.pdf:application/pdf},
}

@incollection{kruse_writing_2023,
	address = {Cham},
	title = {Writing and {Learning}: {What} {Changed} with {Digitalization}?},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	shorttitle = {Writing and {Learning}},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_26},
	abstract = {This chapter explores the relationship between writing and learning and reconsiders for the digital age some of the assumptions underpinning current conceptions of writing-to-learn and learning-to-write. We interrogate the mediating role of technology in connecting writing and learning. Our key argument is that through digitalization both writing and learning have transformed, resulting in many new kinds of interactions between them. In this chapter we focus on four new dimensions of the writing-learning nexus to exemplify and explore this constantly transforming relationship: (1) New spaces for writing and learning, (2) convergent trends in knowledge work, (3) collaborative learning/writing activities, and (4) the role of feedback and assessment. We conclude by looking to the future for some tentative predictions of how the relationship will develop as technology, writing, and learning continue to evolve. We explore how concepts such as creativity and critical thinking will remain as fundamentals of human activity within the digitally mediated relationship of writing and learning.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Devitt, Ann and Benetos, Kalliopi and Kruse, Otto},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_26},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {423--433},
	file = {Devitt et al. - 2023 - Writing and Learning What Changed with Digitaliza.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U96ATCBY/Devitt et al. - 2023 - Writing and Learning What Changed with Digitaliza.pdf:application/pdf;Devitt et al. - 2023 - Writing and Learning What Changed with Digitaliza.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4JC5X788/Devitt et al. - 2023 - Writing and Learning What Changed with Digitaliza.pdf:application/pdf},
}

@article{han_knowledge-based_2023,
	title = {Knowledge-based chatbots: a scale measuring students’ learning experiences in massive open online courses},
	volume = {71},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Knowledge-based chatbots},
	url = {https://link.springer.com/10.1007/s11423-023-10280-7},
	doi = {10.1007/s11423-023-10280-7},
	abstract = {This paper presents our efforts to develop a scale for measuring students’ learning experiences with knowledge-based chatbots in massive open online courses (MOOCs) through three studies. In Study 1, we conducted a qualitative synthesis of the current literature and analyzed students’ open-ended responses regarding their experiences with a knowledgebased chatbot. Consequently, we identified eight salient domains (i.e., social presence, teaching presence, cognitive presence, self-regulation, co-regulation, perceived ease of use, behavioral intention, and enjoyment), resulting in the creation of 53 items. In Study 2, we selected 30 items that received more than 80\% agreement from five experts. Finally, in Study 3, we reported the findings of exploratory and confirmatory factor analyses of the final scale based on student responses (N = 237) and presented 22 items across five domains (i.e., social presence, teaching and cognitive presence, self-regulation, perceived ease of use, and behavioral intention). This research contributes to the current literature by providing an instrument to measure students’ learning experiences with knowledge-based chatbots in MOOCs, which is presently unavailable. The scale developed in this study could be employed for further research aiming to systematically develop knowledge-based chatbots and investigate the relationships between salient factors influencing students’ learning experiences in MOOCs.},
	language = {en-GB},
	number = {6},
	urldate = {2023-12-23},
	journal = {Educational technology research and development},
	author = {Han, Songhee and Hamilton, Xiaofen and Cai, Ying and Shao, Peixia and Liu, Min},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Argumentation, Promotion:Relevanz:4, \#4:Zeitschriftenartikel:MOOC},
	pages = {2431--2456},
	file = {Han et al. - 2023 - Knowledge-based chatbots a scale measuring studen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JSZIUTSH/Han et al. - 2023 - Knowledge-based chatbots a scale measuring studen.pdf:application/pdf},
}

@inproceedings{makwasha_blended_2023,
	title = {Blended learning in the wake of {ICT} infrastructure deficiencies: {The} case of a {Zimbabwean} {University}},
	abstract = {In the wake of debates between actors in the Zimbabwean higher education sector about the effectiveness of e-learning models, it is important to investigate the effectiveness of using blended learning at a time when infrastructure challenges are disrupting ICT access. This paper aims to address this quest for a deeper understanding by investigating students' perceptions of blended learning at a selected Zimbabwean university. Twelve in-depth interviews were conducted with students from a Zimbabwean university that employs blended learning under an interpretivist paradigm. Vygotsky's Zone of Proximal Development (ZPD) was used for conceptualising students' cognitive development and Engestrom's (2003) Third-generation Activity Theory(AT) as a framework for assessing the home and the university activity systems that characterise blended learning. Findings show that blended learning can be implemented in universities with poor ICT infrastructure since asynchronous blended learning using learning management systems such as Moodle allows content to be downloaded from connected areas for offline study. The study contributes to policies on the implementation of blended learning in institutions of higher learning by showing how it enables cognitive development in the ZPD.},
	language = {en-GB},
	author = {Makwasha, Lucia and Takavarasha, Sam Jnr and Mubango, Hazel},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, \#8:Konferenz-Paper:blended:learning},
	file = {Makwasha et al. - Blended learning in the wake of ICT infrastructure.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CR64YPI5/Makwasha et al. - Blended learning in the wake of ICT infrastructure.pdf:application/pdf},
}

@inproceedings{maria_kompetenz_2023,
	title = {Kompetenz des {Verlernens}},
	url = {https://www.researchgate.net/publication/373639270_Auf_dem_Weg_zu_einer_Kompetenz_des_Verlernens_Offentliche_Verwaltung_fur_die_Digitalisierung_starken},
	abstract = {Im Zuge der Digitalisierung stehen Mitarbeiter:innen der öffentlichen Verwaltung vor großen Herausforderungen. Insbesondere die beschleunigte Produktion von Wissen und dessen immer geringere Halbwertszeit erfordern Anpassungen im gewohnten Arbeitsstil und im Umgang mit neuen Aufgaben und Technologien. Das geforderte Kompetenzprofil wandelt sich: Altes Wissen und bestehende Herangehensweisen sind teils nicht mehr nützlich und müssen verlernt werden. Dazu haben wir eine vorläufige Definition für eine Kompetenz des Verlernens formuliert, bestehende E-Government-Kompetenzmodelle in Bezug auf Verlernen analysiert, Interviews mit sechs Verwaltungsmitarbeiter:innen geführt und die Kompetenzdefinition final angepasst. Zusätzlich haben wir Handlungsempfehlungen formuliert, wie Verwaltungsmitarbeiter:innen praktisch eine Verlernkompetenz entwickeln können. Damit unterstützen wir die Gestaltung von Aus- und Weiterbildungsprogrammen und bieten eine Ergänzung bestehender Kompetenzmodelle.},
	language = {de-DE},
	urldate = {2025-07-17},
	author = {Maria, Marco Di and Bierschwale, Daniel and Steuck, Paul-Ferdinand and Knackstedt, Ralf},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Konferenz-Paper:Bildung:Technologie},
	file = {Maria et al. - Kompetenz des Verlernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E6R8ZPV2/Maria et al. - Kompetenz des Verlernens.pdf:application/pdf},
}

@book{florstedt_informationsvermittlung_2023,
	address = {Wiesbaden},
	title = {Informationsvermittlung und -verarbeitung für {Lernende} und {Lehrende}: {Ein} pädagogisches {Konzept} für die {Ausbildung} von {Luftfahrzeugbesatzungen} im digitalen {Cockpit}},
	isbn = {978-3-658-42750-4 978-3-658-42751-1},
	shorttitle = {Informationsvermittlung und -verarbeitung für {Lernende} und {Lehrende}},
	url = {https://link.springer.com/10.1007/978-3-658-42751-1},
	language = {de-DE},
	urldate = {2023-09-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Florstedt, Sebastian},
	year = {2023},
	doi = {10.1007/978-3-658-42751-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#9:Buch:digital:lernen},
	file = {Florstedt - 2023 - Informationsvermittlung und -verarbeitung für Lern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QQS3ZD85/Florstedt - 2023 - Informationsvermittlung und -verarbeitung für Lern.pdf:application/pdf},
}

@book{bruggemann_edtech-index_2023,
	series = {Karlsruher {Beiträge} zur Ökonomischen {Bildung}},
	title = {Der {EdTech}-{Index} ({ETX}) - {Beurteilungskriterien} digitaler {Bildungsmaßnahmen} am {Beispiel} der {Beruflichen} {Orientierung}},
	abstract = {Der Megatrend Digitalisierung hat sowohl den Bildungsbereich als auch die Arbeitswelt verändert. Bildungseinrichtungen wie z.B. Schulen stehen vor der Herausforderung, mit digitalen Arbeitsformen und auch Lern- und Lehrangeboten umzugehen. Bildungstechnologie (Educational Technologie oder kurz EdTech) wird dabei als Chance wahrgenommen, die sowohl die digitalen als auch die domänenspezifischen Kompetenzen der Lernenden fördern können. Gerade im Bereich der Beruflichen Orientierung sind unüberschaubar viele digitale Bildungsangebote im EdTech-Bereich entstanden. Diese Angebote unterliegen oft keiner Qualitätssicherung bzw. wissenschaftsorientierten Begründung. Aus diesem Grund ist es erforderlich, dass Maßnahmen der digitalen Beruflichen Orientierung gesichtet, systematisiert sowie anhand von Qualitätskriterien beurteilt werden. Der Beitrag gibt einen Überblick über den Bildungstechnologiemarkt sowie ein Verständnis von adäquaten Qualitätsmerkmalen, die bei einer Bewertung eines digitalen Bildungsangebotes herangezogen werden können. Er geht der Frage nach, nach welchen Qualitätskriterien die Bildungstechnologie (EdTech) im Bereich der Beruflichen Orientierung beurteilt werden kann.},
	language = {de-DE},
	number = {Beitrag Nr. 3},
	author = {Brüggemann, Tim and Wiepcke, Claudia},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, \#6:Buch:Bildung:Technologie},
	file = {Brüggemann und Wiepcke - Der EdTech-Index (ETX) - Beurteilungskriterien dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MIGSS8WZ/Brüggemann und Wiepcke - Der EdTech-Index (ETX) - Beurteilungskriterien dig.pdf:application/pdf},
}

@book{porsch_digitale_2023,
	title = {Digitale {Bildung} im {Lehramtsstudium} während der {Corona}-{Pandemie}. {Befunde}, {Erfahrungen}, {Perspektiven}},
	isbn = {978-3-8309-4694-6},
	url = {https://www.waxmann.com/buch4694},
	abstract = {In der Schule sollen Schüler:innen einen kompetenten Umgang mit digitalen Medien erlernen und so auf eine mündige Teilhabe und Mitwirkung an einer zunehmend digitalisierten Welt vorbereitet werden. Daher ist die Qualifizierung angehender Lehrkräfte im Bereich digitalisierungsbezogener Kompetenzen in allen Phasen der Lehrerbildung von außerordentlicher Bedeutung. Die Professionalisierung von (angehenden) Lehrkräften ist jedoch durch die komplexen gesellschaftlichen Veränderungen der digitalen Transformation vielfältig herausgefordert. Zur Eindämmung der Corona-Pandemie wurden auch Universitäten zeitweise geschlossen und digital durchgeführte Lehrveranstaltungen angeboten. Die Umstellung auf das Lernen im Rahmen synchroner, hybrider und/oder asynchroner Formate stellte für die Mehrzahl der Studierenden ein Novum dar. Dieser Sammelband soll die nationale Befundlage ergänzen und den Fokus auf digitale Bildung im Lehramtsstudium während der Corona-Pandemie legen.},
	language = {de-DE},
	urldate = {2023-05-22},
	publisher = {Waxmann Verlag GmbH},
	editor = {Porsch, Raphaela and Reintjes, Christian},
	month = may,
	year = {2023},
	doi = {10.31244/9783830996941},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Porsch und Reintjes - 2023 - Digitale Bildung im Lehramtsstudium während der Co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E9D28PAA/Porsch und Reintjes - 2023 - Digitale Bildung im Lehramtsstudium während der Co.pdf:application/pdf},
}

@article{merchel_typische_2023,
	title = {Typische {Profile} digitaler {Kompetenzen}: {Eine} clusteranalytische {Untersuchung} digitaler {Kompetenzen} im {Arbeitskontext}},
	issn = {1436-3011, 2198-2775},
	shorttitle = {Typische {Profile} digitaler {Kompetenzen}},
	url = {https://link.springer.com/10.1365/s40702-023-01030-7},
	doi = {10.1365/s40702-023-01030-7},
	abstract = {Typologies reduce the diversity of human characteristics to a small number of proﬁles that represent reality in a simpliﬁed way and thus enable the derivation of organisational interventions. Several typologies with four to seven types or clusters have already been established for people’s dealings with digitalisation by means of the intensity of media use, enthusiasm for digital upheavals or the skills of the employees. In this paper, nine digital competencies of n = 645 employees are recorded in a questionnaire study (October 2021–April 2022). Using a cluster analysis, four typical proﬁles of digital competencies are identiﬁed as (1) enthusiastic, (2) balanced, (3) naïve and (4) rejecting clusters. The four clusters show correlations with perceived organisational learning opportunities, techno-engagement and the personality trait of openness. They precisely reﬂect previous research on the typologisation of employees in dealing with digitalisation. Thus, they represent a generalisable, stable and signiﬁcant pattern that can be used for organisational interventions to increase digital competencies and readiness for digital transformation.},
	language = {de-DE},
	urldate = {2024-01-03},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Merchel, Robin and Kampschulte, Kathleen and Nauth, Kathrin and Pöppelbuß, Jens},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Datenschutz und IT-Sicherheit, Promotion:FU2b},
	file = {Merchel et al. - 2023 - Typische Profile digitaler Kompetenzen Eine clust.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WM734J5T/Merchel et al. - 2023 - Typische Profile digitaler Kompetenzen Eine clust.pdf:application/pdf},
}

@article{schendzielorz_digitale_2023,
	title = {Digitale {Technologien} in der {Allgemeinmedizin}: {Aktueller} {Stand} und zukünftige {Anforderungen}},
	issn = {1433-6251, 1439-9229},
	shorttitle = {Digitale {Technologien} in der {Allgemeinmedizin}},
	url = {https://link.springer.com/10.1007/s44266-023-00145-w},
	doi = {10.1007/s44266-023-00145-w},
	abstract = {Zusammenfassung
            Die digitale Transformation findet im Gesundheitswesen statt und erfordert eine um digitale Kompetenzen erweiterte berufliche Qualifikation. Einige Fakultäten haben hierfür erste Curricula implementiert. Für den primärärztlich orientierten Brandenburgischen Modellstudiengang Medizin (BMM) wird ein angepasstes Curriculum unter Berücksichtigung der Bedarfe des Lehrpraxennetzwerks des BMM entwickelt. Hierzu wurden die Lehrpraxen mittels Fragebogenstudie befragt, welche digitalen Technologien in der Patient*innenbehandlung genutzt bzw. künftig eingesetzt werden und um welche Kompetenzen die ärztliche Ausbildung ergänzt werden sollte. Es zeigte sich, dass digitale Themen und Technologien mehrheitlich bekannt waren, die Einbindung über gesetzliche Anforderungen jedoch in Konkurrenz zu zeitlichen und monetären Ressourcen stand. Zudem zeigten sich Unsicherheiten in Bezug auf den Umgang mit digitalen Medien, hierbei insbesondere beim Hintergrundwissen zu rechtlichen und technologischen Aspekten des Datenschutzes. Aber auch die Relevanz des direkten Kontakts zwischen Ärzt*innen und Patient*innen wurde besonders betont. Die Einbindung der Lehrpraxen stellt die Grundlage dafür dar, bedarfsorientierte Curricula für die Aus‑, Fort- und Weiterbildung zu entwickeln. Es zeigte sich, dass hier vor allem die zentralen Leitmotive Datenschutz sowie Arzt-Patienten-Beziehung berücksichtigt werden sollten, um das Potenzial der Digitalisierung im Gesundheitswesen für die Patient*innenversorgung bestmöglich zu nutzen. Ziel sollte es sein, die digitalen Technologien als sinnvolle Ergänzung zu den ärztlichen Kernkompetenzen zu integrieren, damit dem medizinischen Personal mehr Zeit für wertschöpfende Tätigkeiten bleibt und die Patient*innen wiederum eine verbesserte Erfahrung und damit Zufriedenheit erleben.
          , 
            Abstract
            The digital transformation is taking place in the healthcare sector and requires that professional qualifications be expanded to include digital competencies. Some medical faculties have already implemented curricula for this. An adapted curriculum is being developed for the primary care-oriented Brandenburg Reformed Medical Study Program, taking into account the needs of the teaching practice network. For this purpose, teaching practices were queried via a questionnaire about which digital technologies are used in patient treatment or will be used in the future and which competencies should be added to medical training. The analysis revealed that the majority were aware of digital topics and technologies, but that implementation due to legal requirements was in competition with time and monetary resources. In addition, there were uncertainties regarding the use of digital media, especially regarding background knowledge of legal and technological aspects of data protection. Furthermore, the importance of direct contact between physicians and patients was also emphasized. The incorporation of teaching practices provides the basis for developing needs-oriented curricula for training and continuing education. It became apparent that the central guiding principles of data protection and physician–patient relationships should be taken into account in order to make the best possible use of the potential of digitalization in healthcare for patient care. The goal should be to integrate digital technologies as a meaningful addition to physicians’ core competencies, so that medical staff have more time for value-added activities and patients in turn benefit from improved experience and, thus, satisfaction.},
	language = {de-DE},
	urldate = {2023-12-23},
	journal = {Zeitschrift für Allgemeinmedizin},
	author = {Schendzielorz, Julia and Harre, Karin and Tarara, Marie and Oess, Stefanie and Holmberg, Christine},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Promotion:FU3},
	file = {Schendzielorz et al. - 2023 - Digitale Technologien in der Allgemeinmedizin Akt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CHVJZFAR/Schendzielorz et al. - 2023 - Digitale Technologien in der Allgemeinmedizin Akt.pdf:application/pdf},
}

@article{pallesche_indikatoren_2023,
	title = {Indikatoren schulischer {Transformationsprozesse} unter den {Bedingungen} von {Digitalität} und {Nachhaltigkeit}},
	volume = {52},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1607},
	doi = {10.21240/mpaed/52/2023.02.08.X},
	abstract = {Schulen stehen aktuell vor der zentralen Herausforderung, Kinder und Jugendliche auf eine Welt vorzubereiten, die von wachsender Komplexität und sich zuspitzenden Problemlagen wie dem Klimawandel und einer ungerechten Ressourcenverteilung gekennzeichnet ist. Korrekturen an den Oberflächenstrukturen zeigen in der Breite kaum Erfolg. Lediglich einzelnen Schulen gelingt es, grundlegende Transformationsprozesse hin zu einer nachhaltigeren und gerechteren Gesellschaft auch unter schwierigen Bedingungen anzustossen und umzusetzen. Veränderte kulturelle Praktiken der Kultur der Digitalität gewinnen an diesen Schulen zunehmend an Bedeutung. Im Rahmen des Beitrags werden Ergebnisse einer qualitativ angelegten Studie vorgestellt, in der mithilfe von Gruppendiskussionen unter Lehrenden an «Good-Practice-Schulen» relevante Indikatoren erfolgreicher schulischer Transformationsprozesse induktiv aus dem Material generiert wurden, die in die Beantwortung der Frage münden: Wie gelingt Schultransformation im Spannungsfeld von Digitalität und Nachhaltigkeit?},
	language = {de-DE},
	urldate = {2023-12-21},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Pallesche, Micha},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	pages = {149--168},
	file = {Pallesche - 2023 - Indikatoren schulischer Transformationsprozesse un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VZ8M9H64/Pallesche - 2023 - Indikatoren schulischer Transformationsprozesse un.pdf:application/pdf},
}

@article{ng_online_2023,
	title = {Online learning in management education amid the pandemic: {A} bibliometric and content analysis},
	volume = {21},
	issn = {14728117},
	shorttitle = {Online learning in management education amid the pandemic},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1472811723000344},
	doi = {10.1016/j.ijme.2023.100796},
	abstract = {The COVID-19 pandemic (2020–2022) had triggered a global crisis which led to the suspension of colleges and universities. Management educators had digitally transformed their teaching to new modalities with digital technologies and adapted to technological solutions. The management students had experienced different online modes of learning and adjusted their methods to the new reality of content delivery. This study aims to discuss opportunities and challenges for management education and facilitate further investigation into the emerging trends on online learning by analyzing the characteristics of management education research and examining the most frequent research themes from 2020 to 2022. A bibliometric analysis is used to review 920 papers retrieved from the Scopus database for exploring key research themes of management education and online learning. The findings revealed that the publications are concentrated in developed countries while European countries had accounted for the largest proportion of the listed publications. Five sub themes are identified for receiving the most scholarly attention, such as pedagogy, technology, assessment methods, learning outcomes or skills, and challenges. After all, the bibliometric and thematic findings identified pivotal theoretical contributions, including fields of online or blended learning and management education converge, to extend the existing online learning theories.},
	language = {en-GB},
	number = {2},
	urldate = {2023-11-22},
	journal = {The International Journal of Management Education},
	author = {Ng, Davy Tsz Kit and Ching, Anthony Chun Hin and Law, Sau Wai},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich, Promotion:FU3},
	pages = {100796},
	file = {Ng et al. - 2023 - Online learning in management education amid the p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4ZX7IUYT/Ng et al. - 2023 - Online learning in management education amid the p.pdf:application/pdf},
}

@article{mitchell_multimodal_2023,
	title = {Multimodal learning for emergency department triage implementation: experiences from {Papua} {New} {Guinea} during the {COVID}-19 pandemic},
	volume = {33},
	issn = {26666065},
	shorttitle = {Multimodal learning for emergency department triage implementation},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2666606523000019},
	doi = {10.1016/j.lanwpc.2023.100683},
	abstract = {Background Triage implementation in resource-limited emergency departments (EDs) has traditionally relied on intensive in-person training. This study sought to evaluate the impact of a novel digital-based learning strategy focused on the Interagency Integrated Triage Tool, a three-tier triage instrument recommended by the World Health Organization.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {The Lancet Regional Health - Western Pacific},
	author = {Mitchell, Rob and Bornstein, Sarah and Piamnok, Donna and Sebby, Wilma and Kingston, Carl and Tefatu, Rayleen and Kendino, Mangu and Josaiah, Betty and Pole, Jasper and Kuk, Sylvia and Körver, Sarah and Miller, Jean-Philippe and Cole, Travis and Erbs, Andrew and O'Reilly, Gerard and Cameron, Peter and Sengiromo, Duncan and Banks, Colin},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich, Promotion:FU3},
	pages = {100683},
	file = {Mitchell et al. - 2023 - Multimodal learning for emergency department triag.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/28ENT43H/Mitchell et al. - 2023 - Multimodal learning for emergency department triag.pdf:application/pdf},
}

@article{walgenbach_digitaler_2023,
	title = {Digitaler {Ableismus} im {Feld} der {Bildung}},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1754},
	doi = {10/gsr7pg},
	abstract = {The starting point of the article is the thesis that in order to answer the question of the genesis and persistence of digital inequality and discrimination in the field of education, it is also necessary to examine the accompanying hierarchized orders of abilities in the digital space. Based on six theses, this article develops the analytical concept of ‹Digital Ableism›, that lead to a change in perspective towards ability preferences and ability privileges. Digital Ableism is understood as the calibration of digital offerings towards an assumed homogeneous user group, which entails a one-sided preference and hierarchization of abilities considered ‹normal› or ‹natural›. Responsibility for the usability of digital technologies is thereby assigned to users rather than to institutions or providers. In its temporal forms, Digital Ableism is characterized by the post-production of technical solutions to problems. In its schemes of action, it is reactive, additive, and individualizing, producing digital exclusions and inequalities.},
	language = {de-DE},
	urldate = {2023-09-19},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Walgenbach, Katharina},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich},
	pages = {1--26},
	file = {Walgenbach - 2023 - Digitaler Ableismus im Feld der Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UWYUAXVD/Walgenbach - 2023 - Digitaler Ableismus im Feld der Bildung.pdf:application/pdf},
}

@article{heinemann_potenziale_2023,
	title = {Potenziale und {Herausforderungen} von {Forschungssynthesen} im {Kontext} der {Digitalisierung} im {Bildungsbereich} am {Beispiel} des {Critical} {Reviews}},
	volume = {54},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1598},
	doi = {10/gsmmpn},
	abstract = {In the context of digitisation in education, research syntheses have great potential to provide systematic overviews of the state of art, especially regarding the dynamic of developments and innovations. Thus, they can be of great value for researchers as well as for members of the practice community. Critical reviews represent a specific type of research synthesis where in addition to giving a structured overview, the included literature is critically analysed and classified. Where appropriate, they connect to existing concepts or models and thus can reveal complementary perspectives on the research field or they contribute to model building. The procedure is oriented towards comprehensively elaborated systematic reviews, but the abbreviated procedure used in the following two cases enables stakeholders to respond quickly to educational hot topics. The critical reviews presented in this contribution refer to the education sectors of school and adult and continuing education. The description of the two case studies and the subsequent discussion of the methodological challenges and potentials serve to reflect on and classify research syntheses, in this case the critical review, in the context of digitisation in education. In addition, implications at the operative level are discussed.},
	language = {de-DE},
	urldate = {2023-08-19},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Heinemann, Anna and Koschorreck, Jan and Wilmers, Annika and Sander, Pia and Leber, Jens},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {79--102},
	file = {Heinemann et al. - 2023 - Potenziale und Herausforderungen von Forschungssyn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HE8RFTT7/Heinemann et al. - 2023 - Potenziale und Herausforderungen von Forschungssyn.pdf:application/pdf},
}

@article{rashid_standards_2023,
	title = {Standards für {Künstliche} {Intelligenz} im {Bildungsbereich}. {Ein} {Dossier} im {Rahmen} des {INVITE}-{Wettbewerbs}},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=26921},
	doi = {10/gskb4v},
	abstract = {Das Dossier bietet einen Überblick über Standardisierungsorganisationen und -aktivitäten im Bereich Künstliche Intelligenz (KI) mit Fokus auf KI-Standards in der allgemeinen und beruflichen Bildung. Es knüpft an die 2021 im selben Projektkontext erarbeitete Publikation „Standards und Empfehlungen zur Umsetzung digitaler Weiterbildungsplattformen in der beruflichen Bildung“ (Reichow, Hochbauer \& Goertz, 2021) an und identifiziert nunmehr relevante KI-Standards, die bei der Entwicklung KI-basierter Anwendungen in der (beruflichen Weiter-)Bildung unterstützen können. Basierend auf einer systematischen Überprüfung von Standards für die Schlüsselbereiche von KI nach bildungsspezifischen Gesichtspunkten wird eine Liste von 24 potenziell hilfreichen KI-Standards vorgelegt. Die verfügbaren KI-Standards betreffen die fünf Themenbereiche Daten; KI-Methoden und -Algorithmen; Datenschutz und Sicherheit der KI; Ethik, Erklärbarkeit und Mensch-Computer-Interaktion sowie Governance und Qualität. Das Dossier richtet sich damit an Entwickler\_innen und andere Personen, die an der Gestaltung und Entwicklung von KI-gestützten Bildungssystemen beteiligt sind.},
	language = {de-DE},
	urldate = {2023-08-02},
	author = {Rashid, Sheikh Faisal and Reichow, Insa and Blanc, Berit},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation} and {mmb Institut GmbH} and {Deutsches Forschungszentrum für Künstliche Intelligenz GmbH}},
	year = {2023},
	note = {Artwork Size: 33 pages
Publisher: :null : Berlin},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Ethik, Technologie, Further education, Weiterbildung, Education, Berufsbildung, Continuing education, Vocational Education, Standards, Artificial intelligence, Digitale Medien:Bildungsinformatik, Empfehlung, Qualitätsstandard, Standard, Standard setting, Standardisierung},
	pages = {33 pages},
	file = {Rashid et al. - 2023 - Standards für Künstliche Intelligenz im Bildungsbe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FVGKSUHA/Rashid et al. - 2023 - Standards für Künstliche Intelligenz im Bildungsbe.pdf:application/pdf},
}

@article{kramer_digitalitat_2023,
	title = {Digitalität, {Ethik} und {Bildung}: {Ein} {Narratives} {Review} zur {Systematisierung} eines internationalen {Forschungsfeldes}},
	issn = {1424-3636},
	shorttitle = {Digitalität, {Ethik} und {Bildung}},
	url = {https://www.medienpaed.com/article/view/1518},
	doi = {10/grzwwk},
	abstract = {Ethical questions and rationales have been central to the media pedagogical discourse since its inception. As a currently pressing issue, they reveal the necessity of an ethical frame of reference to operate under the conditions of digitality. Related phenomena such as hate speech or deep fake are frequently researched nationally and internationally. Still, the adopted normative frame and the manner in which moral issues are being reflected upon remain blurred. Against the background of the fuzziness of the current discourse, the divergence of the researched phenomena, the assumed perspectives as well as the cultural heterogeneity of international contributions, we propose a heuristic systematization of the importance of ethical dimensions in media pedagogical domains. Drawing on a narrative review of the literature, we screen empirical studies in the delineated research area and subsequently place them within a developed heuristic, encompassing the three dimensions communication, social structure and agency. Resulting from this approach, we aim at deriving focal topics, implicit knowledge and exemplary lines of argumentation that constitute starting points for further research and theory building.},
	language = {de-DE},
	urldate = {2023-03-25},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kramer, Michaela and Bedenlier, Svenja and Kammerl, Rudolf},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia},
	pages = {115--144},
	file = {Kramer et al. - 2023 - Digitalität, Ethik und Bildung Ein Narratives Rev.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5GRFFFZ2/Kramer et al. - 2023 - Digitalität, Ethik und Bildung Ein Narratives Rev.pdf:application/pdf},
}

@article{schwanke_einsatz_2023,
	title = {Einsatz von {E}-{Portfolios} an der {Schnittstelle} zwischen {Theorie} und {Praxis} des digitalen {Lehrens} und {Lernens} in der ersten {Phase} der beruflichen {Lehrer}*innenausbildung},
	volume = {10},
	language = {de-DE},
	number = {1},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Schwanke, Katharina and Walkenhorst, Ursula},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU3, ⛔ No DOI found, \#9:Zeitschriftenartikel:digital:lernen, E-Portfolio},
	file = {Schwanke und Walkenhorst - Einsatz von E-Portfolios an der Schnittstelle zwis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/926YWCLM/Schwanke und Walkenhorst - Einsatz von E-Portfolios an der Schnittstelle zwis.pdf:application/pdf},
}

@article{fauveau_discovery_2023,
	title = {Discovery {Viewer} ({DV}): {Web}-{Based} {Medical} {AI} {Model} {Development} {Platform} and {Deployment} {Hub}},
	volume = {10},
	issn = {2306-5354},
	shorttitle = {Discovery {Viewer} ({DV})},
	doi = {10.3390/bioengineering10121396},
	abstract = {The rapid rise of artificial intelligence (AI) in medicine in the last few years highlights the importance of developing bigger and better systems for data and model sharing. However, the presence of Protected Health Information (PHI) in medical data poses a challenge when it comes to sharing. One potential solution to mitigate the risk of PHI breaches is to exclusively share pre-trained models developed using private datasets. Despite the availability of these pre-trained networks, there remains a need for an adaptable environment to test and fine-tune specific models tailored for clinical tasks. This environment should be open for peer testing, feedback, and continuous model refinement, allowing dynamic model updates that are especially important in the medical field, where diseases and scanning techniques evolve rapidly. In this context, the Discovery Viewer (DV) platform was developed in-house at the Biomedical Engineering and Imaging Institute at Mount Sinai (BMEII) to facilitate the creation and distribution of cutting-edge medical AI models that remain accessible after their development. The all-in-one platform offers a unique environment for non-AI experts to learn, develop, and share their own deep learning (DL) concepts. This paper presents various use cases of the platform, with its primary goal being to demonstrate how DV holds the potential to empower individuals without expertise in AI to create high-performing DL models. We tasked three non-AI experts to develop different musculoskeletal AI projects that encompassed segmentation, regression, and classification tasks. In each project, 80\% of the samples were provided with a subset of these samples annotated to aid the volunteers in understanding the expected annotation task. Subsequently, they were responsible for annotating the remaining samples and training their models through the platform's "Training Module". The resulting models were then tested on the separate 20\% hold-off dataset to assess their performance. The classification model achieved an accuracy of 0.94, a sensitivity of 0.92, and a specificity of 1. The regression model yielded a mean absolute error of 14.27 pixels. And the segmentation model attained a Dice Score of 0.93, with a sensitivity of 0.9 and a specificity of 0.99. This initiative seeks to broaden the community of medical AI model developers and democratize the access of this technology to all stakeholders. The ultimate goal is to facilitate the transition of medical AI models from research to clinical settings.},
	language = {en-GB},
	number = {12},
	journal = {Bioengineering (Basel, Switzerland)},
	author = {Fauveau, Valentin and Sun, Sean and Liu, Zelong and Mei, Xueyan and Grant, James and Sullivan, Mikey and Greenspan, Hayit and Feng, Li and Fayad, Zahi A.},
	month = dec,
	year = {2023},
	pmid = {38135987},
	pmcid = {PMC10741011},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU4b, AI, digital twin, federated learning, imaging, medical viewers, medicine, transfer learning, Web app},
	pages = {1396},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/8NQ4AZGX/Fauveau et al. - 2023 - Discovery Viewer (DV) Web-Based Medical AI Model .pdf:application/pdf},
}

@article{engel_bildung_2023,
	title = {Bildung in der {Nächsten} {Gesellschaft}: {Eine} post-digitale {Sicht} auf {Technik} und {Lernen}},
	volume = {23},
	issn = {2190-4790},
	shorttitle = {Bildung in der {Nächsten} {Gesellschaft}},
	url = {https://www.medienpaed-ludwigsburg.de/article/view/505},
	doi = {10.21240/lbzm/23/04},
	abstract = {Die gesellschaftliche Medienwelt hat sich seit Dieter Baackes Arbeiten grundlegend verändert. Ging es in den 1970er Jahren um Massenmedien, die in der Freizeit von Jugendlichen zunehmend an Bedeutung gewannen, durchdringt die digitale Medientechnik heute die gesellschaftliche Kommunikation. Dirk Baecker beschreibt als zentrale Herausforderung der "Nächsten Gesellschaft" die Bewältigung des Kontrollverlusts, der durch das Verwobensein der Technik mit gesellschaftlichen Handlungspraktiken ihre Leistungsfähigkeit ausgeht. Aus postdigitaler Sicht lassen sich Transformationen von Ordnungen des Wissens durch das Zusammenspiel von (auch unsichtbaren, digitalen) Akteuren analysieren. Während die ursprüngliche Zielperspektive von Medienkompetenz wesentlich auf Partizipation, Diskurs und gesellschaftliche Veränderung ausgerichtet war, schreiben aktuelle Entwürfe einer "digitalen Kompetenz" die Unsicherheit, die mit den Einschnitten der digitalen Epoche einhergehen, regelmäßig dem Individuum zu. Die Idee eines autonomen Subjekts, das durch Bildung Mündigkeit und Souveränität gewinnt, wird jedoch brüchig. Es gilt, den Bildungsbegriff zu befragen, und an Ansätze relationaler Bildungsprozesse anzuschließen. Es geht um einen Bildungsbegriff, der die Bedeutung von Bildung in einer durch das Digitale geprägten Gesellschaft reflektiert und dabei die Idee von Souveränität und Subjektivation neu positioniert.},
	language = {de-DE},
	urldate = {2024-03-22},
	journal = {Ludwigsburger Beiträge zur Medienpädagogik},
	author = {Engel, Juliane and Kerres, Michael},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Bildungstheorien, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FH},
	file = {Engel und Kerres - 2023 - Bildung in der Nächsten Gesellschaft Eine post-di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KLVW6BZ3/Engel und Kerres - 2023 - Bildung in der Nächsten Gesellschaft Eine post-di.pdf:application/pdf},
}

@article{cornelius_mit_2023,
	title = {Mit einem interaktiven und digitalen {Selbstlernbuch} in die organische {Chemie} starten},
	copyright = {all rights reserved},
	url = {https://www.db-thueringen.de/receive/dbt_mods_00059412},
	doi = {10.22032/DBT.59412},
	abstract = {Um an der von Digitalität geprägten Arbeits- und Lebenswelt unserer Gesellschaft selbstbestimmt teilhaben zu können, ist ein breites Spektrum an digitalisierungsbezogenen Kompetenzen notwendig. Zur Vermittlung dieser Kompetenzen in der Schule, ist die Entwicklung und Erprobung von neuen Unterrichtsmethoden unter Einbezug digitaler Medien erforderlich. Eine gewinnbringende Methode, die digitalisierungsbezogenen Kompetenzen von SchülerInnen zu fördern und gleichzeitig fachliche Inhalte zu elaborieren, ist der Einsatz von digitalen und interaktiven Selbstlernbüchern im Unterricht. In diesem Beitrag sollen, neben den Einblicken in das digitale und interaktive Selbstlernbuch „Einführung in die organische Chemie“ mit seinen unterschiedlichen Bestandteilen, die ersten Ergebnisse der Begleitforschung präsentiert werden. Dabei liegt der Forschung unter anderem die Frage zu Grunde, welchen Einfluss die Arbeit mit dem digitalen und interaktiven Selbstlernbuch auf die Motivation und den digitalisierungsbezogenen Kompetenzerwerb hat.},
	language = {de-DE},
	urldate = {2024-03-11},
	journal = {DiCE-Tagung 2023 - Digitalisation in Chemistry Education},
	author = {Cornelius, Soraya and Bohrmann-Linde, Claudia},
	collaborator = {{Thüringer Universitäts- Und Landesbibliothek Jena}},
	year = {2023},
	note = {Publisher: [object Object]},
	keywords = {370, Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1, Promotion:FH, 540, digitale Selbstlernbücher, digitalisierungsbezogene Kompetenzen, selbststrukturiertes Lernen},
	pages = {vol. Vortrag},
	file = {Cornelius und Bohrmann-Linde - 2023 - Mit einem interaktiven und digitalen Selbstlernbuc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88DYMSK6/Cornelius und Bohrmann-Linde - 2023 - Mit einem interaktiven und digitalen Selbstlernbuc.pdf:application/pdf},
}

@article{ehlers_curriculare_2023,
	title = {Curriculare {Einbettung} und didaktische {Umsetzung} von {Future} {Skills} in der {Hochschullehre}},
	volume = {10},
	issn = {2196-7261},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/2196-7261-2023-4-336},
	doi = {10.5771/2196-7261-2023-4-336},
	abstract = {Hochschulen müssen sich in einem Zeitalter schnellen Wandels anpassen, um di­ verse Studierendengruppen zu fördern und zu befähigen, Future Skills zu erlernen. Digitale Innovation und neue Lehr- und Lernmethoden erfordern dabei eine ge­ wandelte Lehr- und Lernkultur und schaffen eine veränderte Hochschullandschaft. Der Beitrag beschreibt ein didaktisches Design zur Förderung von Future Skills und analysiert die gewonnenen Erkenntnisse. Er betont die Bedeutung von Future Skills für zukünftigen Erfolg in allen Lebensbereichen und die persönliche Ent­ wicklung und stellt einen Rahmen für deren Erlernen vor.},
	language = {de-DE},
	number = {4},
	urldate = {2024-01-10},
	journal = {Zeitschrift für Didaktik der Rechtswissenschaft},
	author = {Ehlers, Ulf-Daniel and Geier, Nicole and Eigbrecht, Laura},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1, Promotion:FH},
	pages = {336--361},
	file = {Ehlers et al. - 2023 - Curriculare Einbettung und didaktische Umsetzung v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AIQKVR45/Ehlers et al. - 2023 - Curriculare Einbettung und didaktische Umsetzung v.pdf:application/pdf},
}

@article{nahrgang_vom_2023,
	title = {Vom {Motivationsproblem} zur {Lösung}},
	volume = {Vol. 5 No. 4},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.dimawe.de/index.php/dimawe/article/view/6356},
	doi = {10.11576/DIMAWE-6356},
	abstract = {Der Motivationsförderung kommt im Unterricht der Fächer Mathematik, Informatik, Naturwissenschaften und Technik (MINT) eine bedeutende Rolle zu. Aus diesem Grund wurde in Kooperation zwischen drei Teilmaßnahmen des vom BMBF geförderten Projekts BiProfessional eine digitale Lehrer*innenfortbildung zur Vermittlung von theoretischem Hintergrundwissen sowie praktischen Ansätzen zur Reflexion und Förderung von Motivation im MINT-Unterricht entwickelt. In dieser Fortbildung (MINT motivieren) sind die im vorliegenden Beitrag vorgestellten Materialien verankert, die zentrale Bausteine zur Eingrenzung von und zum Umgang mit Motivationsproblemen von Schüler*innen darstellen. Die Entwicklung der Materialien ist durch den Grundgedanken geleitet, dass effektive Motivationsförderung bedarfsorientiert erfolgen sollte. Durch die interdisziplinäre Verschränkung motivationspsychologischer, mathematikdidaktischer sowie biologiedidaktischer Perspektiven war es möglich, Herausforderungen bei der Motivationsförderung mit Hilfe der Konzeption praxistauglicher Materialien zu begegnen. Die hier vorgestellte Auswahl an Materialien zielt darauf ab, dass Lehrkräfte • die vielfältigen Ursachen von Motivationsproblemen ihrer Schüler*innen kennen und verstehen lernen, • darin unterstützt werden, konkrete Motivationsprobleme strukturiert zu reflektieren und mögliche Problemursachen einzugrenzen, sowie • ihre Fertigkeiten im Umgang mit Schüler*innen mithilfe von Feedback- und Verhaltenstechniken weiterentwickeln können, um positive Veränderungen hinsichtlich der Motivation ihrer Schüler*innen zu bewirken. Diesem Ansatz folgend wird zunächst ein Reflexionsleitfaden für spezifische Motivationsprobleme für Lehrkräfte vorgestellt. Anschließend werden zwei Übungen aus dem Fortbildungsmodul „Gut gemacht – Feedback und Erwartungseffekte“ thematisiert. Während sich die erste Übung der Erarbeitung und Anwendung von Charakteristika kontrollierenden und informierenden Feedbacks widmet, wird in der zweiten Übung das Geben von Feedback in prototypischen Erfolgs- und Misserfolgssituationen aus eigenem und fremdem Unterricht reflektiert.},
	language = {de-DE},
	urldate = {2023-12-02},
	journal = {Die Materialwerkstatt. Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innenbildung und Unterricht.},
	author = {Nahrgang, Ruth and Großmann, Nadine and Hettmann, Maximilian and Fries, Stefan and Wilde, Matthias and Vom Hofe, Rudolf and Grund, Axel},
	month = nov,
	year = {2023},
	note = {Artwork Size: 129-153 Pages
Publisher: Die Materialwerkstatt. Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innenbildung und Unterricht.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {129--153 Pages},
	file = {Nahrgang et al. - 2023 - Vom Motivationsproblem zur Lösung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TK649DCF/Nahrgang et al. - 2023 - Vom Motivationsproblem zur Lösung.pdf:application/pdf},
}

@article{gossling_potenziale_2023,
	title = {Potenziale digitaler {Lerntechnologien} für die betriebliche {Ausbildung} didaktisch erschließen},
	abstract = {Durch den digitalen Wandel verändern sich betriebliche Arbeitsaufgaben. Dennoch kommen digitale Lerntechnologien in der betrieblichen Ausbildung kaum zum Einsatz, obwohl entsprechende technische Werkzeuge vielfach seit Jahren zur Verfügung stehen. Um der Frage nachzugehen, wie technische Potenziale für das Lehren und Lernen in der betrieblichen Ausbildung genutzt werden können, wird auf Daten aus einer Befragung betrieblicher Ausbilderinnen und Ausbilder in Österreich zurückgegriffen. Im Fokus der Befragung stehen Erfahrungen des betrieblichen Ausbildungspersonals mit digitalen Lerntechnologien vor, während und nach der Covid-19 Pandemie. Es zeigt sich, dass die Nutzung digitaler Lerntechnologien in der betrieblichen Ausbildung nach einem vorübergehenden Anstieg während der Pandemie, anschließend wieder deutlich zurückgegangen ist. Bei denen, die digitale Lerntechnologien langfristig auch für eine Ausbildung in Präsenz einsetzen, finden zur Erschließung didaktischer Potenziale umfangreiche Entwicklungsarbeiten auf Ebene von Lernzielen, Inhalten, Methoden und Medien statt. Exemplarische Beispiele für die dauerhafte Nutzung digitaler Lerntechnologien in der betrieblichen Ausbildung werden vorgestellt.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Gössling, Bernd},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FH},
	file = {Gössling - 2023 - Potenziale digitaler Lerntechnologien für die betr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4PLIB9PQ/Gössling - 2023 - Potenziale digitaler Lerntechnologien für die betr.pdf:application/pdf},
}

@article{riebenbauer_ubungsfirma_2023,
	title = {Die Übungsfirma auf dem {Weg} zur lernenden {Organisation} – {Impulse} aus (inter-)nationalen {Projekten}},
	abstract = {Trends wie Digitalisierung, Globalisierung und Nachhaltigkeit führen zu einem immer schnelleren Wandel in unserer Arbeitswelt bzw. in Unternehmen. Damit sind auch Unternehmenssimulationen zu Lernzwecken, wie z. B. die Übungsfirma, gefordert, diese Transformationsprozesse nachzuzeichnen und auf die veränderten Anforderungen zu reagieren. Denn Ziel der Übungsfirma ist es, betriebliche Abläufe und marktwirtschaftliche Strukturen möglichst realitätsnah abzubilden. Es stellt sich demnach die Frage, wie sich Übungsfirmen laufend weiterentwickeln können, um als praxis- bzw. kompetenzorientierter Lernort die Lernenden auf eine sich rasch ändernde Arbeitswelt vorzubereiten. Werden Übungsfirmen als lernende Organisationen betrachtet, d. h. als Organisationen, „in denen Menschen lernen, miteinander zu lernen“ (Senge 2011, 13), gilt es den Blick auf individuelle, kollektive und organisationale Lernprozesse zu lenken. Im Beitrag werden dazu Ansätze aus den folgenden zwei Projekten präsentiert und diskutiert: Das Projekt UNE-SIM liefert Ergebnisse zur Weiterentwicklung der österreichischen Übungsfirmenarbeit hinsichtlich der Kompetenzentwicklung der Lernenden, der Modellierung und didaktisch-methodischen Gestaltung sowie der Übungsfirmenleitung. Der Fokus des aktuell laufenden ERASMUS+ Projekts PEN-QM liegt auf der Etablierung eines nachhaltigen Qualitätsmanagementsystems für Übungsfirmen, das auf einem innovativen, webbasierten Lerninstrument basiert und Tools für interne und externe Evaluationen anbietet. Im Zuge von internationalen Audits zwischen Übungsfirmen und/oder Kooperationspartner*innen soll dabei das mit- und voneinander Lernen gefördert und die kontinuierliche Weiterentwicklung unterstützt werden.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Riebenbauer, Elisabeth and Haupt, Teresa},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Systemanpassung, Bildungstheorien, Promotion:Weiterführung, Lernsystemarchitektur, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Riebenbauer und Haupt - 2023 - Die Übungsfirma auf dem Weg zur lernenden Organisa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FR4DKY8X/Riebenbauer und Haupt - 2023 - Die Übungsfirma auf dem Weg zur lernenden Organisa.pdf:application/pdf},
}

@article{benko_krise_2023,
	title = {Krise als {Chance}: {Herausforderungen} im {Bildungsbereich}},
	volume = {10},
	issn = {2313-1640},
	shorttitle = {Krise als {Chance}},
	url = {https://journal.ph-noe.ac.at/index.php/resource/article/view/1220},
	doi = {10/gsv83m},
	abstract = {Durch die COVID-19 Pandemie entwickelte sich weltweit eine gesellschaftliche Krise, die in fast allen Lebensbereichen auftrat und als ein weiterer Faktor für den stetigen Wandel im Bildungsbereich begründet wird. Der vorliegende Artikel behandelt die Chancen und Transformationsmöglichkeiten während einer Krisenzeit für Lehrkräfte. Hierbei bildet die COVID-19 Pandemie die Basis für nachfolgende Überlegungen. Die Erhebungen fanden im Zeitraum 2020-2022 statt und bilden die Grundlage für diesen Artikel. Dabei zeigt sich, dass diese eine gezwungene Veränderung im Bildungsbereich darstellte und die Digitalisierung dadurch einen Aufschwung erhielt. Ressourcen waren unzureichend vorhanden und Lehrkräfte verfügten teilweise über keine ausreichenden digitalen Kompetenzen. Unterrichtsmethoden und Unterrichtsstile mussten an die neuartige Situation angepasst werden; daraus entwickelte sich eine neue Methode namens Flipped Classroom. Transformation war in diesem Zeitraum von großer Notwendigkeit und ermöglichte den Lernenden, neue Lernprozesse zu entwickeln.},
	language = {de-DE},
	number = {4},
	urldate = {2023-10-17},
	journal = {R\&E-SOURCE},
	author = {Benkö, Patrick and Gril, Thomas and Waltl, Sandra},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Benkö et al. - 2023 - Krise als Chance Herausforderungen im Bildungsber.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R8SQUAB2/Benkö et al. - 2023 - Krise als Chance Herausforderungen im Bildungsber.pdf:application/pdf},
}

@article{benzmann_den_2023,
	title = {In den {Gesellschaftswissenschaften} ermöglicht die {Digitalisierung} völlig neue {Aufgabenformate}. {Damit} erweitern sich die didaktischen {Möglichkeiten} zur {Differenzierung} und {Vertiefung}. {Das} hat viele {Vorteile} für die {Gestaltung} eines modernen, auf aktives {Lernen} zielenden {Unterrichts}.},
	language = {de-DE},
	journal = {Pädagogik},
	author = {Benzmann, Amy and Schröder, Helge and Hoegg, Günther},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Benzmann und Schröder - 2023 - In den Gesellschaftswissenschaften ermöglicht die .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZ9NFD4W/Benzmann und Schröder - 2023 - In den Gesellschaftswissenschaften ermöglicht die .pdf:application/pdf},
}

@article{bragger_kompetenzorientiertes_2023,
	title = {Kompetenzorientiertes {Lernen} mit digitalen {Medien}},
	language = {de-DE},
	journal = {Pädagogik},
	author = {Brägger, Gerold and Hoegg, Günther},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Brägger - 2023 - Kompetenzorientiertes Lernen mit digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P6FFTYNI/Brägger - 2023 - Kompetenzorientiertes Lernen mit digitalen Medien.pdf:application/pdf},
}

@article{rusert_wo_2023,
	title = {Wo verläuft die „{Digitale} {Kluft}“? - {Perspektiven} auf digitale {Kompetenzen} junger {Geflüchteter} in der {Berufsorientierung}},
	abstract = {Im Beitrag werden digitale Kompetenzen und damit verknüpfte Chancen und Hürden von Geflüchteten in der Berufsorientierung und in der dualen Berufsausbildung anhand des Interviewmaterials, das in zwei vom BMWi bzw. vom BMBF finanzierten Projekten entstand, analysiert. Beide starteten vor der Coronapandemie zu Beginn 2019 bzw. 2020 und waren deswegen mit der besonderen und vorher nicht absehbaren Hürde konfrontiert, dass weite Teile der betrieblichen und schulischen Ausbildung sowie des Coachings und Mentorings in den Projekten in den digitalen Raum verlegt werden mussten (Kart/Rusert/Stein 2020; Rusert/Kart/Stein 2019; 2020a; b; 2021; Stein 2020). In den Interviews vor Beginn der Pandemie zeigte sich, dass die Auszubildenden bei ihrer Berufswahl eine überwiegend pragmatische und weniger kompetenz- und interessengeleitete Entscheidung trafen (Rusert/Kart/Stein 2022). Für eine besser gelingende Passung können digitale Tools und Lernwelten Sprachbarrieren vermindern und inklusionsfördernd wirken. Gleichzeitig zeigten sich im Distanzlernen während der Pandemie eher Einschränkungen bei der Bildungsteilhabe für Geflüchtete. Im Beitrag stehen die Linien der digitalen Kluft zu anschlussfähigen Medienkompetenzen für eine berufsqualifizierende Berufswahl und gelingende Ausbildung der Geflüchteten im Mittelpunkt (Rusert/Kart/Stein 2021; Rusert 2023).},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Rusert, Kirsten and Stein, Margit},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Rusert und Stein - 2023 - Wo verläuft die „Digitale Kluft“ - Perspektiven a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4LKL25HH/Rusert und Stein - 2023 - Wo verläuft die „Digitale Kluft“ - Perspektiven a.pdf:application/pdf},
}

@article{lohse_students_2023,
	title = {„{Students} as {Partners}“ im {Studium} {Soziale} {Arbeit} {Ein} hybrides {Lehrveranstaltungskonzept} zum {Ausloten} der {Potentiale} (und {Grenzen}) for-schenden {Lernens}},
	issn = {2750-4468},
	url = {https://journals.qucosa.de/jfhead/article/view/38},
	doi = {10.55310/jfhead.38},
	abstract = {Der Beitrag fokussiert forschendes Lernen im Studium Soziale Arbeit und schlägt vor dem Hintergrund des Students as Partners Ansatzes ein didaktisches Konzept für eine hybride Umsetzung vor. Präsenzlehre lässt sich rückblickend bis etwa Mitte März 2020 – Ausnahmen selbstverständlich in Rechnung stellend – als „Goldstandard“ akademischer Bildung und ihrer Didaktik bezeichnen. Seit dem Ausbruch der Corona-Pandemie und den damit einhergegangenen Einschränkungen vom Studieren in Präsenz können digitale Lehr-Lernsettings reiner Onlinelehre als dessen Gegenentwurf verstanden werden. Hybride Settings bieten durch eine gleichzeitige Realisierung beider Teilnahmeoptionen sowohl für Lehrende als auch Studierende die Chance, ihre jeweiligen Vorteile (Stärken) zusammenzubringen. In Projekten forschenden Lernens ist es aus Sicht des Autors durchaus vielversprechend – gemeinsam mit wissenschaftlichen Hilfskräften (Masterstudierende) – Potenziale hybrider Studienangebote (und möglicherweise deren Grenzen) auszuloten und ihre didaktische Umsetzung zu erproben. Dafür werden in diesem Beitrag sowohl theoretische Grundlagen zur Hybridität rezipiert als auch eine darauf gründende Projektskizze zur studentischen Erforschung von Erfahrungen mit digitalen / hybriden Lehr-Lernsettings im Studium (Soziale Arbeit) vorgestellt.},
	language = {de-DE},
	number = {1},
	urldate = {2023-03-07},
	journal = {Perspektiven auf Lehre. Journal for Higher Education and Academic Development},
	author = {Lohse, Markus},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FH},
	file = {Lohse - 2023 - „Students as Partners“ im Studium Soziale Arbeit E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LZGIJ7L3/Lohse - 2023 - „Students as Partners“ im Studium Soziale Arbeit E.pdf:application/pdf},
}

@article{yang_ai_2023,
	title = {{AI} and {Big} {Data} in {Education}: {Learning} {Patterns} {Identification} and {Intervention} {Leads} to {Performance} {Enhancement}},
	volume = {3},
	issn = {2436-1712},
	shorttitle = {{AI} and {Big} {Data} in {Education}},
	url = {https://www.jstage.jst.go.jp/article/itel/3/1/3_3.1.Inv.p002/_article},
	doi = {10.12937/itel.3.1.Inv.p002},
	abstract = {Improving learning outcomes is always one of the key objectives of learning analytics (LA) and educational data mining (EDM). In recent years, many Massive Open Online Courses (MOOC) have been deployed and making it easier to collect learners’ data for further analysis. Naturally, leveraging AI to process such kind of big data becomes one of the main research streams to support education. In this paper, we collected data and deﬁned student learning patterns by leveraging online courses on Python programming and we then veriﬁed if their learning performance was inﬂuenced by diﬀerent learning patterns and interventions. We designed the intervention process, explored the impact of ﬁnal learning outcomes, and analyze Self-Regulated Learning (SRL) abilities. From the experimental results, we share the learning outcomes and the diﬀerence in SRL with detailed explanation based on diﬀerent groups.},
	language = {en-GB},
	number = {1},
	urldate = {2023-12-23},
	journal = {Information and Technology in Education and Learning},
	author = {Yang, Stephen J.H. and Lin, Chien-Chang and Huang, Anna Y.Q. and Lu, Owen H.T. and Hou, Chia-Chen and Ogata, Hiroaki},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, \#4:Zeitschriftenartikel:MOOC},
	pages = {Inv--p002--Inv--p002},
	file = {Yang et al. - 2023 - AI and Big Data in Education Learning Patterns Id.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CVZ8IWTR/Yang et al. - 2023 - AI and Big Data in Education Learning Patterns Id.pdf:application/pdf},
}

@article{wiesche_implementierung_2023,
	title = {Implementierung von {Virtual} {Reality} in der {Schule}},
	volume = {Gestaltung und Diskussion},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/6222},
	doi = {10/gsx9n4},
	abstract = {Dieser Beitrag stellt eine qualitative Studie zur phasenübergreifenden Zusammenarbeit von Studierenden und Lehrkräften im Rahmen eines Lehrprojektes vor. Zur Weiterentwicklung einer Lehrkräftebildung in der digitalen Welt greift das vorliegende Projekt an zwei Hochschulen und einem Gymnasium in NRW die derzeitigen Herausforderungen auf, digitalisierungsbezogene Konzepte zu entwickeln und in der Praxis zu implementieren. Durch die Lehr- und Lernform Service Learning und am Beispiel der innovativen Bildungstechnologie Virtual Reality (VR) erheben Studierende und Lehrkräfte gemeinsam die aktuellen Bedarfe der Schule und entwickeln in Projektgruppen konkrete Medienarragements für den Unterricht. Zur Erhebung von Gelingensbedingungen für eine Implementierung von VR in Schule, dem Betrag von Service Learning dabei und die didaktischen Einsatzmöglichkeiten von VR im Fachunterricht werden zwei Teilstudien durchgeführt: A) drei interdisziplinäre Ratingkonferenzen mit den Akteur*innen sowie B) zehn Leitfadeninterviews mit den Lehrkräften und der Schulleitung. Die mittels qualitativer Inhaltsanalyse erarbeiteten Ergebnisse werden präsentiert und Gelingensbedingungen wie die Selbsterfahrung von VR und eine zielgerichtete Zusammenarbeit ebenso diskutiert, wie der gewinnbringende Beitrag von Service Learning zur Zusammenarbeit in den Phasen 1 und 3 der Lehrkräftebildung. Während die Studierenden nicht nur Einblicke in Schule erhalten, sondern gemeinsam mit erfahrenen Lehrkräften digitale Schulentwicklung gestalten, profitiert die Schule von theoretischen und technischen Ressourcen der Studierenden und Hochschulen. Die Akteur*innen sehen didaktisches Potenzial von VR im Fachunterricht, relativieren dies jedoch aufgrund unzureichender Rahmenbedingungen (Technik, Zeit, Umsetzung) und bestätigen damit bisherige theoretische Annahmen mit Perspektive aus der Praxis.},
	language = {de-DE},
	urldate = {2023-10-22},
	journal = {Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption},
	author = {Wiesche, David and Schäfer, Caterina and Sträter, Helena},
	month = oct,
	year = {2023},
	note = {Artwork Size: 65-83 Seiten
Publisher: Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Lernsystemarchitektur, Promotion:FU3},
	pages = {65--83 Seiten},
	file = {Wiesche et al. - 2023 - Implementierung von Virtual Reality in der Schule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C6MKK37I/Wiesche et al. - 2023 - Implementierung von Virtual Reality in der Schule.pdf:application/pdf},
}

@article{nolte_formatives_2023,
	title = {Formatives {Assessment} im {Blended} {Learning}},
	language = {de-DE},
	journal = {Pädagogik},
	author = {Nölte, Björn and Hoegg, Günther},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Bildung, Multimedia, ⛔ No DOI found, \#8:Zeitschriftenartikel:blended:learning},
	file = {Nölte - 2023 - Formatives Assessment im Blended Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YJB8M6Y/Nölte - 2023 - Formatives Assessment im Blended Learning.pdf:application/pdf},
}

@article{krstoski_was_2023,
	title = {Was {Technologien} ermöglichen könnten - {Zur} {Bedeutung} {Assistiver} {Technologien} für die {Lehrer}:innenbildung},
	volume = {5},
	doi = {10/gskbn6},
	abstract = {The recently deceased disability rights activist Judy Heumann describes the importance of digital media in terms of assistive technologies (AT): "For most of us, technology makes things easier. For a person with disabilities, it makes things possible" (Edyburn, 2020, S. 11). Some pupils need special aids in order to participate actively in lessons and thus in education on an equal footing. Assistive technologies offer options for participation (Fisseler, 2020) and can be largely distinguished from accessibility and universal design due to the focus on the individual. The article describes the use of assistive technologies in the school environment as well as the options for implementation in everyday school life. The highly rated relevance of assistive technologies (Edyburn, 2020) is accompanied by a low level of implementation in schools (Bouck \& Long, 2021). This deficiency should be countered with teacher training that produces competences that allow teachers to plan the use of assistive technologies in a transdisciplinary team. The proposal for a seminar concept for the first phase of teacher education is presented in conclusion.},
	language = {de-DE},
	number = {2},
	journal = {QfI - Qualifizierung für Inklusion: Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte},
	author = {Krstoski, Igor and Schulz, Lea},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:Relevanz:3},
	file = {Krstoski und Schulz - Was Technologien ermöglichen könnten - Zur Bedeutu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZVFHBMIZ/Krstoski und Schulz - Was Technologien ermöglichen könnten - Zur Bedeutu.pdf:application/pdf},
}

@article{stadler-altmann_kommunikation_2023,
	title = {Kommunikation, {Konsens} und {Kohäsion} im universitären {Kontext}. {Anmerkungen} zur digitalen {Transformation} der {Medienbeschaffung} und -nutzung},
	language = {de-DE},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Stadler-Altmann, Ulrike},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU4b, ⛔ No DOI found},
	pages = {1--28},
	file = {Stadler-Altmann - Kommunikation, Konsens und Kohäsion im universitär.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A37SEW6Y/Stadler-Altmann - Kommunikation, Konsens und Kohäsion im universitär.pdf:application/pdf},
}

@article{dilling_argumentieren_2023,
	title = {Argumentieren, {Problemlösen} \& {Co} – {Welche} prozessbezogenen {Kom}- petenzen werden durch den {Einsatz} digitaler {Medien} angesprochen?},
	language = {de-DE},
	author = {Dilling, Frederik and Herrmann, Marc and Timm, David},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	file = {Dilling et al. - 2023 - Argumentieren, Problemlösen & Co – Welche prozessb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RRYCJ3PG/Dilling et al. - 2023 - Argumentieren, Problemlösen & Co – Welche prozessb.pdf:application/pdf},
}

@article{shan_innovations_2023,
	title = {Innovations in teaching during the {COVID}-19 pandemic: comparisons of the impacts of different teaching approaches in psychiatric nursing on undergraduate nursing students},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Innovations in teaching during the {COVID}-19 pandemic},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04819-8},
	doi = {10/gs566h},
	abstract = {Background  Psychiatric nursing education was significantly impacted during the COVID-19 pandemic, and innovative teaching can be challenging. This study aims to compare the effectiveness of four approaches to psychiatric nursing education in the context of the pandemic.
Methods  A quasi-experimental design was adopted. Students were subjected to different teaching designs: faceto-face teaching (Class A in 2021), blended teaching with flipped classroom using roleplay (Class B in 2021), live broadcast teaching (Class A in 2022), and online blended teaching with flipped classroom using case studies (Class B in 2022). Multivariable logistic regression was used to analyse the outcomes in terms of academic performance and course workload.
Results  The number of valid data points was 270. The results indicated that compared with Class A in 2021, the two classes in 2022 achieved significantly higher academic performance scores, and Class B in 2021 exhibited a significantly lower workload. Compared with Class A in 2022, Class B in 2021 exhibited a significantly lower workload. Compared with Class B in 2022, Class B in 2021 exhibited a significantly lower workload and achieved lower academic performance scores.
Conclusion  This study demonstrated that innovative teaching designs for psychiatric nursing offer advantages with regard to either facilitating academic performance or optimizing learners’ task loads. Furthermore, blended learning is a promising teaching approach in the context of the COVID-19 pandemic. Future teaching initiatives could adopt student-centred constructive learning designs and ensure feasible teaching.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Shan, Yawei and Zhou, Xuemei and Qi, Wenwen and Liu, Xiao and Huang, Chuxian},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#8:Zeitschriftenartikel:blended:learning},
	pages = {827},
	file = {Shan et al. - 2023 - Innovations in teaching during the COVID-19 pandem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G2GGUHTG/Shan et al. - 2023 - Innovations in teaching during the COVID-19 pandem.pdf:application/pdf},
}

@article{gabriel_digitalisierung_2023,
	title = {Digitalisierung als {Treiber} von {Bildungs}(un-)gerechtigkeit},
	volume = {10},
	issn = {2313-1640},
	url = {https://journal.ph-noe.ac.at/index.php/resource/article/view/1143},
	doi = {10/gskbjv},
	abstract = {Die Digitalisierung ist einerseits ein Faktor für Ungleichheiten in Bezug auf Bildung, anderer­seits aber gleichzeitig auch eine Möglichkeit der Inklusion. Diklusion – eine Kombination aus Di­gi­talisierung und Inklusion – geht genau darauf ein, wie digitale Medien den Unterricht selbst, aber auch die Schule als Organisation verändern. Ausgehend von Modellen, die den di­gital-inklusiven Unterricht ins Zentrum stellen, wird das österreichische Schulsystem be-trach­tet und jene Faktoren analysiert, die als Treiber für die Digitalisierung gelten können. Da­zu gehört vor allem der 8-Punkte-Plan, der vor allem in der Sekundarstufe I für einen in­fra¬strukturellen Schub sorgt. Allerdings sind noch weitere Faktoren für ein Gelingen der Di­klu­sion an einem Schulstandort von Bedeutung, und zwar auf der Mikro-, Meso- und Ma­kro­ebe­ne. Eine besondere Rolle kommt dabei der Schulleitung zu, die Kulturen, Strukturen und Prak­tiken der Diklusion fördern soll.},
	language = {de-DE},
	number = {3},
	urldate = {2023-07-25},
	journal = {R\&E-SOURCE},
	author = {Gabriel, Sonja and Liebhart-Gundacker, Michaela and Pecher, Helmut and Römisch, Barbara and Überacker, Gudrun and Wallner, Jasmin},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Lernsystemarchitektur},
	file = {Gabriel et al. - 2023 - Digitalisierung als Treiber von Bildungs(un-)gerec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NY8GDU3C/Gabriel et al. - 2023 - Digitalisierung als Treiber von Bildungs(un-)gerec.pdf:application/pdf},
}

@article{hausmann_determinanten_2023,
	title = {Determinanten der wahrgenommenen digitalen {Inklusion} und der {Nutzung} digitaler {Medien} durch ältere {Menschen} auf der {Basis} der {Theorie} des geplanten {Verhaltens}: {Eine} qualitative und quantitative {Studie} im {Rahmen} des {Forschungsprojekts} {DigiKomS}},
	issn = {1424-3636},
	shorttitle = {Determinanten der wahrgenommenen digitalen {Inklusion} und der {Nutzung} digitaler {Medien} durch ältere {Menschen} auf der {Basis} der {Theorie} des geplanten {Verhaltens}},
	url = {https://www.medienpaed.com/article/view/1522},
	doi = {10/grzwwh},
	abstract = {Fortschreitende Digitalisierung fordert den Menschen umfangreiche Kenntnisse und Fähigkeiten ab. Da es für viele ältere Menschen schwer ist, mit dieser Entwicklung mitzuhalten, wird im Forschungsprojekt DigiKomS eine Lernwerkstatt für Ältere zur Verbesserung der digitalen Medienkompetenzen entwickelt. Der Zusammenhang zwischen (fehlender) digitaler Teilhabe und sozialer bzw. gesellschaftlicher Teilhabe wird in diesem Artikel beleuchtet. Dazu wurden qualitative Interviews mit Personen ab 70 Jahren (N = 21) und eine quantitative Fragebogenstudie (N = 107 ab 70-Jährige) auf Basis der Theorie des geplanten Verhaltens durchgeführt. Die statistische Auswertung zeigte, dass insbesondere die wahrgenommene Verhaltenskontrolle einen signifikanten Einfluss auf die Absicht hat, digitale Medien (weiterhin) zu nutzen. Auch die Einstellung hat einen signifikanten Effekt. Der Einfluss der subjektiven Norm wird erst moderiert durch die wahrgenommene Verhaltenskontrolle signifikant: Bei niedriger wahrgenommener Verhaltenskontrolle hat die subjektive Norm einen stärkeren Einfluss auf die Absicht, digitale Medien zu nutzen. Auch der Zusammenhang zwischen dem Inklusionsempfinden und der Absicht, digitale Medien (weiterhin) zu nutzen, ist signifikant. Dieser wird direkt mediiert durch die Einstellung gegenüber der Nutzung digitaler Medien und die Interaktion zwischen subjektiver Norm und wahrgenommener Verhaltenskontrolle. Die Studie zeigt damit wichtige Einflussgrössen der Förderung individueller digitaler Teilhabe, die unter anderem in der Lernwerkstatt des Projekts DigiKomS im Mittelpunkt stehen werden.},
	language = {de-DE},
	urldate = {2023-03-25},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Hausmann, Heike and Martins, Erko},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Bildung, Multimedia},
	pages = {421--452},
	file = {Hausmann und Martins - 2023 - Determinanten der wahrgenommenen digitalen Inklusi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NBCKYGTK/Hausmann und Martins - 2023 - Determinanten der wahrgenommenen digitalen Inklusi.pdf:application/pdf},
}

@article{backfisch_collaborative_2023,
	title = {Collaborative design practices in pre-service teacher education for technological pedagogical content knowledge ({TPACK}): {Group} composition matters},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	shorttitle = {Collaborative design practices in pre-service teacher education for technological pedagogical content knowledge ({TPACK})},
	url = {https://link.springer.com/10.1007/s42010-023-00192-z},
	doi = {10.1007/s42010-023-00192-z},
	abstract = {Abstract
            
              Collaborative design practices, in which pre-service teachers construct lesson plans in small groups, is regarded as beneficial to attain professional development. However, it is largely unclear which factors determine the effectiveness of collaborative design within technology-related teacher education. Against this background, we investigated to which extent the group composition regarding motivational (self-efficacy, utility-value) and knowledge-based heterogeneity affected the quality of designed lesson plans and outcome of professional development interventions. Furthermore, we investigated whether the quality of the lesson plans was related to pre-service teachers’ professional development such as acquisition of technological-pedagogical-content knowledge (TPACK). The data was collected within a larger research project which investigated the effectiveness of a TPACK-intervention within 5 subject pedagogies to foster pre-service teachers’ learning. Lesson plans of
              N
               = 68 pre-service teachers nested within
              k
               = 23 natural occurring groups were analyzed regarding their instructional quality and technology exploitation. Additionally, we measured pre-service teachers’ technology-related professional knowledge, and their technology-related motivation in a pre-post-test-design. The analyses revealed that motivational group heterogeneity positively affected the quality of the collaboration product (i.e., lesson plans). The quality of the lesson plans was not related to the acquisition of technology-related professional knowledge, but negatively related to pre-service teachers’ self-efficacy and utility-value. Similarly, the heterogeneity regarding prior knowledge was negatively correlated to TPACK knowledge gain. These findings highlight that heterogenous group composition during collaborative design practices in pre-service teacher education may be a double-edged sword to attain professional development.
            
          , 
            Zusammenfassung
            
              Kollaborative Lernaktivitäten, bei denen angehende Lehrkräfte in kleinen Gruppen beispielsweise Unterrichtspläne entwerfen, gelten als vorteilhaft für die berufliche Entwicklung. Es ist jedoch weitgehend unklar, welche Faktoren entscheidend für die Effektivität der kollaborativen Zusammenarbeit in der Lehrkräftebildung zum Unterrichten mit digitalen Medien sind. Vor diesem Hintergrund untersuchten wir, inwieweit die Gruppenzusammensetzung hinsichtlich motivationaler (Selbstwirksamkeit, wahrgenommene Nützlichkeit) und wissensbasierter Heterogenität die Qualität der entworfenen Unterrichtspläne und den Lernerfolg beeinflusst. Darüber hinaus untersuchten wir, ob die Qualität der Unterrichtspläne mit der beruflichen Entwicklung der angehenden Lehrkräfte zusammenhängt, z. B. mit dem Erwerb von technologisch-pädagogisch-inhaltlichem Wissen (TPACK). Die Daten wurden im Rahmen eines größeren Forschungsprojekts erhoben, in dem die Wirksamkeit einer TPACK-Intervention in fünf Fachdidaktiken zur Förderung des Lernens von angehenden Lehrern untersucht wurde. Die Unterrichtspläne von
              N
               = 68 angehenden Lehrern, die sich auf
              k
               = 23 Gruppen aufteilten, wurden im Hinblick auf ihre instruktionale Qualität und dem Grad der Potentialnutzung digitaler Medien analysiert. Zusätzlich wurde das technologiebezogene Fachwissen der angehenden Lehrkräfte und ihre technologiebezogene Motivation in einem Prä-Post-Test-Design gemessen. Die Analysen ergaben, dass die Gruppenheterogenität hinsichtlich ihrer Motivation (Selbstwirksamkeit) einen positiven Einfluss auf die Qualität der Unterrichtspläne hatte. Die Qualität der Unterrichtspläne stand allerdings in keinem Zusammenhang mit dem Erwerb von technologiebezogenem Fachwissen, aber in einem negativen Zusammenhang mit der Selbstwirksamkeit und der wahrgenommenen Nützlichkeit der angehenden Lehrkräfte. Zudem war die Heterogenität in Bezug auf das Vorwissen negativ mit dem TPACK-Wissensgewinn korreliert. Diese Ergebnisse zeigen, dass eine heterogene Gruppenzusammensetzung während kollaborativen Lernaktivitäten in der Lehrkräftebildung ein zweischneidiges Schwert ist, um eine professionelle Entwicklung zu erreichen.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Backfisch, Iris and Franke, Ulrike and Ohla, Kerstin and Scholtz, Nina and Lachner, Andreas},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU5, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {579--604},
	file = {Backfisch et al. - 2023 - Collaborative design practices in pre-service teac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7NKDZ766/Backfisch et al. - 2023 - Collaborative design practices in pre-service teac.pdf:application/pdf},
}

@article{andrade-arenas_moodle_2023,
	title = {Moodle platform and {Zoom} videoconference: learning skills in the virtual modality},
	volume = {31},
	issn = {2502-4760, 2502-4752},
	shorttitle = {Moodle platform and {Zoom} videoconference},
	url = {https://ijeecs.iaescore.com/index.php/IJEECS/article/view/29965},
	doi = {10/gswfrf},
	abstract = {In Peruvian Universities, most of the Moodle platforms and the Zoom videoconference were used in virtual teaching-learning. The teachers and students of the University of Sciences and Humanities, which is the object of study, used these tools in the class session. Moodle and Zoom complement each other for virtual classes during the pandemic time. The objective of the research is the influence of Zoom and Moodle on learning skills. The methodological design of the research has correlational scope, quantitative, non-experimental approach of cross-section. A survey was conducted of 95 students from the first cycles of the university. The instrument was validated by expert judgments with 86.3\% approval. In addition, reliability was performed with Cronbach's Alpha, obtaining the value of 0.875. A p-value of 0000 was obtained as a result and the degree of correlation between Moodle and learning skills was 0.438** and Zoom with learning skills was 0.519**; determining in this way that there is a moderate positive significant correlation. It is concluded that the development of learning skills that correspond to digital skills, the communicative and cognitive part is due to the use of the Moodle platform and the Zoom videoconference in the learning sessions.},
	language = {en-GB},
	number = {1},
	urldate = {2023-10-18},
	journal = {Indonesian Journal of Electrical Engineering and Computer Science},
	author = {Andrade-Arenas, Laberiano and Reyes Perez, William Wilfredo and Yactayo Arias, Cesar Augusto},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU5, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {337},
	file = {Andrade-Arenas et al. - 2023 - Moodle platform and Zoom videoconference learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTWIJD73/Andrade-Arenas et al. - 2023 - Moodle platform and Zoom videoconference learning.pdf:application/pdf},
}

@article{lutz_hochschulische_2023,
	title = {Hochschulische {Qualifizierung} für die {Praxisanleitung} in der {Pflege}},
	volume = {10},
	abstract = {English The academization of nursing in Germany is progressing with the entry into force of the nursing professions act in 2020. The reform of nursing education and nursing studies requires, among other things, a reorientation of the qualification of teachers for nursing instruction in theory and practice. As a result, there are (further) developments in higher education qualification offerings. This includes the two-semester module Fachpraktische Anleitung in the study program Berufspädagogik Gesundheit at the University of Applied Sciences Fulda. It is presented in this paper with its blended learning conception as well as with results from two accompanying research projects.},
	language = {de-DE},
	number = {2},
	journal = {Pädagogik der Gesundheitsberufe},
	author = {Lutz, Nadine and Dorn, Tobias and Höhl, Roman Gabriel and Trumpa, Silke},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, Bildung, Multimedia, ⛔ No DOI found, \#8:Zeitschriftenartikel:blended:learning},
	pages = {90--100},
	file = {Lutz et al. - Hochschulische Qualifizierung für die Praxisanleit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TK978CLT/Lutz et al. - Hochschulische Qualifizierung für die Praxisanleit.pdf:application/pdf},
}

@article{horikawa_enhancement_2023,
	title = {Enhancement of a {Company}-{Wide} {Information} {Security} {Management} {System} {Through} {Incident} {Learning}},
	volume = {4},
	issn = {2661-8907},
	url = {https://link.springer.com/10.1007/s42979-023-01691-7},
	doi = {10.1007/s42979-023-01691-7},
	abstract = {We propose the Delta ISMS method that strengthens the company-wide information security management system (ISMS) through incident learning. International standards of ISMS have been established to provide useful guidelines for information security risk management to organisations so they can respond appropriately to information security incidents. When the ISMS is first introduced to an organisation, the organisation is strengthened by introducing standard requirements. However, predicting everything and implementing a perfect ISMS may not be possible for each organisation. Thus, even in ISMS-certified organisations, information security incidents do not always diminish. This indicates that these organisations do not effectively carry out the PDCA cycle of the ISMS. We recognise that ISMS requires feedback and learning from incidents, while a sufficient explanation of learning procedures is not provided. Also, the Cyber Security Incident Response Team guidelines do not provide specific procedures for ‘incident learning’ explicitly. For incident learning, regularising informal knowledge (the formalisation of experience data) and double-loop learning (acquisition of company-wide knowledge from incident responses) is effective. Therefore, this study aims to develop detailed procedures for incident learning to run the second and subsequent rounds of the ISMS’s PDCA cycles. We propose an incident database operation method for regularising informal knowledge and a gold–silver–bronze communication method for implementing double loops. The procedures are routinely applied by headquarters under the supervision of the Chief Information Security Officer. By changing the safety factor in the damage reduction rate, it is possible to obtain multiple countermeasure candidate sets by considering the investment effect.},
	language = {en-GB},
	number = {3},
	urldate = {2025-01-01},
	journal = {SN Computer Science},
	author = {Horikawa, Hiroshi and Ohtani, Hisamichi and Takahashi, Yuji and Kato, Takehisa and Magata, Fumihiko and Teshigawara, Yoshimi and Sasaki, Ryoichi and Nishigaki, Masakatsu},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FU4b, Promotion:Schlussfolgerung},
	pages = {211},
	file = {Horikawa et al. - 2023 - Enhancement of a Company-Wide Information Security Management System Through Incident Learning:/Users/jochenhanisch-johannsen/Zotero/storage/3W8RXUFQ/Horikawa et al. - 2023 - Enhancement of a Company-Wide Information Security Management System Through Incident Learning.pdf:application/pdf},
}

@article{baig_flipped_2023,
	title = {Flipped classroom in higher education: a systematic literature review and research challenges},
	volume = {20},
	issn = {2365-9440},
	shorttitle = {Flipped classroom in higher education},
	url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00430-5},
	doi = {10.1186/s41239-023-00430-5},
	abstract = {Flipped learning has garnered substantial attention as a potential means to enhance student engagement, improve learning outcomes, and adapt to the evolving educational landscape. However, despite the growing interest and potential benefits of flipped learning, several challenges and areas of concern persist. This systematic literature review critically examines the implementation of the flipped classroom in higher education by focusing on the role of technologies and tools, pedagogical activities and courses, and existing challenges. Using a systematic approach, a total of 30 research articles published between 2014 and 2023 were chosen for the review. This study identified video creation tools, learning management systems (LMS), content repositories, collaborative platforms, podcasts, and online assessment tools as technologies that play a central role in the flipped classroom. Moreover, this study identifies specific pedagogical activities within different courses that contribute to the effectiveness of flipped learning in higher education. The implementation challenges that teachers and students may face in the flipped classroom were presented, and potential strategies to alleviate these challenges were provided. This study will contribute to a more comprehensive understanding of flipped learning’s benefits, technologies and tools, challenges, and potential to improve higher education.},
	language = {en-GB},
	number = {1},
	urldate = {2024-08-24},
	journal = {International Journal of Educational Technology in Higher Education},
	author = {Baig, Maria Ijaz and Yadegaridehkordi, Elaheh},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {61},
	file = {Baig und Yadegaridehkordi - 2023 - Flipped classroom in higher education a systemati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MEI2WR2I/Baig und Yadegaridehkordi - 2023 - Flipped classroom in higher education a systemati.pdf:application/pdf},
}

@article{chaudhry_analyzing_2023,
	title = {Analyzing effect of fear and uncertainty avoidance on use behavior of learning management system: {Post} {COVID}-19 era},
	volume = {3},
	issn = {26670968},
	shorttitle = {Analyzing effect of fear and uncertainty avoidance on use behavior of learning management system},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2667096823000447},
	doi = {10.1016/j.jjimei.2023.100197},
	abstract = {This study examines the acceptance of mobile Learning Management Systems (LMS) in the telecom sector of Pakistan during the COVID-19 pandemic. The study employs the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a deeper understanding of the factors that affect the acceptance of LMS among workers and how it is affected by the moderating impact of Fear of pandemic and uncertainty avoidance. Data were analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). The results of this study indicate that social isolation, price value, and habitat have a significant impact on users’ LMS behavior. Additionally, user behavior is significantly influenced by behavioral intentions. The study also found that coronavirus fears can moderate the relationships between performance expectancy, effort expectancy, social influence, price value, and behavioral intentions. On the other hand, uncertainty avoidance moderates the relationship between performance expectancy, social influence, facilitating conditions, price value, and behav­ ioral intentions. This study highlights the importance of understanding user acceptance of LMS in order to improve work performance, save time, and eliminate costs. The findings of this study can be used by organi­ zations to develop strategies to increase the acceptance and usage of LMS in the workplace, especially in the context of the COVID-19 pandemic. The study also provides insight into how fear of COVID-19 and uncertainty avoidance can be taken into account when designing and implementing LMS.},
	language = {en-GB},
	number = {2},
	urldate = {2023-11-22},
	journal = {International Journal of Information Management Data Insights},
	author = {Chaudhry, Naveed Iqbal and Rehman, Shafique Ur and Elrehail, Hamzah and Masaeid, Turki Fahed Al and Adaileh, Raid and Alzoubi, Haitham M.},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {100197},
	file = {Chaudhry et al. - 2023 - Analyzing effect of fear and uncertainty avoidance.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TUHA7YNC/Chaudhry et al. - 2023 - Analyzing effect of fear and uncertainty avoidance.pdf:application/pdf},
}

@article{alfalah_factors_2023,
	title = {Factors influencing students’ adoption and use of mobile learning management systems (m-{LMSs}): {A} quantitative study of {Saudi} {Arabia}},
	volume = {3},
	issn = {26670968},
	shorttitle = {Factors influencing students’ adoption and use of mobile learning management systems (m-{LMSs})},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2667096822000866},
	doi = {10.1016/j.jjimei.2022.100143},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-22},
	journal = {International Journal of Information Management Data Insights},
	author = {Alfalah, Adel Abdulmohsen},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {100143},
	file = {Alfalah - 2023 - Factors influencing students’ adoption and use of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MJP4SKA4/Alfalah - 2023 - Factors influencing students’ adoption and use of .pdf:application/pdf},
}

@article{choo_abrupt_2023,
	title = {Abrupt academic dishonesty: {Pressure}, opportunity, and deterrence},
	volume = {21},
	issn = {14728117},
	shorttitle = {Abrupt academic dishonesty},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1472811723000538},
	doi = {10.1016/j.ijme.2023.100815},
	abstract = {The first objective of this study was to explore whether students would be involved in abrupt academic dishonesty (AAD) at high levels of perceived pressure and low levels of perceived op­ portunities to cheat. We used Cusp R software to fit a cusp catastrophe model to the student cheating data. We found that students involved in AAD experienced high/low levels of perceived pressure/opportunity to cheat. The findings yield valuable insights into how the complex and nonlinear forces of perceived pressure and opportunity push students towards AAD in the classroom. The second objective was to design an original low-effort warning post (WP) in learning management systems and test whether it would reduce AAD based on the perceived psychological costs of being exposed (i.e., being reported to the Office of Student Conduct). We found that WP significantly reduced AAD, thereby contributing to an original deterrence of AAD in the classroom.},
	language = {en-GB},
	number = {2},
	urldate = {2023-11-22},
	journal = {The International Journal of Management Education},
	author = {Choo, Freddie and Tan, Kim},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {100815},
	file = {Choo und Tan - 2023 - Abrupt academic dishonesty Pressure, opportunity,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQ3JUHEK/Choo und Tan - 2023 - Abrupt academic dishonesty Pressure, opportunity,.pdf:application/pdf},
}

@article{benamer_relationship_2023,
	title = {The relationship of online pre-recorded neurology mini-lectures to medical student assessment: a pilot study},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {The relationship of online pre-recorded neurology mini-lectures to medical student assessment},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04185-5},
	doi = {10/gs569d},
	abstract = {Introduction  eLearning has become an essential part of medical education. However, there is a lack of published research on student engagement with online pre-recorded mini-lectures and its relation to assessment. The aim of this pilot study is to explore the relationship between newly introduced neurology pre-recorded mini-lectures and undergraduate medical students engagement and assessment. This may encourage the wider use of mini-lectures in undergraduate medical curricula.
Methods  The engagement of medical students with 48 online pre-recorded neurology mini-lectures was assessed through a Learning Management System. To measure engagement, data was stratified according to the number of watched/downloaded mini-lectures. A point system was used (out of 5): − 1 point = watching/downloading 0–10 mini-lectures, 2 points = watching/downloading 11–20 mini-lectures, 3 points = watching/downloading 21–30 minilectures, 4 points = watching/downloading 31–40 mini-lectures and, 5 points = watching/downloading 41–48 minilectures. The students’ engagement was correlated with their neurology assessments [Objective Structured Clinical Examination (OSCE), and knowledge-based assessment 10 Multiple Choice Questions (MCQs) and one 10-mark Short Answer Question, (SAQ)], internal medicine grade and annual grade point average (GPA) using the Pearson correlation coefficient.
Results  The mean engagement of 34, Year 5, medical students is 3.9/5. There is a significant positive correlation between engagement and internal medicine grade (r = 0.35, p = 0.044). There is a moderate correlation between engagement and neurology OSCE (r = 0.23), annual Year 5 GPA (r = 0.23), neurology knowledge-based score (r = 0.22) and composite neurology knowledge/OSCE (r = 0.27). The knowledge-based assessment included SAQ and MCQs: there was a moderate correlation with SAQ (r = 0.30), but a weak negative correlation with the MCQs (r =-0.11). Subgroups analysis comparing the top- and low- or non- engaging students made these weaker correlations stronger.
Conclusion  This pilot study indicates a high rate of engagement with an online pre-recorded mini-lectures resource and evidence of moderate correlation between engagement and assessment. Online pre-recorded mini-lectures should be used more in delivering the curriculum contents of the clinical clerkships. Further studies are needed to evaluate the relation and the impact of the mini-lectures on assessment.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Benamer, Hani Ts and Stanley, Adrian G},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {225},
	file = {Benamer und Stanley - 2023 - The relationship of online pre-recorded neurology .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9H5I4FNC/Benamer und Stanley - 2023 - The relationship of online pre-recorded neurology .pdf:application/pdf},
}

@article{asada_possibility_2023,
	title = {The possibility of {Moodle}-based e-portfolio with database module for medical education},
	volume = {3},
	issn = {2185-9922},
	url = {https://iaiai.org/letters/index.php/lir/article/view/125},
	doi = {10/gsswbc},
	abstract = {In medical education, e-portfolios are needed both for supporting students’ self-learning and for quality assurance of education based on the global standards. Although there are some e-portfolio systems, it is sometimes complicated to use both learning management systems and e-portfolios. In this study, a Moodle-based e-portfolio with database module are proposed for the minimal portfolio use in medical education. Although it has a limited feature compared to the e-portfolios as commonly used, the advantages of the system are that it is unified and easy to use, and that data can be exported easily.},
	language = {en-GB},
	urldate = {2023-09-28},
	journal = {IIAI Letters on Institutional Research},
	author = {Asada, Yoshikazu},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, E-Portfolio},
	pages = {1},
	file = {Asada - 2023 - The possibility of Moodle-based e-portfolio with d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2YWG5YYJ/Asada - 2023 - The possibility of Moodle-based e-portfolio with d.pdf:application/pdf},
}

@incollection{dorer_sichtbarkeit_2023,
	address = {Wiesbaden},
	title = {Sichtbarkeit. {Epistemologie} und {Politik} eines {Schlüsselbegriffs} analoger und digitaler {Medienrealitäten}},
	isbn = {978-3-658-20706-9 978-3-658-20707-6},
	url = {https://link.springer.com/10.1007/978-3-658-20707-6_8},
	language = {de-DE},
	urldate = {2025-03-10},
	booktitle = {Handbuch {Medien} und {Geschlecht}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schaffer, Johanna},
	editor = {Dorer, Johanna and Geiger, Brigitte and Hipfl, Brigitte and Ratković, Viktorija},
	year = {2023},
	doi = {10.1007/978-3-658-20707-6_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {159--170},
	file = {Schaffer - 2023 - Sichtbarkeit. Epistemologie und Politik eines Schlüsselbegriffs analoger und digitaler Medienrealitä:/Users/jochenhanisch-johannsen/Zotero/storage/UB5NLVFK/Schaffer - 2023 - Sichtbarkeit. Epistemologie und Politik eines Schlüsselbegriffs analoger und digitaler Medienrealitä.pdf:application/pdf},
}

@incollection{dorer_antifeminismus_2023,
	address = {Wiesbaden},
	title = {Antifeminismus und {Antigenderismus} in medialen und digitalen Öffentlichkeiten},
	isbn = {978-3-658-20706-9 978-3-658-20707-6},
	url = {https://link.springer.com/10.1007/978-3-658-20707-6_45},
	language = {de-DE},
	urldate = {2025-03-10},
	booktitle = {Handbuch {Medien} und {Geschlecht}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Aigner, Isolde and Lenz, Ilse},
	editor = {Dorer, Johanna and Geiger, Brigitte and Hipfl, Brigitte and Ratković, Viktorija},
	year = {2023},
	doi = {10.1007/978-3-658-20707-6_45},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {721--730},
	file = {Aigner und Lenz - 2023 - Antifeminismus und Antigenderismus in medialen und digitalen Öffentlichkeiten:/Users/jochenhanisch-johannsen/Zotero/storage/B3NY3VJC/Aigner und Lenz - 2023 - Antifeminismus und Antigenderismus in medialen und digitalen Öffentlichkeiten.pdf:application/pdf},
}

@incollection{dorer_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Spiele} als {Gegenstand} feministischer {Game} {Studies}},
	isbn = {978-3-658-20706-9 978-3-658-20707-6},
	url = {https://link.springer.com/10.1007/978-3-658-20707-6_55},
	language = {de-DE},
	urldate = {2025-03-10},
	booktitle = {Handbuch {Medien} und {Geschlecht}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ebner-Zarl, Astrid},
	editor = {Dorer, Johanna and Geiger, Brigitte and Hipfl, Brigitte and Ratković, Viktorija},
	year = {2023},
	doi = {10.1007/978-3-658-20707-6_55},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {975--988},
	file = {Ebner-Zarl - 2023 - Digitale Spiele als Gegenstand feministischer Game Studies:/Users/jochenhanisch-johannsen/Zotero/storage/EFQJ4CET/Ebner-Zarl - 2023 - Digitale Spiele als Gegenstand feministischer Game Studies.pdf:application/pdf},
}

@incollection{dorer_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale Öffentlichkeiten und feministische {Protestkulturen}},
	isbn = {978-3-658-20706-9 978-3-658-20707-6},
	url = {https://link.springer.com/10.1007/978-3-658-20707-6_42},
	language = {de-DE},
	urldate = {2025-03-10},
	booktitle = {Handbuch {Medien} und {Geschlecht}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Drüeke, Ricarda},
	editor = {Dorer, Johanna and Geiger, Brigitte and Hipfl, Brigitte and Ratković, Viktorija},
	year = {2023},
	doi = {10.1007/978-3-658-20707-6_42},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {629--640},
	file = {Drüeke - 2023 - Digitale Öffentlichkeiten und feministische Protestkulturen:/Users/jochenhanisch-johannsen/Zotero/storage/AU9YMLAC/Drüeke - 2023 - Digitale Öffentlichkeiten und feministische Protestkulturen.pdf:application/pdf},
}

@article{hosavaranchi_puttaraju_augmenting_2023,
	title = {Augmenting {Classical} {Strategic} {Tools} with {Artificial} {Intelligence}: {A} {Systematic} {Review} of {Enhanced} {Decision} - {Making} {Methodologies}},
	volume = {12},
	issn = {23197064},
	shorttitle = {Augmenting {Classical} {Strategic} {Tools} with {Artificial} {Intelligence}},
	url = {https://www.ijsr.net/getabstract.php?paperid=SR23114091158},
	doi = {10.21275/SR23114091158},
	abstract = {This literature review examines the transformation of established strategic management tools through artificial intelligence (AI) integration, focusing on nine fundamental methodologies: SWOT Analysis, BCG Matrix, Porter’s Five Forces, OKRs, Blue Ocean Strategy, Balanced Scorecard, Hoshin Kanri, Agile Strategies, and Digital Transformation. While these frameworks have proven their value over decades, the emergence of AI technologies presents unprecedented opportunities for enhancement. This review synthesizes current research on how AI capabilities—including machine learning, natural language processing, and predictive analytics—can augment these traditional frameworks to improve their effectiveness and adaptability in the modern business landscape. The analysis reveals several key themes: (1) AI’s potential to process vast amounts of data for more comprehensive environmental scanning in SWOT and Porter’s analyses, (2) the use of predictive modeling to dynamically update BCG Matrix classifications and Blue Ocean opportunities, (3) real - time monitoring and adjustment of OKRs and Balanced Scorecard metrics through AI - driven dashboards, and (4) the integration of AI decision support systems in Hoshin Kanri and Agile methodologies. The review also identifies critical gaps in current research, particularly regarding the ethical implications of AI - enhanced strategic decision - making and the need for human oversight in strategic planning processes, contributing to both academic literature and practical application by providing a structured framework for the understanding of how AI can enhance rather than replace traditional strategic tools while highlighting areas requiring further research and development. The findings suggest that successfully integrating AI into these frameworks requires a balanced approach that leverages technological capabilities while preserving the human - centric aspects of strategic decision - making.},
	language = {en-GB},
	number = {11},
	urldate = {2025-02-23},
	journal = {International Journal of Science and Research (IJSR)},
	author = {Hosavaranchi Puttaraju, Karthik},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU7, Promotion:Relevanz:3},
	pages = {2242--2247},
	file = {Hosavaranchi Puttaraju - 2023 - Augmenting Classical Strategic Tools with Artificial Intelligence A Systematic Review of Enhanced D:/Users/jochenhanisch-johannsen/Zotero/storage/EMZSLK79/Hosavaranchi Puttaraju - 2023 - Augmenting Classical Strategic Tools with Artificial Intelligence A Systematic Review of Enhanced D.pdf:application/pdf},
}

@incollection{kersting_agenda-setting_2023,
	address = {Wiesbaden},
	title = {Agenda-{Setting} als {Ursache} und {Ausprägung} politischer {Beteiligung} vor dem {Hintergrund} eines medialen {Strukturwandels}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_8-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fitzpatrick, Jasmin},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_8-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--16},
	file = {Fitzpatrick - 2023 - Agenda-Setting als Ursache und Ausprägung politischer Beteiligung vor dem Hintergrund eines medialen:/Users/jochenhanisch-johannsen/Zotero/storage/YX8J34WN/Fitzpatrick - 2023 - Agenda-Setting als Ursache und Ausprägung politischer Beteiligung vor dem Hintergrund eines medialen.pdf:application/pdf},
}

@incollection{kersting_subjekt_2023,
	address = {Wiesbaden},
	title = {Das {Subjekt} im politischen {Diskurs} zu „digitaler {Souveränität}“},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_12-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pohle, Julia and Thüer, Leo and Dammann, Finn and Winkler, Jan},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_12-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--23},
	file = {Pohle et al. - 2023 - Das Subjekt im politischen Diskurs zu „digitaler Souveränität“:/Users/jochenhanisch-johannsen/Zotero/storage/DEIZ43UD/Pohle et al. - 2023 - Das Subjekt im politischen Diskurs zu „digitaler Souveränität“.pdf:application/pdf},
}

@incollection{kersting_open_2023,
	address = {Wiesbaden},
	title = {Die {Open} {Government} {Partnership} als internationaler {Akteur} zur {Förderung} eines offenen {Regierungs}- und {Verwaltungshandelns}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_17-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gollasch, Katja and Von Lucke, Jörn},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_17-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--22},
	file = {Gollasch und Von Lucke - 2023 - Die Open Government Partnership als internationaler Akteur zur Förderung eines offenen Regierungs- u:/Users/jochenhanisch-johannsen/Zotero/storage/XR5FX4BI/Gollasch und Von Lucke - 2023 - Die Open Government Partnership als internationaler Akteur zur Förderung eines offenen Regierungs- u.pdf:application/pdf},
}

@incollection{kersting_algorithmen_2023,
	address = {Wiesbaden},
	title = {Algorithmen und {KI} in der {Partizipation}. {Der} {Ansatz} der {Technikfolgenabschätzung}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_11-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grunwald, Armin},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_11-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--20},
	file = {Grunwald - 2023 - Algorithmen und KI in der Partizipation. Der Ansatz der Technikfolgenabschätzung:/Users/jochenhanisch-johannsen/Zotero/storage/TZDBQ92E/Grunwald - 2023 - Algorithmen und KI in der Partizipation. Der Ansatz der Technikfolgenabschätzung.pdf:application/pdf},
}

@incollection{kersting_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Health}: {Bürgerinnen} und {Bürger} als {Subjekte} und {Objekte} ihrer {Gesundheit}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Digital {Health}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_27-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Strünck, Christoph},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_27-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--14},
	file = {Strünck - 2023 - Digital Health Bürgerinnen und Bürger als Subjekte und Objekte ihrer Gesundheit:/Users/jochenhanisch-johannsen/Zotero/storage/PBCM95GR/Strünck - 2023 - Digital Health Bürgerinnen und Bürger als Subjekte und Objekte ihrer Gesundheit.pdf:application/pdf},
}

@incollection{kersting_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen} in konnektiven politischen {Räumen}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_26-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Szukala, Andrea},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_26-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--20},
	file = {Szukala - 2023 - Digitale Kompetenzen in konnektiven politischen Räumen:/Users/jochenhanisch-johannsen/Zotero/storage/XFIM2R78/Szukala - 2023 - Digitale Kompetenzen in konnektiven politischen Räumen.pdf:application/pdf},
}

@incollection{kersting_gamification_2023,
	address = {Wiesbaden},
	title = {Gamification, {Serious} {Games} und politische {Beteiligung}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_49-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffmann, Christian Pieter},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_49-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--15},
	file = {Hoffmann - 2023 - Gamification, Serious Games und politische Beteiligung:/Users/jochenhanisch-johannsen/Zotero/storage/TP8UQIZA/Hoffmann - 2023 - Gamification, Serious Games und politische Beteiligung.pdf:application/pdf},
}

@incollection{kersting_rolle_2023,
	address = {Wiesbaden},
	title = {Die {Rolle} der {Verwaltung} im {Kontext} kommunaler {Online}-{Partizipation}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_15-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Möltgen-Sicking, Katrin and Najemnik, Nicole},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_15-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--19},
	file = {Möltgen-Sicking und Najemnik - 2023 - Die Rolle der Verwaltung im Kontext kommunaler Online-Partizipation:/Users/jochenhanisch-johannsen/Zotero/storage/FEMVPXZU/Möltgen-Sicking und Najemnik - 2023 - Die Rolle der Verwaltung im Kontext kommunaler Online-Partizipation.pdf:application/pdf},
}

@incollection{kersting_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Gegen}-{Demokratie}: {Online}-{Partizipation} politischer {Protestakteure}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Digitale {Gegen}-{Demokratie}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_5-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baringhorst, Sigrid},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_5-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--20},
	file = {Baringhorst - 2023 - Digitale Gegen-Demokratie Online-Partizipation politischer Protestakteure:/Users/jochenhanisch-johannsen/Zotero/storage/8VEF6HAM/Baringhorst - 2023 - Digitale Gegen-Demokratie Online-Partizipation politischer Protestakteure.pdf:application/pdf},
}

@incollection{kersting_digitale_2023-2,
	address = {Wiesbaden},
	title = {Digitale {Informationsumgebungen}: {Echokammern}, {Filterblasen}, {Fake} {News} und {Algorithmen}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Digitale {Informationsumgebungen}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_34-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jungherr, Andreas},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_34-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--17},
	file = {Jungherr - 2023 - Digitale Informationsumgebungen Echokammern, Filterblasen, Fake News und Algorithmen:/Users/jochenhanisch-johannsen/Zotero/storage/K37KG4GI/Jungherr - 2023 - Digitale Informationsumgebungen Echokammern, Filterblasen, Fake News und Algorithmen.pdf:application/pdf},
}

@incollection{kersting_liquid_2023,
	address = {Wiesbaden},
	title = {Liquid {Democracy}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_7-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schwanholz, Julia},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_7-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--10},
	file = {Schwanholz - 2023 - Liquid Democracy:/Users/jochenhanisch-johannsen/Zotero/storage/EPFVG2IT/Schwanholz - 2023 - Liquid Democracy.pdf:application/pdf},
}

@incollection{kersting_online-beteiligung_2023,
	address = {Wiesbaden},
	title = {Online-{Beteiligung} und autoritäre {Systeme}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_9-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kneuer, Marianne and Jasser, Greta},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_9-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--17},
	file = {Kneuer und Jasser - 2023 - Online-Beteiligung und autoritäre Systeme:/Users/jochenhanisch-johannsen/Zotero/storage/8C4FPX89/Kneuer und Jasser - 2023 - Online-Beteiligung und autoritäre Systeme.pdf:application/pdf},
}

@incollection{kersting_open_2023-1,
	address = {Wiesbaden},
	title = {Open {Government} {Data} – {Offene} {Verwaltungsdaten}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_36-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kubicek, Herbert and Jarke, Juliane},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_36-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--26},
	file = {Kubicek und Jarke - 2023 - Open Government Data – Offene Verwaltungsdaten:/Users/jochenhanisch-johannsen/Zotero/storage/PMTD6PEN/Kubicek und Jarke - 2023 - Open Government Data – Offene Verwaltungsdaten.pdf:application/pdf},
}

@incollection{kersting_migration_2023,
	address = {Wiesbaden},
	title = {Migration und {Inklusion}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_32-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köster, Antonia},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_32-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--10},
	file = {Köster - 2023 - Migration und Inklusion:/Users/jochenhanisch-johannsen/Zotero/storage/N54JH94B/Köster - 2023 - Migration und Inklusion.pdf:application/pdf},
}

@incollection{kersting_politische_2023,
	address = {Wiesbaden},
	title = {Politische {Partizipation} durch {Soziale} {Medien}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_3-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Theocharis, Yannis},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_3-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--18},
	file = {Theocharis - 2023 - Politische Partizipation durch Soziale Medien:/Users/jochenhanisch-johannsen/Zotero/storage/9U5RINZ9/Theocharis - 2023 - Politische Partizipation durch Soziale Medien.pdf:application/pdf},
}

@incollection{kersting_populismus_2023,
	address = {Wiesbaden},
	title = {Populismus und {Digitalisierung}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_53-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lewandowsky, Marcel and Siri, Jasmin},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_53-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--16},
	file = {Lewandowsky und Siri - 2023 - Populismus und Digitalisierung:/Users/jochenhanisch-johannsen/Zotero/storage/RQ4MJGFK/Lewandowsky und Siri - 2023 - Populismus und Digitalisierung.pdf:application/pdf},
}

@incollection{kersting_qualitat_2023,
	address = {Wiesbaden},
	title = {Qualität und {Inzivilität} von {Online}-{Diskussionen}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_51-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinbach, Dominique},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_51-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--24},
	file = {Heinbach - 2023 - Qualität und Inzivilität von Online-Diskussionen:/Users/jochenhanisch-johannsen/Zotero/storage/ZYJTMIEB/Heinbach - 2023 - Qualität und Inzivilität von Online-Diskussionen.pdf:application/pdf},
}

@incollection{kersting_regierungen_2023,
	address = {Wiesbaden},
	title = {Regierungen},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_13-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kneuer, Marianne and Schünemann, Wolf},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_13-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--18},
	file = {Kneuer und Schünemann - 2023 - Regierungen:/Users/jochenhanisch-johannsen/Zotero/storage/TDHNABL7/Kneuer und Schünemann - 2023 - Regierungen.pdf:application/pdf},
}

@incollection{kersting_sicherheit_2023,
	address = {Wiesbaden},
	title = {Sicherheit und {Datenschutz} in der elektronischen {Beteiligung}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_62-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Leitner, Maria},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_62-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--13},
	file = {Leitner - 2023 - Sicherheit und Datenschutz in der elektronischen Beteiligung:/Users/jochenhanisch-johannsen/Zotero/storage/2Z79P8CU/Leitner - 2023 - Sicherheit und Datenschutz in der elektronischen Beteiligung.pdf:application/pdf},
}

@incollection{kersting_virtualitat_2023,
	address = {Wiesbaden},
	title = {Virtualität},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_10-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kasprowicz, Dawid and Rieger, Stefan},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_10-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--18},
	file = {Kasprowicz und Rieger - 2023 - Virtualität:/Users/jochenhanisch-johannsen/Zotero/storage/C9VJ3L9H/Kasprowicz und Rieger - 2023 - Virtualität.pdf:application/pdf},
}

@incollection{kersting_smart_2023,
	address = {Wiesbaden},
	title = {Smart {Government} und {Smart} {City}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_30-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Von Lucke, Jörn and Zanchet Maciel, Paulo Vinicius},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_30-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--20},
	file = {Von Lucke und Zanchet Maciel - 2023 - Smart Government und Smart City:/Users/jochenhanisch-johannsen/Zotero/storage/LF3WCMZP/Von Lucke und Zanchet Maciel - 2023 - Smart Government und Smart City.pdf:application/pdf},
}

@incollection{kersting_social_2023,
	address = {Wiesbaden},
	title = {Social {Bots} im demokratischen {Online}-{Diskurs}: {Ein} {Update} zur {Infodemie} und {Handlungsperspektiven}},
	isbn = {978-3-658-31480-4},
	shorttitle = {Social {Bots} im demokratischen {Online}-{Diskurs}},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_21-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hamm, Andrea and Schossböck, Judith and Edelmann, Noella and Parycek, Peter},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_21-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--17},
	file = {Hamm et al. - 2023 - Social Bots im demokratischen Online-Diskurs Ein Update zur Infodemie und Handlungsperspektiven:/Users/jochenhanisch-johannsen/Zotero/storage/S2HVXMCZ/Hamm et al. - 2023 - Social Bots im demokratischen Online-Diskurs Ein Update zur Infodemie und Handlungsperspektiven.pdf:application/pdf},
}

@incollection{kersting_voting_2023,
	address = {Wiesbaden},
	title = {Voting {Advice} {Applications}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_40-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thomeczek, Jan Philipp},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_40-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--21},
	file = {Thomeczek - 2023 - Voting Advice Applications:/Users/jochenhanisch-johannsen/Zotero/storage/Q6VQNSKI/Thomeczek - 2023 - Voting Advice Applications.pdf:application/pdf},
}

@incollection{kersting_zur_2023,
	address = {Wiesbaden},
	title = {Zur {Zukunft} von {Verfassungsreformen} mit {Bürgerbeteiligung} – {Online}-{Komponenten}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_38-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Geißel, Brigitte and Kersting, Norbert},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_38-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--18},
	file = {Geißel und Kersting - 2023 - Zur Zukunft von Verfassungsreformen mit Bürgerbeteiligung – Online-Komponenten:/Users/jochenhanisch-johannsen/Zotero/storage/8CV3KKAJ/Geißel und Kersting - 2023 - Zur Zukunft von Verfassungsreformen mit Bürgerbeteiligung – Online-Komponenten.pdf:application/pdf},
}

@incollection{kersting_online-petitionen_2023,
	address = {Wiesbaden},
	title = {Online-{Petitionen}},
	isbn = {978-3-658-31480-4},
	url = {https://link.springer.com/10.1007/978-3-658-31480-4_45-1},
	language = {de-DE},
	urldate = {2024-11-12},
	booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Voss, Kathrin},
	editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid},
	year = {2023},
	doi = {10.1007/978-3-658-31480-4_45-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {1--19},
	file = {Voss - 2023 - Online-Petitionen:/Users/jochenhanisch-johannsen/Zotero/storage/B93MZGE3/Voss - 2023 - Online-Petitionen.pdf:application/pdf},
}

@article{wangang_design_2023,
	title = {Design and {Implementation} of an {Educational} {Information} {Management} {System} {Using} {Deep} {Learning} and {Wireless} {Communication}},
	issn = {1383-469X, 1572-8153},
	url = {https://link.springer.com/10.1007/s11036-023-02171-1},
	doi = {10.1007/s11036-023-02171-1},
	abstract = {Wireless communication and Deep Learning can enhance the capabilities of an educational information management system by optimizing physical resources, improving student learning outcomes, and reducing costs. However, the current information asymmetry in educational information management makes providing convenient information services for schools challenging. Therefore, this paper proposes an educational information management system (EIMS) that integrates wireless communication and deep learning techniques to optimize physical resources, improve student learning outcomes, and reduce costs. The current information asymmetry in educational information management makes providing convenient information services for schools challenging. The suggested design of the EIMS consists of four components: terminals, subsystems, server and database, and school website. The client/server and the browser/server modes are adopted to cross and utilize them under the work features of educational information management. The functional design of the system consists of a management terminal, a teacher terminal, and login and registration. The management terminal includes seven module functions: personal management function, comprehensive query function, status statistics function, attendance management function, teaching resource management function, and basic data management function. The teacher terminal is mainly divided into two parts, one is to upload the video information of the teaching status of the course, and the other is the docking of the algorithm. The system database design consists of four modules: student status management, training management, degree management, and course selection management. In addition, the designed forms include student information, teacher personal information, class schedule, cultivation plan, and student attendance sheet. The suggested EIMS is experimentally tested and analyzed using MATLAB software to educational information management system under BP neural network. The experimental results show that the BP neural network has good applicability to the educational information management system and can accurately predict the trend of educational information management, providing a reference for further improvement.},
	language = {en-GB},
	urldate = {2024-07-11},
	journal = {Mobile Networks and Applications},
	author = {Wangang, Cai},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b, Lernsystemarchitektur},
	file = {Wangang - 2023 - Design and Implementation of an Educational Inform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ZWHZ4DJ/Wangang - 2023 - Design and Implementation of an Educational Inform.pdf:application/pdf},
}

@incollection{viberg_statoodle_2023,
	address = {Cham},
	title = {Statoodle: {A} {Learning} {Analytics} {Tool} to {Analyze} {Moodle} {Students}’ {Actions} and {Prevent} {Cheating}},
	volume = {14200},
	isbn = {978-3-031-42681-0 978-3-031-42682-7},
	shorttitle = {Statoodle},
	url = {https://link.springer.com/10.1007/978-3-031-42682-7_70},
	abstract = {In higher education, Learning Management Systems (LMS) are widely used to enable a space where instructors can deliver the materials, propose and collect activities, and interact with students, among other functionalities. These LMS allow collecting a vast amount of information whose analysis may improve the learning process and can even detect situations of cheating. In the literature, there are some plugins to analyze LMS data, but the issue is that plugins need to be installed by the administrators. This demo presents Statoodle, a simple desktop tool aimed to analyze Moodle data based on exported logs, which can be obtained by any instructor. Among its functionalities, it can inspect activity within the exams to determine whether or not there are unauthorized accesses, which is something that other plugins do not often include, it can provide detailed PDF reports about the overall performance of the quizzes (using algorithms, such as the Item Response Theory to analyze items’ difficulty), Excel reports with indicators about students’ activity and overall statistics about the grades. The tool has been tested in two courses and it has shown potential to detect cheating cases and/or prevent students from cheating when they are alerted that logs will be processed.},
	language = {en-GB},
	urldate = {2024-07-01},
	booktitle = {Responsive and {Sustainable} {Educational} {Futures}},
	publisher = {Springer Nature Switzerland},
	author = {Moreno-Marcos, Pedro Manuel and Barredo, Jorge and Muñoz-Merino, Pedro J. and Delgado Kloos, Carlos},
	editor = {Viberg, Olga and Jivet, Ioana and Muñoz-Merino, Pedro J. and Perifanou, Maria and Papathoma, Tina},
	year = {2023},
	doi = {10.1007/978-3-031-42682-7_70},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system, Leraning:Analytics},
	pages = {736--741},
	file = {Moreno-Marcos et al. - 2023 - Statoodle A Learning Analytics Tool to Analyze Mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7PJF4TJG/Moreno-Marcos et al. - 2023 - Statoodle A Learning Analytics Tool to Analyze Mo.pdf:application/pdf},
}

@article{osakwe_towards_2023,
	title = {Towards prescriptive analytics of self-regulated learning strategies: {A} reinforcement learning approach},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Towards prescriptive analytics of self-regulated learning strategies},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13429},
	doi = {10.1111/bjet.13429},
	abstract = {Self-regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self-regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real-time or individualised support of a learner's SRL strategy during a study session. Accordingly, we explore a reinforcement learning based approach to learning optimal SRL strategies for a specific learning task. Specifically, we utilise the sequences of SRL processes acted by 44 participants, and their assessment scores for a prescribed learning task, in a purpose-built OLE to develop a long short-term memory (LSTM) network based reward function. This is used to train a reinforcement learning agent to find the optimal sequence of SRL processes for the learning task. Our findings indicate that the developed agents were able to effectively select SRL processes so as to maximise a prescribed learning goal as measured by predicted assessment score and predicted knowledge gains. The contributions of this work will facilitate the development of a tool which can detect sub-optimal SRL strategy in real-time and enable individualised SRL focused scaffolding. Practitioner notes What is already known about this topic Learners often fail to adequately adapt their behavior to the self-regulatory demands of e-Learning environments. In order to promote effective Self-regulated learning (SRL) capabilities, researchers and educators need tools that are able to analyze and diagnose a learner's SRL strategy use. Current methods for SRL analysis are more often descriptive as opposed to prescriptive and have limited utility for real-time analysis or support of a learner's SRL behavior. What this paper adds This paper proposes the use of Reinforcement Learning for prescriptive analytics of SRL. We train a Reinforcement Learning agent on sequences of SRL processes acted by learners in order to learn the optimal SRL strategy for a given learning task. Implications for practice and/or policy Our work will facilitate the development of a tool which can detect sub-optimal SRL strategy in real-time and enable individualized SRL focused scaffolding. The implications of our work can aid in course design by predicting the self-regulatory load imposed by a given task. The ability to model SRL strategies using Reinforcement Learning can be extended to simulate or test SRL theories.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Osakwe, Ikenna and Chen, Guanliang and Fan, Yizhou and Rakovic, Mladen and Singh, Shaveen and Lim, Lyn and van der Graaf, Joep and Moore, Johanna and Molenaar, Inge and Bannert, Maria and Whitelock-Wainwright, Alex and Gašević, Dragan},
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13429},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Leraning:Analytics, learning analytics, \#5:Zeitschriftenartikel:e-learning, Kernstudie, learning strategies, reinforcement learning, self-regulated learning},
	file = {Osakwe et al. - 2023 - Towards prescriptive analytics of self-regulated l.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WK7NCWRX/Osakwe et al. - 2023 - Towards prescriptive analytics of self-regulated l.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/7CCDMKQY/bjet.html:text/html},
}

@article{van_sluijs_predicting_2023,
	title = {Predicting time‐management skills from learning analytics},
	issn = {0266-4909, 1365-2729},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12893},
	doi = {10/gs4mfg},
	abstract = {Background: Technological innovations such as Learning Management Systems (LMS) are becoming more and more prevalent in the learning environments of students. Distilling and acting on knowledge gathered from these systems, the field known as learning analytics, allows educators to hone their craft and support students more effectively by providing timely interventions.
Objectives: While most learning analytics studies focus on using LMS data to predict performance, this study instead predicts students' self-reported time-management skills using trace data from the Canvas LMS. This is done for courses at one Dutch technical university with in total 462 students.
Methods: Linear regression and multi-level regression models are constructed using both theory and findings from previous research. The predictions made by these models are compared to previously filled in questionnaire data to validate the results.
Results: Our results show that models can be constructed and time-management can be predicted for individual courses. Furthermore, there are several predictors that are significant in multiple models. However, these models and predictions are not immediately transferable to other courses.
Conclusions: The study therefore emphasizes the need for further research, using multiple sources of data or more theoretically grounded predictors, to investigate the extent of the portability issues with these predictive models. Despite this we were able to predict the students' self-reported time-management skills in multiple different courses using Learning Analytics, and managed to identify multiple consistently predictive trace data variables.},
	language = {en-GB},
	urldate = {2023-11-12},
	journal = {Journal of Computer Assisted Learning},
	author = {Van Sluijs, Maarten and Matzat, Uwe},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, Leraning:Analytics},
	pages = {jcal.12893},
	file = {Van Sluijs und Matzat - 2023 - Predicting time‐management skills from learning an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BV8MFH7G/Van Sluijs und Matzat - 2023 - Predicting time‐management skills from learning an.pdf:application/pdf},
}

@article{abovarda_e-learning_2023,
	title = {E-learning as {Part} of {Residency} {Education}},
	volume = {302},
	issn = {1879-8365},
	doi = {10.3233/SHTI230188},
	abstract = {Through a literature review in combination with qualitative analysis of course evaluations, this study examines aspects that contribute to enhancing e-learning for physicians in a residency education program. The literature review and the qualitative analysis outline three main factors (pedagogical, technological, and organizational), highlighting the importance of a holistic approach that includes learning and technology in context when integrating e-learning strategies in adult learning programs. The findings contribute insights and practical guidance for education organizers on how to conduct e-learning during and after the pandemic.},
	language = {en-GB},
	journal = {Studies in Health Technology and Informatics},
	author = {Abovarda, Adam and Vallo Hult, Helena and Master Östlund, Christian and Pålsson, Paul},
	month = may,
	year = {2023},
	pmid = {37203732},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, Krisenreaktion im Bildungsbereich, Learning, Humans, Adult, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Internship and Residency, continuing professional development (CPD), Covid-19, digitalization, e-learning, healthcare, physicians, Physicians, residency education},
	pages = {496--497},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/UZ2IBS2N/Abovarda et al. - 2023 - E-learning as Part of Residency Education.pdf:application/pdf},
}

@article{flinspach_rise_2023,
	title = {Rise of public e-learning opportunities in the context of {COVID}-19 pandemic-induced curtailment of face-to-face courses, exemplified by epidural catheterization on {YouTube}},
	volume = {23},
	issn = {1472-6920},
	doi = {10.1186/s12909-023-04409-8},
	abstract = {BACKGROUND: In the context of the coronavirus pandemic, countless face-to-face events as well as medical trainings were cancelled or moved to online courses, which resulted in increased digitalization in many areas. In the context of medical education, videos provide tremendous benefit for visualizing skills before they are practised.
METHODS: Based on a previous investigation of video material addressing epidural catheterization available on the YouTube platform, we aimed to investigate new content produced in the context of the pandemic. Thus, a video search was conducted in May 2022.
RESULTS: We identified twelve new videos since the pandemic with a significant improvement in the new content in terms of procedural items (p = 0.03) compared to the prepandemic video content. Video content released in the course of the COVID-19 pandemic was more often created by private content creators and were significantly shorter in total runtime than those from university and medical societies (p = 0.04).
CONCLUSION: The profound changes in the learning and teaching of health care education in relation to the pandemic are largely unclear. We reveal improved procedural quality of predominantly privately uploaded content despite a shortened runtime compared to the prepandemic period. This might indicate that technical and financial hurdles to producing instructional videos by discipline experts have decreased. In addition to the teaching difficulties caused by the pandemic, this change is likely to be due to validated manuals on how to create such content. The awareness that medical education needs to be improved has grown, so platforms offer specialized sublevels for high-quality medical videos.},
	language = {en-GB},
	number = {1},
	journal = {BMC medical education},
	author = {Flinspach, Armin N. and Sterz, Jasmina and Neef, Vanessa and Flinspach, Mairen H. and Zacharowski, Kai and Ruesseler, Miriam and Janker, Lena and Raimann, Florian J.},
	month = jun,
	year = {2023},
	pmid = {37277758},
	pmcid = {PMC10240447},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU5, Krisenreaktion im Bildungsbereich, Promotion:Schlussfolgerung, Teaching, Humans, COVID-19, Education, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Pandemics, Anesthesia, Epidural, Health Education, Instructional film and video, Obstetrics, Social Media, Video Recording},
	pages = {406},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/DWB4W744/Flinspach et al. - 2023 - Rise of public e-learning opportunities in the context of COVID-19 pandemic-induced curtailment of f.pdf:application/pdf},
}

@article{holzmann-littig_design_2023,
	title = {Design and {Transition} of an {Emergency} {E}-{Learning} {Pathology} {Course} for {Medical} {Students}-{Evaluation} of a {Novel} {Course} {Concept}},
	volume = {13},
	issn = {2254-9625},
	doi = {10.3390/ejihpe13010008},
	abstract = {BACKGROUND: Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training.
METHODS: In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time.
RESULTS: Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students.
CONCLUSION: Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.},
	language = {en-GB},
	number = {1},
	journal = {European Journal of Investigation in Health, Psychology and Education},
	author = {Holzmann-Littig, Christopher and Jedlicska, Nana and Wijnen-Meijer, Marjo and Liesche-Starnecker, Friederike and Schmidt-Bäse, Karen and Renders, Lutz and Weimann, Katja and Konukiewitz, Björn and Schlegel, Jürgen},
	month = jan,
	year = {2023},
	pmid = {36661758},
	pmcid = {PMC9858035},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Krisenreaktion im Bildungsbereich, COVID-19, medical education, \#5:Zeitschriftenartikel:e-learning, e-learning, flipped classroom, pathology, remote education},
	pages = {112--129},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/36EDSTQ4/Holzmann-Littig et al. - 2023 - Design and Transition of an Emergency E-Learning Pathology Course for Medical Students-Evaluation of.pdf:application/pdf},
}

@article{tan_rehearsal-based_2023,
	title = {Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: {Quasi}-randomized controlled trial},
	volume = {16},
	issn = {1935-9780},
	shorttitle = {Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education},
	doi = {10.1002/ase.2286},
	abstract = {Serious games may resolve problems relating to low motivation in complex medical topics such as anatomy. However, they remain relatively novel introductions to the science of learning, and further research is required to ascertain their benefits. This study describes the overall development and testing of a digital serious boardgame designed to facilitate the rehearsal of musculoskeletal anatomy based on self-determination theory with considerations for the psychological state of Flow. It was hypothesized that students assigned to the intervention game condition would attain higher Flow scores, a measure of engagement and intrinsic motivation, than students assigned to the game-free control, and that the intervention condition would report either superior or non-superior, but not inferior, scores on a surprise recall test. A total of 36 second-year undergraduate medical students participated in the quasi-randomized controlled trial, where the intervention groups went first and randomly drew questions that were mirrored into the control groups. All students were administered an identical 10-question baseline assessment before their interventions, the Short Flow Scale immediately after, and a surprise test four-to-six weeks later. Independent samples t-tests indicated that students of both conditions were of similar baseline knowledge (t = 0.7, p = 0.47), significantly higher Flow scores in the game condition (t = 2.99, p = 0.01), and no significant differences between surprise test scores (t = -0.3, p = 0.75). The game appears to be an appropriate game-based tool for student rehearsal of anatomical education, stemming from a strong theoretical base that facilitates high engagement and intrinsic motivation.},
	language = {en-GB},
	number = {5},
	journal = {Anatomical Sciences Education},
	author = {Tan, Jun Wen and Chong, Darren Kai Siang and Ng, Kian Bee and Car, Lorainne Tudor and Mogali, Sreenivasulu Reddy},
	year = {2023},
	pmid = {37166085},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Bildungstheorien, Learning, Humans, medical education, Education, Medical, Undergraduate, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, e-learning, anatomical education, Anatomy, boardgames, musculoskeletal system, rehearsal, serious games, Video Games},
	pages = {830--842},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/D2D6JG9H/Tan et al. - 2023 - Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical educatio.pdf:application/pdf},
}

@article{meaney_development_2023,
	title = {Development of pediatric acute care education ({PACE}): {An} adaptive electronic learning (e-learning) environment for healthcare providers in {Tanzania}},
	volume = {9},
	issn = {2055-2076},
	shorttitle = {Development of pediatric acute care education ({PACE})},
	doi = {10.1177/20552076231180471},
	abstract = {Globally, inadequate healthcare provider (HCP) proficiency with evidence-based guidelines contributes to millions of newborn, infant, and child deaths each year. HCP guideline proficiency would improve patient outcomes. Conventional (in person) HCP in-service education is limited in 4 ways: reach, scalability, adaptability, and the ability to contextualize. Adaptive e-learning environments (AEE), a subdomain of e-learning, incorporate artificial intelligence technology to create a unique cognitive model of each HCP to improve education effectiveness. AEEs that use existing internet access and personal mobile devices may overcome limits of conventional education. This paper provides an overview of the development of our AEE HCP in-service education, Pediatric Acute Care Education (PACE). PACE uses an innovative approach to address HCPs' proficiency in evidence-based guidelines for care of newborns, infants, and children. PACE is novel in 2 ways: 1) its patient-centric approach using clinical audit data or frontline provider input to determine content and 2) its ability to incorporate refresher learning over time to solidify knowledge gains. We describe PACE's integration into the Pediatric Association of Tanzania's (PAT) Clinical Learning Network (CLN), a multifaceted intervention to improve facility-based care along a single referral chain. Using principles of co-design, stakeholder meetings modified PACE's characteristics and optimized integration with CLN. We plan to use three-phase, mixed-methods, implementation process. Phase I will examine the feasibility of PACE and refine its components and protocol. Lessons gained from this initial phase will guide the design of Phase II proof of concept studies which will generate insights into the appropriate empirical framework for (Phase III) implementation at scale to examine effectiveness.},
	language = {en-GB},
	journal = {Digital Health},
	author = {Meaney, Peter Andrew and Hokororo, Adolfine and Masenge, Theopista and Mwanga, Joseph and Kalabamu, Florence Salvatory and Berg, Marc and Rozenfeld, Boris and Smith, Zachary and Chami, Neema and Mkopi, Namala and Mwanga, Castory and Agweyu, Ambrose},
	year = {2023},
	pmid = {37529543},
	pmcid = {PMC10387696},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Zeitschriftenartikel:e-learning, eHealth, general, digital health, general education, lifestyle, smartphone, media paediatrics, medicine, mHealth, psychology, mixed methods, studies},
	pages = {20552076231180471},
}

@article{paneque_e-lion_2023,
	title = {e-{LION}: {Data} integration semantic model to enhance predictive analytics in e-{Learning}},
	volume = {213},
	issn = {09574174},
	shorttitle = {e-{LION}},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0957417422019108},
	doi = {10.1016/j.eswa.2022.118892},
	abstract = {In the last years, Learning Management systems (LMSs) are acquiring great importance in online education, since they offer flexible integration platforms for organising a vast amount of learning resources, as well as for establishing effective communication channels between teachers and learners, at any direction. These online platforms are then attracting an increasing number of users that continuously access, download/upload resources and interact each other during their teaching/learning processes, which is even accelerating by the breakout of COVID-19. In this context, academic institutions are generating large volumes of learning-related data that can be analysed for supporting teachers in lesson, course or faculty degree planning, as well as administrations in university strategic level. However, managing such amount of data, usually coming from multiple heterogeneous sources and with attributes sometimes reflecting semantic inconsistencies, constitutes an emerging challenge, so they require common definition and integration schemes to easily fuse them, with the aim of efficiently feeding machine learning models. In this regard, semantic web technologies arise as a useful framework for the semantic integration of multi-source e-learning data, allowing the consolidation, linkage and advanced querying in a systematic way. With this motivation, the e-LION (e-Learning Integration ONtology) semantic model is proposed for the first time in this work to operate as data consolidation approach of different e-learning knowledge-bases, hence leading to enrich on-top analysis. For demonstration purposes, the proposed ontological model is populated with real-world private and public data sources from different LMSs referring university courses of the Software Engineering degree of the University of Malaga (Spain) and the Open University Learning. In this regard, a set of four case studies are worked for validation, which comprise advance semantic querying of data for feeding predictive modelling and time-series forecasting of students’ interactions according to their final grades, as well as the generation of SWRL reasoning rules for student’s behaviour classification. The results are promising and lead to the possible use of e-LION as ontological mediator scheme for the integration of new future semantic models in the domain of e-learning.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Expert Systems with Applications},
	author = {Paneque, Manuel and Roldán-García, María Del Mar and García-Nieto, José},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Leraning:Analytics},
	pages = {118892},
	file = {Paneque et al. - 2023 - e-LION Data integration semantic model to enhance.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U8NN7XKW/Paneque et al. - 2023 - e-LION Data integration semantic model to enhance.pdf:application/pdf},
}

@article{stiller_modelling_2023,
	title = {Modelling e-learning acceptance of clinical staff using the general extended technology acceptance model for e-learning},
	volume = {11},
	abstract = {Companies still increasingly rely on online training to train employees continuously, effectively, and efficiently. The intention of employees in using e-learning, however, is influenced by various factors. In this study, the influence of external factors on the acceptance of online training was examined in an operational context according to the General Extended Technology Acceptance Model for E-Learning. In this model, computer experience, computer self-efficacy, computer anxiety, perceived enjoyment, and subjective norm were included as important external factors that have been shown to be relevant in numerous empirical studies. In operational contexts, few studies to date have investigated the acceptance model and even less in Europe or Germany. To investigate the influence of external factors, data of 113 employees from a medical institution were collected after participation in an online training course by means of an online questionnaire and were evaluated by regression analyses. The predictors computer experience, perceived enjoyment, and subjective norm were the strongest predictors of perceived usefulness (R2 = 0.59 of the complete model). The perceived ease of use was best explained by the factors computer experience, computer self-efficacy, computer anxiety, and enjoyment (R2 = 0.43 of the complete model). The attitude towards using e-learning and the intention to use e-learning in this study were mainly influenced by perceived usefulness (R2 = 0.67 and R2 = 0.59 of the complete models, together with perceived ease of use). Overall, the acceptance model was largely confirmed in this study.},
	language = {en-GB},
	number = {4},
	journal = {The Online Journal of Distance Education and e-Learning},
	author = {Stiller, Klaus D and Wager, Sven},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Promotion:FU1, \#5:Zeitschriftenartikel:e-learning},
	file = {Stiller und Wager - 2023 - MODELLING E-LEARNING ACCEPTANCE OF CLINICAL STAFF .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WFDN7TW5/Stiller und Wager - 2023 - MODELLING E-LEARNING ACCEPTANCE OF CLINICAL STAFF .pdf:application/pdf},
}

@article{dillenhofer_development_2023,
	title = {Development of modular e-learning materials as oer for a mooc},
	abstract = {This paper is (I) a report about the development of modular E-Learning materials as OER for a MOOC and the changes regarding the creation surrounding Covid-19, as well as (II) an evaluation of the changes on the initial situation of higher education met in 2019 in contrast to the current situation for teachers and learners that is given through the availability of the developed modular MOOC. Advantages and limitations for the creation of E-Learning materials within a syndicate are discussed and a survey conducted at six German universities is evaluated in order to indicate the encountered changes precisely. Moreover, the framework including the modularity of the learning materials in combination with the principle of Constructive Alignment is described and analyzed. The empirical data regarding the students and teachers experience with the framework and learning materials collected through the survey are discussed elaborately. Last but not least, a conclusion on the consolidation and continuous use of the learning materials is drawn, which shows that transparent learning objectives help to raise the students’ motivation.},
	language = {en-GB},
	author = {Dillenhöfer, Fabian and Künne, Bernd and Frye, Silke and Haertel, Tobias and Altland, Laura and Kossack, Frederike and Bender, Beate and Sersch, Alina and Gust, Peter and Lattner, Yannick and Müller, Matthias and Hinse, Dominik and Pantke, Klaus and Bechthold, Jens and Frank, Julia and Richard, Tim},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Weiterführung, Promotion:FU5, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning},
	file = {Dillenhöfer et al. - DEVELOPMENT OF MODULAR E-LEARNING MATERIALS AS OER.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JHVPWAMX/Dillenhöfer et al. - DEVELOPMENT OF MODULAR E-LEARNING MATERIALS AS OER.pdf:application/pdf},
}

@book{leibniz-institut_fur_bildungsforschung_und_bildungsinformation_dipf_kunstliche_2023,
	title = {Künstliche {Intelligenz} in der {Hochschulbildung}. {Chancen} und {Grenzen} des {KI}-gestützten {Lernens} und {Lehrens}},
	copyright = {Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=26427},
	abstract = {Higher education teaching contexts are becoming increasingly interested in the use of artificial intelligence. Individualized learning paths give students and lecturers new opportunities for learning and teaching. The volume, however, also covers the risks that follow: There must be clear boundaries when it comes to privacy or ethical issues. To enable a multidisciplinary view of the new issues raised by the application of AI in the university context, the volume's authors adopt various vantage points. (Editors)},
	language = {de-DE},
	urldate = {2023-04-16},
	editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}},
	collaborator = {Schmohl, Tobias and Watanabe, Alice and Schelling, Kathrin},
	year = {2023},
	note = {Artwork Size: 283 pages
Publisher: transcript : Bielefeld},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Computer science, Digitale Bildung, Digitalisierung, Digitalization, Hochschullehre, Informatics, Informatik, Technological development, Technologische Entwicklung, University lecturing, University teaching, Ethik, Hochschule, Technologie, Technology, Higher education lecturing, Bildungsforschung, Educational research, Pädagogik, Pedagogics, Sciences of education, Promotion:01-02, Training method, Academic sector, Academic studies, Male student, Student, Studium, Universität, University, Hochschulbildung, Education, Higher education, University level of education, Medien, Artificial intelligence, Learning Analytics, \#6:Buch:Bildung:Technologie, Acceptance, Akzeptanz, Chatten, Computer game, Computerspiel, Higher education institute, Multidisziplinarität, Schreibkompetenz, Technik, Technology uses in education, Wissenschaftliches Schreiben, Writing ability},
	file = {null - 2023 - Künstliche Intelligenz in der Hochschulbildung. Ch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZNNYFHU9/null - 2023 - Künstliche Intelligenz in der Hochschulbildung. Ch.pdf:application/pdf},
}

@incollection{roth_digitale_2023,
	address = {Berlin, Heidelberg},
	title = {Digitale {Lernangebote} selbst gestalten},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_9},
	abstract = {Zusammenfassung
            
              Ausgehend vom Bedarf, Lehrpersonen zu befähigen, eigene digitale Lernangebote zu konzipieren, lerntheoretisch fundiert zu gestalten und zielgruppenorientiert einzusetzen, entwickelte die Fachdidaktik Geographie der TU Kaiserslautern (TUK) in Kooperation mit dem eTeaching Service Center (eTSC) des Distance and Independent Studies Center (DISC) den von Tutorinnen sowie Fachexperten und -expertinnen moderierten Online-Kurs „Digitale Lernangebote selbst gestalten“. Er adressierte in zwei Durchläufen bislang mehr als 600 Personen in Ausbildung und Beruf im Lehr-Lern-Kontext Schule sowie Erwachsenenbildung. Die Kommunikation in moderierten Foren ermöglichte es den Teilnehmenden und Lehrenden, unter- und miteinander in einen konstruktiven Diskurs zu treten. Was entstand, war eine komplexe Lerngelegenheit für alle Beteiligten, um digitale Lernangebote zur Gestaltung digitaler Lernumgebungen intensiver einsetzen zu können. Durch
              Peer
              -Lernen konnten die Teilnehmenden die eigenen fachlichen Inhalte und Vermittlungsmethoden durch das Feedback von Fachfremden reflektieren sowie Bestärkung in neuen kreativen Umsetzungsideen mit der im Kurs verwendeten Applikation erhalten. Der Beitrag skizziert konzeptionelle Überlegungen und den Aufbau des achtwöchigen Kurses sowie die Erfahrung mit dieser Öffnung der Hochschullehre für eine heterogene Teilnehmerschaft. Einige Kursinhalte wurden parallel zum Online-Kurs auch im Sinne des
              Blended Learning
              in fachdidaktischen Lehrveranstaltungen der Biologie und Geographie eingesetzt. Einzelne ausgewählte Lernangebote, die Studierende erstellt haben, werden ergänzend vorgestellt.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Henninger, Sascha and Kaiser, Tanja},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Bildung, Multimedia, Promotion:FU3, \#3:Buchteil:online:Lernumgebung},
	pages = {155--168},
	file = {Henninger und Kaiser - 2023 - Digitale Lernangebote selbst gestalten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4DAXIN9L/Henninger und Kaiser - 2023 - Digitale Lernangebote selbst gestalten.pdf:application/pdf},
}

@incollection{fuhrer_wege_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Wege zu neuen {Bewertungssystemen} in der {Hochschullehre}: {Gameful} {Learning} und {Pädagogische} {Psychologie}},
	isbn = {978-3-946552-91-8},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Christian Fischer und Johanna Grad diskutieren in ihrem Beitrag "Wege zu neuen Bewertungssystemen in der Hochschullehre: Gameful Learning und Pädagogische Psychologie" die Einführung innovativer Lehr- und Bewertungsmethoden an Hochschulen.

Gameful Learning als innovativer Ansatz: Gameful Learning kombiniert Prinzipien des Game-Designs mit pädagogischer Psychologie und ist in Selbstbestimmungstheorie und Konstruktivismus verankert. Es zielt darauf ab, das Engagement, die intrinsische Motivation und die Lernerfolge der Studierenden zu verbessern, indem vielseitige Lernumgebungen geschaffen werden, die Autonomie, soziales Zugehörigkeitsgefühl und Kompetenz der Lernenden fördern.
Traditionelle Bewertungssysteme vs. Gameful Learning: Im Gegensatz zu traditionellen Bewertungssystemen, die sich auf normierte Kriterien und summative Evaluationen wie Klausuren und Tests stützen, erlaubt Gameful Learning den Studierenden, ihren Lernerfolg durch eine Vielzahl von Aktivitäten zu gestalten und zu beeinflussen. Beispielsweise können sie Punkte durch verschiedene Aktivitäten sammeln, um eine bestimmte Note zu erreichen.
Elemente des Gameful Learnings:
Autonomie: Studierende können aus verschiedenen Aufgaben wählen, um Punkte zu sammeln.
Soziale Zugehörigkeit: Gameful Learning fördert Gruppenarbeit und Kollaboration und betont aktives Lernen.
Kompetenz: Aufgaben bieten unterschiedliche Schwierigkeitsgrade und Herausforderungen und ermöglichen individuelle Lernerfahrungen.
Beispiel für Gameful Learning: Das Lernmanagement-System GradeCraft unterstützt diese Methode und bietet Funktionen wie einen Grade Predictor, der Studierenden hilft, ihren Lernweg zu planen und zu überwachen.
Positive Effekte von Gameful Learning: Studien zeigen, dass Studierende in Gameful Learning-Kursen bessere Noten erzielen, aktiver sind und ein stärkeres Gefühl der Kontrolle über ihre Bewertung haben. Diese Methode wird als fairer und effektiver im Vergleich zu herkömmlichen Notensystemen wahrgenommen.
Insgesamt argumentieren Fischer und Grad, dass Gameful Learning das Potenzial hat, die Lehr- und Lernprozesse im Hochschulbereich zu verbessern und zu unterstützen.},
	language = {de-DE},
	urldate = {2024-01-21},
	booktitle = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	author = {Fischer, Christian and Grad, Johanna},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {BZPG, Charité:Promotion, Promotion:Literaturanalyse, Notfallsanitäter, \#1:Buchteil:learning:management:system, Prüfung},
	pages = {107--111},
}

@article{darici_webcam-basiertes_2023,
	title = {Webcam-basiertes {Eye}-{Tracking} zur {Messung} von visueller  {Expertise} bei {Medizinstudierenden} in einem  {Online}-{Histologiekurs}},
	volume = {40},
	issn = {366-50 17},
	abstract = {Ziel: Visuelle Expertisespielt einewichtige RollebeiderProzessierung vonBildern, wiesiehäufiginderRadiologie oderHistologie vorkommen. Dogus Darici1 CarstenReissner 1 Studien zeigen, dasssichmitzunehmender visueller ExpertisedieAu- MarkusMissler 1 genbewegungen derUntersuchenden verändern. DieEntwicklungen im Webcam-Eye-Trackingermöglichen seiteiniger Zeitdenkostengünstigen undflächendeck enden Einsatz dieser Methode. Dievorliegende Studie 1Westfälische- WilhelmsUniversität,Institut für untersuchtedieQualität dieser Technologie ineinem Histologie-Kurs imSommer semester2021. AnatomieandNeurobiologie, Münster,Deutschland Methoden: AnzweiZeitpunkt enwurdenMedizinstudierende imdritten Semestergebeten,eineReihehistologischer Präparatezubeurteilen. Währenddessen wurdenihreAugenbe wegungen aufgezeichnetund gemeinsam mitderPerformanz, sowiebehavioralen Parametermittels Varianzanalysen undmultipler Regressionsmodelle analysiert. Ergebnisse: DieErgebnisse zeigten,dassWebcam-Ey e-Tracking qualitativ hochwertigeDatenliefernkann(mittlere Genauigkeit=115.7 px±31.1).Außerdemspiegelt enAugenbe wegungen dieFähigk eitder Teilnehmenden wider,relevanteBildbereiche zufinden (Fixationsanzahl relevanterBereiche=6.96±1 .56vs.irrelevanterBereiche =4.50±1 .25). Schließlich konntendieAugenbe wegungen derTeilnehmenden deren Leistung vorhersagen (R2 adj=0.39, p{\textless}0.001). Diskussion: Diese Studie unterstützt denEinsatz vonWebcam-Ey eTracking Technologie zurErfassung vonvisueller Expertise.Daauch dieAkzeptanz hoch war,werdenmögliche Implementierungsoptionen diskutiert.},
	language = {de-DE},
	number = {5},
	journal = {GMS Journal for Medical Education},
	author = {Darici, Dogus and Reissner, Carsten and Missler, Markus},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {13--25},
	file = {Darici et al. - 2023 - Webcam-basiertesEye-TrackingzurMessung vonvisuelle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4IVI7WS/Darici et al. - 2023 - Webcam-basiertesEye-TrackingzurMessung vonvisuelle.pdf:application/pdf},
}

@article{pohlmann-rother_wer_2023,
	series = {Themenheft},
	title = {Wer besucht ein mediendidaktisches {Seminar} und wer profitiert davon? {Ergebnisse} einer wissenschaftlichen {Begleitstudie} zu den mediendidaktischen Überzeugungen von {Lehramtsstudierenden}},
	issn = {1424-3636, 1424-3636},
	abstract = {The promotion of media pedagogical competence of prospective teachers is considered a central task of university teacher education. However, courses in this field are usually not compulsory for students and the success of such learning opportunities is hardly explored empirically. This paper presents a quantitative scientific study of a media didactic seminar. In this seminar, students of elementary school didactics develop innovative teaching materials, specifically ebooks for beginning readers with very heterogeneous learning conditions. The accompanying study follows a pretest-posttest design (N = 99). In addition, students in a comparison group (N = 103) who chose a seminar without a digital focus were surveyed. The study focuses on media didactic beliefs as a central and actionable area of media pedagogical competence. The results show a selection effect: It is primarily the students who already have comparatively positive beliefs about the use of digital media in elementary school teaching that choose the media didactic seminar. These beliefs can be significantly changed in a positive direction by attending the seminar. The changes are particularly large among those students who were comparatively reluctant to use digital media when seminar started. The results point to the importance and potential impact of media didactic courses and allow the derivation of implications for their curricular anchoring and content design in the first phase of teacher training. Finally, the delimiting potential of the seminar concept is discussed with regard to digitally learning processes in the classroom as well as the different phases of teacher education.},
	language = {de-DE},
	number = {53},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Pohlmann-Rother, Sanna and Kindermann, Katharina},
	editor = {Ade, Larissa and Breiwe, René and Dehmel, Lukas and {Karsten D. Wolf} and Rummler, Klaus and Dander, Valentin and Grünberger, Nina and Schiefner-Rohs, Mandy},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3},
	file = {Pohlmann-Rother und Kindermann - 2023 - Wer besucht ein mediendidaktisches Seminar und wer.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y97D6ATP/Pohlmann-Rother und Kindermann - 2023 - Wer besucht ein mediendidaktisches Seminar und wer.pdf:application/pdf},
}

@article{ebner_editorialeditorial_2023,
	title = {{EditorialEditorial}: {Digitalisierung} der {Hochschullehre} – {Projekte} österreichischer {Hochschulen} 2020–2024},
	shorttitle = {{EditorialEditorial}},
	url = {https://zfhe.at/index.php/zfhe/article/view/1801},
	doi = {10/gr65vm},
	abstract = {As part of the Austria-wide call for "Projects for digital and social transformation in higher education" of the Federal Ministry of Education, Science and Research (BMBWF), a total of 50 million euros in funding was awarded in 2020 for in summary 34 projects. Funding is provided for forward-looking cooperative projects that aim to have a structurally transformative effect on Higher Education within their duration until 2024. This edition now offers the projects from the field of Higher Education the opportunity to make their project results and experiences accessible to a broad audience. In addition, it presents the extent to which the respective project contributes to the digital and social transformation of Austrian higher education and thus creates added value for the Austrian higher education landscape.},
	language = {de-DE},
	urldate = {2023-05-02},
	journal = {Sonderheft Hochschullehre},
	author = {Ebner, Martin and Zwiauer, Charlotte},
	month = apr,
	year = {2023},
	note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU3},
	pages = {11--16},
	file = {Ebner und Zwiauer - EditorialEditorial Digitalisierung der Hochschull.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9T5WYAS5/Ebner und Zwiauer - EditorialEditorial Digitalisierung der Hochschull.pdf:application/pdf},
}

@article{autenrieth_transformationsprozesse_2023,
	title = {Transformationsprozesse und der {Aufbau} von (medialer) {Gestaltungskompetenz} zur nachhaltigen {Entwicklung} in {Bildungsprozessen}},
	volume = {52},
	doi = {10.21240/mpaed/52/2023.02.06.X},
	abstract = {Der Beitrag präsentiert das Entwicklungsprojekt «Expo Zukunft der Nachhaltigkeit digital und partizipativ» (ExpoNaDig partizipativ) sowie erste qualitativ erhobene projektbegleitende Forschungsergebnisse. Im Zentrum steht ein virtuell-kreativer Raum, mit dem Ziel der gemeinschaftlichen und offenen Gestaltung einer erweiterbaren digitalen Weltausstellung für eine nachhaltige Zukunft. Es geht darum, jungen Menschen (national wie global) eine Plattform zu geben, um prospektiv ihre Ideen und Wünsche visualisieren zu können sowie um aus den Visionen der nachwachsenden Generation (Unterrichts-)Material und Aktivitäten zur Stärkung von Gestaltungskompetenzen zugunsten einer Bildung für nachhaltige Entwicklung abzuleiten. ExpoNaDig möchte für eine zukunftsfähige Entwicklung im Zusammenspiel von Ökologie, Sozialem und Ökonomie die in Grundsatz 21 der Rio-Deklaration angesprochene geistig-schöpferische Dimension stärken, in der es darum geht, «die Kreativität, die Ideale und den Mut der jungen Menschen auf der ganzen Welt» zu mobilisieren. Der Beitrag untersucht anhand des Projektbeispiels die Fragen danach, wie junge Menschen Nachhaltigkeits-Kompetenzen entwickeln können, und untersucht dabei (organisationslogische) Strukturen und deren Auswirkungen auf pädagogisches sowie kreatives und partizipatives Handeln.},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Autenrieth, Daniel and Nickel, Stefanie},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Promotion:FU5, Bildung, Multimedia},
	pages = {108--128},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/RH7IQHSU/Autenrieth und Nickel - 2023 - Transformationsprozesse und der Aufbau von (medial.pdf:application/pdf},
}

@inproceedings{al-anqoudi_traditional_2023,
	title = {Traditional {Vs} {Non}-{Traditional} {Assessment} {Activities} as {Learning} {Indicators} of {Student} {Learning}: {Teachers}' {Perceptions}},
	shorttitle = {Traditional {Vs} {Non}-{Traditional} {Assessment} {Activities} as {Learning} {Indicators} of {Student} {Learning}},
	url = {https://ieeexplore.ieee.org/document/10305928},
	doi = {10.1109/LWMOOCS58322.2023.10305928},
	abstract = {In online settings, some teachers express reservations about relying only on traditional assessments (e.g., tests, assignments, exams, etc.) as trustworthy instruments to evaluate students' understanding of the content accurately. A previous qualitative study revealed that the richness of online environments has allowed teachers to use traditional assessments (anything contributing to the final grade) and non-traditional assessment-based activities (not factored into the final grade but useful in gauging student knowledge) to assess their students' learning status. This study aims to compare the perceived accuracy of both types of assessment activities as indicators of student learning. A total of 124 participants engaged in online teaching completed a self-report instrument. The results revealed a significant difference in teachers' perceptions of the accuracy of traditional assessment activities (M = 3.16; SD =. 442) compared to non-traditional assessment activities (M = 3.05, SD =. 521), t (122) = -2.64, p =. 009 with small effect size (eta =. 02). No significant gender differences were observed in the perceptions of the accuracy of either assessment activities type. The most commonly employed traditional assessment activities were “final exams” (85.5\%) and “individual assignments” (83.9\%). In comparison, the most common non-traditional assessment methods to evaluate students' knowledge were “questions on previously taught content” (79.8\%) and “asking students questions about current content during the lecture” (79\%). A one-way analysis of variance revealed no significant differences in perceptions of the accuracy of traditional and non-traditional assessment activities among teachers with varying years of experience (up to 10 years, 11–15 years, and 16+ years). The findings suggest that certain non-traditional assessment activities can also be as accurate as traditional learning activities. Moreover, non-assessment-related activities are perceived to be effective learning indicators. This study has implications for academic institutions and educators interested in supplementing traditional approaches to assessing student learning with non-traditional methods.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Al-Anqoudi, Maha and Ada, Mireilla Bikanga and McQuistin, Stephen and Ntarmos, Nikos and Parkinson, Jack and Moshfeghi, Yashar},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU3, Promotion:Relevanz:3, Education, Online learning, \#4:Konferenz-Paper:MOOC, accuracy of assessments, Analysis of variance, assessments, Computer aided instruction, Discussion forums, Distance learning, Electronic learning, Instruments, learning activities},
	pages = {1--6},
	file = {Al-Anqoudi et al. - 2023 - Traditional Vs Non-Traditional Assessment Activiti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L6NFYBUL/Al-Anqoudi et al. - 2023 - Traditional Vs Non-Traditional Assessment Activiti.pdf:application/pdf},
}

@inproceedings{hamonic_designing_2023,
	title = {Designing a unique revision loop updating courses simultaneously on different {MOOC} platforms},
	url = {https://ieeexplore.ieee.org/document/10305900},
	doi = {10.1109/LWMOOCS58322.2023.10305900},
	abstract = {This study introduces a content revision loop for simultaneous course updates across MOOC platforms. It uses a single source of truth and iterative, data-driven methodologies, enabling efficient dissemination of updates and assessment improvement. The approach provides a model for instructors managing courses on multiple platforms.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Hamonic, Ella and Sharrock, Rémi and Bonfert-Taylor, Petra and Goudzwaard, Michael and Memmi, Gérard and Chow, Catherine and Meise, Josh},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Lernsystemarchitektur, Promotion:FU3, design, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, feedback collection process, Iterative methods, learning programming, LTI, Programming, revision, single source of truth},
	pages = {1--6},
	file = {Hamonic et al. - 2023 - Designing a unique revision loop updating courses .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F2XW63HM/Hamonic et al. - 2023 - Designing a unique revision loop updating courses .pdf:application/pdf},
}

@incollection{hefner_erwachsenwerden_2023,
	title = {Erwachsenwerden mit (mobilen) digitalen {Medien} und in digitalen {Sozialräumen}.},
	isbn = {978-3-17-036869-9},
	abstract = {Die Digitalisierung der Medienwelt hat neue Erfahrungs- und Handlungsräume geschaffen. Vor allem Jugendliche wenden sich diesen mit großer Begeisterung und hohem zeitlichen Aufwand zu. Sie pflegen virtuell ihre Beziehungen oder knüpfen neue, ohne dass diese an räumliche Grenzen gebunden sind. Sie agieren – über Soziale Medien – in digitalen Gemeinschaften oder demonstrieren ihre Zugehörigkeit zu diesen. Sie präsentieren, inszenieren und erproben ihre Gedanken-, Gefühls- und Wunschwelten in mehr oder weniger begrenzten digitalen Sozialräumen. In dieses Medienhandeln integrieren sie Identitätsfacetten, bereits stabile Bestandteile ihrer Persönlichkeit oder solche, die sie austesten wollen. In den virtuellen Räumen erleben sie soziale Einbettung, erhalten Aufmerksamkeit, soziale Unterstützung und Anerkennung und können sich als kompetente und teilhabende Subjekte erfahren. Sie können aber auch Erfahrungen machen, die negative Konsequenzen für das Selbstbild und den Selbstwert haben. Ausgrenzungserfahrungen oder das Erleiden von Angriffen im Kontext von Cybermobbing werden nicht selten berichtet (Knop, Hefner, Vorderer \& Schmitt, 2015). Die digital basierte Identitätsarbeit ergänzt die außermediale und kann sie bereichern oder engführen, je nachdem, welche Modi bspw. im Bereich der sozialen Vergleichsprozesse von den Jugendlichen gewählt werden bzw. sich diesen aufdrängen (Theunert, 2009). 
Digitale Medien bieten Möglichkeiten zum Lernen, zur Orientierung, zur Information und zur Alltagsorganisation. Neben Interaktivität und Multioptionalität als relevante Charakteristika sind die vielfältigen Möglichkeiten zu Eigenaktivität und kreativem Selbstausdruck, zu sozialer Vernetzung sowie die Allgegenwärtigkeit zu nennen, aber eben auch die Unüberschaubarkeit dessen, was Heranwachsenden heute medial zur Verfügung steht, und die mit den Möglichkeiten einhergehenden Herausforderungen (Hajok, 2018; Valkenburg \& Peter, 2011). Dass diese mediatisierten Kommunikations- und Handlungsoptionen chancen- und risikoreich zugleich sind, soll exemplarisch aufgezeigt werden.
Wie rasant sich mit der Digitalisierung die Produktion, Vermittlung und Rezeption medialer Inhalte beschleunigt haben (Rosa, 2005), wurde vielfältig diskutiert. Den Heranwachsenden, die sich die neuen Möglichkeiten schnell und unbefangen aneignen, bieten sich dadurch neue und durchaus attraktive Optionen zur Ausgestaltung des eigenen Alltags. Diese Optionen, Informationen und Kommunikationsakte kompetent im Leben zu integrieren ist für Jugendliche aber nicht immer einfach. Um dem potenziell entstehenden digitalen Stress durch permanente digitale Verfügbarkeit, kognitives wie emotionales Verarbeiten von Inhalten und Nachrichten anderer, konstante Selbstpräsentation (Hefner \& Vorderer, 2016) und anderen Herausforderungen zu begegnen, müssen spezifische Kompetenzen ausgebildet werden.
Eine aktuelle Jugenddiagnose kann und soll hier nicht geleistet werden. Vielmehr werden Nutzung und Funktionen von digitalen Medien im Leben und bei der Entwicklung Jugendlicher beleuchtet (► Kap. 11.1.1), Potentiale und Herausforderungen digitaler Mediennutzung (► Kap. 11.1.2), die Rolle der individuellen Persönlichkeitsstruktur, der soziale Kontext von Peers und Partner*innen sowie die Familie (► Kap. 11.1.3) fokussiert. Abschließend werden Kompetenzen dargestellt, die für die Mediensozialisation und für ein gelingendes Aufwachsen in digitalisierten Welten bedeutsam sind (► Kap. 11.1.4).},
	author = {Hefner, Dorothee and Knop, Karin},
	month = may,
	year = {2023},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {2018--226},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/4XIEGJDB/Hefner und Knop - 2023 - Erwachsenwerden mit (mobilen) digitalen Medien und.pdf:application/pdf},
}

@incollection{fuhrer_informationen_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Informationen aus dem {Internet} beurteilen: {Wahrheit} und {Quellenbeurteilung} in {Sozialen} {Medien} und digitalen {Diensten} aus {Perspektive} der {Medienethik}},
	isbn = {978-3-946552-91-8},
	shorttitle = {Informationen aus dem {Internet} beurteilen},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Jessica Heesen beschäftigt sich in ihrem Beitrag mit der Bewertung von Informationen aus dem Internet, insbesondere aus sozialen Medien, aus der Perspektive der Medienethik. Sie betont die Bedeutung dieser Fähigkeit für die schulische Bildung und diskutiert Wege zur Vermittlung kritischer Reflexion von Online-Informationen.

Bedeutung der Informationsbeurteilung im Internet: Heesen erörtert die Wichtigkeit der Fähigkeit, Informationen im Internet kritisch zu beurteilen, was besonders im Kontext der schulischen Bildung relevant ist. Im Mittelpunkt stehen dabei die Wahrheit von Informationen und die Glaubwürdigkeit von Quellen.
Medienethische Perspektive: Aus medienethischer Sicht ist es entscheidend, Schüler*innen zur Medienmündigkeit zu befähigen. Dies beinhaltet das Verständnis für die Funktionsweisen der öffentlichen Kommunikation und deren Abhängigkeit von Medientechniken und spezifischen Medienlogiken.
Herausforderungen digitaler Kommunikation: Probleme bei der Bewertung von Online-Informationen entstehen durch technische Einflüsse auf die Informationsauswahl, Meinungsstreit in sozialen Medien, die schiere Menge an Informationen und die mangelnde Vertrauenswürdigkeit von Quellen bis hin zu Manipulation und Falschinformation.
Demokratische und bildungsbezogene Perspektive:
Schulische Bildung soll Schülerinnen befähigen, als mündige Bürgerinnen in einer Demokratie teilzunehmen. Dazu gehört das Verständnis für die Mechanismen der öffentlichen Kommunikation.
Für die Nutzung von Online-Informationen im schulischen Kontext ist ein kritisches Bewusstsein für die Produktionsbedingungen von Informationen im Internet erforderlich. Schülerinnen sollten lernen, zwischen verschiedenen Informationsarten und Rollen von Akteurinnen im Internet zu unterscheiden.
Methoden und Hilfsmittel zur Informationsbewertung:
Medienkompetenzansätze und Konzepte wie Data oder Computer Literacy können nützlich sein, müssen jedoch durch kontextbezogene Lehrangebote ergänzt werden.
Einbindung von Expertinnen in den Unterricht, wie Faktenchecker oder Vertreterinnen von NGOs, kann hilfreich sein.
Unterstützung für die Unterrichtsgestaltung bieten verschiedene Organisationen und Websites, die spezifisches Material und Hilfsmittel bereitstellen.
Insgesamt betont Heesen die Notwendigkeit, Schüler*innen beizubringen, Informationen aus dem Internet kritisch zu hinterfragen und zu bewerten, um sie auf die Herausforderungen einer digital geprägten Informationslandschaft vorzubereiten.},
	language = {de-DE},
	urldate = {2024-01-21},
	booktitle = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	author = {Heesen, Jessica},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--117},
}

@article{li_optimization_2023,
	title = {Optimization of enterprise human resource management system by using information search and machine learning},
	issn = {1432-7643, 1433-7479},
	url = {https://link.springer.com/10.1007/s00500-023-08992-2},
	doi = {10.1007/s00500-023-08992-2},
	abstract = {In modern market economy, effective management of human resources is one of the important factors for the success of enterprises. Enterprises need to fully leverage the enthusiasm and creativity of employees in management, pay attention to talent cultivation and development, and provide strong support for the development of the enterprise. This article proposes an enterprise human resource management system based on information search and machine learning technology. The system adopts various technical means, including data transmission, data information management, user identity and role authentication, network user interface, etc., to carry out security prevention and control of the system from multiple perspectives, meeting the actual security needs of enterprise human resource management system development and operation. At the same time, the system adopts Apriori and column level sorting as information search methods for recommendation and ﬁnding requirement items. After testing, the enterprise human resource management system proposed in this article has been proven to have good performance and reliability, and can quickly manage and analyze human resource data, meeting the requirements of enterprises for human resource management systems. This system can effectively improve the human resource management level of enterprises, improve the work efﬁciency and productivity of employees, and thus achieve the maximization of enterprise proﬁts and the enhancement of market competitiveness.},
	language = {en-US},
	urldate = {2024-07-11},
	journal = {Soft Computing},
	author = {Li, Sining and Zhou, Lin},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FU4b},
	pages = {11},
	file = {Li und Zhou - 2023 - Optimization of enterprise human resource manageme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DZNUCIMC/Li und Zhou - 2023 - Optimization of enterprise human resource manageme.pdf:application/pdf},
}

@article{weber_behaviorismus_2023,
	title = {Behaviorismus, {Kognitivismus}, {Konstruktivismus}, {Konnektivismus} {UND} {Hybrider} {Expansivismus} – {Ein} {Szenario} zur {Nachhaltigkeit} im {Lebensmittelbereich}},
	abstract = {Globale Veränderungen wie der demographische Wandel, der klimagerechte Umbau oder die digitale Transformation erzeugen disruptive Herausforderungen auch für die Arbeits- und Lernwelt. In der Arbeitswelt wurde hierauf mit Konzepten wie der New Work (inkl. agile Projektarbeit, virtuelle Teams, Homeoffice, E-Learning etc.) reagiert. Entsprechend ändern sich auch die Perspektiven, Ziele, Settings, Prozesse und Resultate des Lernens in der beruflichen Bildung. So lassen sich hier zunehmend hybride Lernsysteme beobachten, bei denen formale Bildungssettings und Schulungen, Diskussionen mit Kolleg:innen, informelle Netzwerkaktivitäten, Online-Lernmodule, Coaching usw. kombiniert werden. Durch die immer umfassendere Unterstützung dieser Aktivitäten mit digitalen Systemen werden formale und informelle Lernprozesse sichtbar. Lernende können auf notwendiges Wissen weltweit zugreifen und erhalten Feedback, das ihnen nicht nur auf der individuellen Ebene hilft, ihre Aufgaben und Probleme zu bewältigen sowie sich persönlich weiterzuentwickeln, sondern auch hilft, auf der kollektiven Ebene gemeinsam neues Wissen, Prozesse, Artefakte etc. zu generieren, um Projekte, Institutionen und Netzwerke zu fördern. Im Rahmen dieses Beitrages stellen wir das ‚Expansive Lernen‘ von Engeström als einen exemplarischen Ansatz des Hybriden Expansivismus vor und illustrieren es anhand eines Szenarios zur Nachhaltigkeit im Lebensmittelbereich. Mit diesem Vorgehen nehmen wir explizit eine erweiterte Sichtweise auf Lehr- und Lerntheorien ein. Dabei soll die eher traditionelle und individualistisch geprägte Sichtweise um eine kollektivistische ergänzt werden. Eine solche scheint für die Bewältigung der durch Disruption ausgelösten Herausforderungen notwendig zu sein, da sie neue, innovative und kreative Konzeptbildungen und praktische Neugestaltungen ermöglicht, wobei Grenzen einzelner Disziplinen, Positionen oder Organisationen, aber auch traditioneller Selbstverständnisse und Regeln überschritten werden.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Weber, Susanne and Achtenhagen, Frank},
	editor = {Hommel, Mandy and Aprea, Carmela and Heinrichs, Karin},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning, Nachhaltigkeit im Bildungsbereich},
	file = {Weber und Achtenhagen - 2023 - Behaviorismus, Kognitivismus, Konstruktivismus, Ko.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FKP8QUWG/Weber und Achtenhagen - 2023 - Behaviorismus, Kognitivismus, Konstruktivismus, Ko.pdf:application/pdf},
}

@article{kruse_welche_2023,
	title = {Welche digitalen {Lernstrategien} bevorzugen {Studierende} der {Zahnmedizin} im klinischen {Studienabschnitt}? {Eine} {Fragebogenerhebung} an einer deutschen {Universität}},
	issn = {2366-5017},
	number = {4},
	journal = {GMS Journal for Medical Education},
	author = {Kruse, Anne Brigitte and Isailov-Schöchlin, Milena and Giesler, Marianne and Ratka-Krüger, Petra},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Learning Management System (LMS), Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Wissenschaft},
	pages = {10--19},
	file = {Kruse et al. - 2023 - Welche digitalen Lernstrategien bevorzugen Studier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AZZGXXV2/Kruse et al. - 2023 - Welche digitalen Lernstrategien bevorzugen Studier.pdf:application/pdf},
}

@article{stolakis_wie_2023,
	title = {Wie sehen {Kinder} digitale {Medien}? {Vorschlag} und {Diskussion} einer spielbasierten {Methode} für {Forschung} und {Praxis}},
	volume = {24},
	abstract = {In diesem Beitrag wird eine Methode zur Eruierung der Perspektiven von Kindern auf digitale Medien in der Kindertageseinrichtung sowie auf ihre Mediennutzung in der Familie vorgestellt. Hierzu wurde auf ein dialoggestütztes Gruppeninterview zurückgegriffen, das durch einen Kitarundgang und spielerische Elemente in Form eines Memo-Spiels ergänzt wurde. Der Fokus des Beitrags liegt auf der Beschreibung der Methode. Diese soll für den Einsatz in der Praxis zur Verfügung gestellt werden mit dem Ziel, dass Fachkräfte mit den Kindern zum Thema Medien ins Gespräch kommen und auf dieser Basis deren Perspektiven in ihre pädagogische Planung einbeziehen, indem sie ihr eigenes medienpädagogisches Handeln reflektieren und ggf. anpassen. Erste Erprobungen bestätigten die Praxistauglichkeit, es wurde aber auch deutlich, dass je nach Situation flexible Anpassungen sinnvoll sein können und darauf zu achten ist, dass die Auswertung im Rahmen der zeitlichen Ressourcen der Fachkräfte leistbar ist.},
	language = {de-DE},
	number = {3},
	journal = {Forum: Qualitative Sozialforschung},
	author = {Stolakis, Anja and Schmitt, Annette and Borke, Jörn and Fischer, Luisa and Simon, Eric and Hohmann, Sven},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU6, ⛔ No DOI found},
	pages = {30},
	file = {Stolakis et al. - 2023 - Wie sehen Kinder digitale Medien Vorschlag und Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9HBG8MID/Stolakis et al. - 2023 - Wie sehen Kinder digitale Medien Vorschlag und Di.pdf:application/pdf},
}

@article{vogelsang_wie_2023,
	title = {Wie entwickeln sich medienbezogene {Einstellungen}, selbsteingeschätzte {Medienkompetenzen} und motivationale {Orientierungen} angehender {Lehrkräfte}? {Eine} {Sekundäranalyse} von {Evaluationsdaten} zum {Praxissemester} im zweiten {CoViD}-19-bedingten {Lockdown}},
	issn = {1424-3636, 1424-3636},
	doi = {10/gr3tgb},
	abstract = {Für die lernförderliche Einbindung digitaler Medien in schulische Lehr-Lern-Situationen sollten angehende Lehrkräfte neben mediendidaktischen sowie medienerzieherischen Kompetenzen auch über medienbezogene motivationale und volitionale Dispositionen verfügen. Insbesondere Einstellungen und selbsteingeschätzte Kompetenzen sind Einflussfaktoren auf die Motivation zur Mediennutzung. Auf Basis einer Sekundäranalyse wird daher in diesem Beitrag die wechselseitige Entwicklung dieser Dispositionen für verschiedene medienbezogene Kompetenzfacetten von N = 269 Lehramtsstudierenden längsschnittlich untersucht, die ein fünfmonatiges Langzeitpraktikum während der Massnahmen zur Eindämmung der CoViD-19-Pandemie im Wintersemester 2020/2021 absolviert haben. Diese Zeit ging mit vermehrten medienbezogenen Lerngelegenheiten einher. Die Ergebnisse zeigen, dass sich die Einstellungen der angehenden Lehrkräfte hinsichtlich der Mediennutzung kaum veränderten, sich selbsteingeschätzte Medienkompetenzen und medienbezogene Motivation hingegen mit kleinem bis mittlerem Effekt positiv entwickelten. Cross-Lagged-Panel-Analysen zeigen zudem, dass sich eine hohe motivationale Orientierung in Bezug auf die Mediennutzung zu Beginn des Langzeitpraktikums positiv auf die Entwicklung selbsteingeschätzter Kompetenzen auswirkte, allerdings nicht in allen in der Analyse betrachteten Kompetenzfacetten.},
	language = {de-DE},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Vogelsang, Christoph and Caruso, Carina and Seifert, Andreas and Schwabl, Franziska},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Krisenreaktion im Bildungsbereich},
	file = {Vogelsang et al. - 2023 - Wie entwickeln sich medienbezogene Einstellungen, .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCVTE9KW/Vogelsang et al. - 2023 - Wie entwickeln sich medienbezogene Einstellungen, .pdf:application/pdf},
}

@article{ebner_erfahrungen_2023,
	title = {Erfahrungen bei {Studienstart} und {Aktivitäten} der {Universitäten} zu {MOOCs} in Österreich},
	volume = {18},
	url = {https://www.zfhe.at/index.php/zfhe/article/view/1741},
	doi = {10.3217/zfhe-18-01/07},
	abstract = {This paper examines the role ‘Massive Open Online Courses’ (MOOCs) currently play at Austrian universities from the students’ and universities’ perspectives. To this end, two analyses are presented here. First, the results of a survey conducted with Graz University of Technology students at the beginning of their studies are presented, which show a significant increase in the amount of prior experience with online courses and MOOCs due to the Covid-19 pandemic (N=1,207). Second, this paper presents the results of an analysis of the current performance agreements of Austrian public universities regarding the mention of the terms MOOCs or the Austrian MOOC platform, iMooX.at. These results show that more than half of the performance agreements mention at least one of the two terms.},
	language = {de-DE},
	number = {1},
	urldate = {2023-04-01},
	journal = {eitschrift für Hochschulentwicklung},
	author = {Ebner, Martin and Mair, Bettina and Nagler, Walther and Schön, Sandra and Steinkellner, Iris and Stojcevic, Ivana and Lipp, Silvia},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {111--129},
	file = {Ebner et al. - 2023 - Erfahrungen bei Studienstart und Aktivitäten der U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QFYC52GM/Ebner et al. - 2023 - Erfahrungen bei Studienstart und Aktivitäten der U.pdf:application/pdf},
}

@inproceedings{loro_professional_2023,
	title = {Professional {On}-{Line} {Courses} {Inside} the {ECoVEM} {Project} {Following} {Tasks} {Oriented} {MOOCs} {Alike} {Methodology}},
	url = {https://ieeexplore.ieee.org/document/10305888},
	doi = {10.1109/LWMOOCS58322.2023.10305888},
	abstract = {Professional on-line courses are the way to increase skills, competences and knowledge inside our marketplace workers and might be one of the key actions to promote an increase and engagement on the people interest in a new field, like Microelectronics, allowing them to adapt some more sustainable vision, greener electronics technology, and a more diverse, equity and much more better integration people in this workforce. Recent European Union actions like the Chip Act, [1], as a coordinated answer to the shortage and dependence of the European Union on the foreign technology and microelectronics fabrication aggravated by the Ukrainian war put their outcomes from this project as a reference for future actions on technical VET inside the Europe Union. Early pilot results show that at this moment the students that are doing part of the pilot have less time that should be necessary to follow the curricula as well as probably they are not interested in all the activities and tasks of the pilot courses offered.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Loro, Felix Garcia and Gil, Rosario and Sancristobal, Elio and Merino, Pedro Plaza and Quintana, Blanca and Martin, Sergio and Casanova-Carvajal, Oscar and Miralles, Inma and Tokmakov, Dimitar and Tzanova, Slava Malenkova and Tzanova, Slavka and Meier, Russ and Castro, Manuel},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Training, Promotion:FU1, Europe, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, ECoVEM project, electronics simulation, Fabrication, Green products, Microelectronics, professional educational course, technical activities, video enhanced learning, Vocational Educational Training (VET)},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/ENETQ9PA/10305888.html:text/html;Loro et al. - 2023 - Professional On-Line Courses Inside the ECoVEM Pro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A4JKY2TD/Loro et al. - 2023 - Professional On-Line Courses Inside the ECoVEM Pro.pdf:application/pdf},
}

@article{knaus_ich_2023,
	series = {Themenheft},
	title = {‹{Ich} machʼ mir die {Welt}, widdewidde wie sie mir gefällt›: {Medien}- und {Technikgestaltung} als {Artikulation}},
	issn = {1424-3636, 1424-3636},
	abstract = {Kommunikation ist grundlegende Voraussetzung für gesellschaftliche Handlungsfähigkeit. Aufgrund des digitalen Wandels kommunizieren Individuen nicht nur vermehrt mit und innerhalb digitaler Medien, sondern können sich auch zunehmend mittels der Gestaltung medialer und digitaler Artefakte artikulieren. In diesem Beitrag widmen wir uns dem Gestalten von Medien und Technik als erweiterte Form menschlicher Artikulation. Im Rahmen einer medienethnografischen Studie auf Basis des Frankfurt-Dreiecks als Referenzrahmen spürten wir den neuen Artikulationsformen nach, die digitale Medien und Technik anbieten. Die Auswertung zeigt, dass diese neuen Artikulationsformen von den meisten Proband:innen (noch?) nicht umfänglich genutzt werden – zumindest nicht in allen möglichen Dimensionen. Technische Artikulationsfähigkeit als Erweiterung individueller Handlungskompetenz ist offenbar keine ‹angeborene› menschliche Befähigung, sondern eine Kompetenz, die erlernt werden kann – etwa wie eine Sprache oder ein Musikinstrument. Wie auch Medienbildung können technische Artikulationsfähigkeiten pädagogisch gefördert werden – gleichermassen sollten sie es auch. Denn in einer digitalen Welt dient die pädagogisch angeleitete Ausprägung von Artikulationsfähigkeiten nichts Geringerem als dem Erhalt gesellschaftlicher Handlungsfähigkeit. In der praktischen Arbeit in Makerspaces konnten wir beobachten, dass gerade die handlungsorientierten Ansätze Tinkering, Coding, Making oder Hacking zur gezielten Förderung der in diesem Beitrag exemplarisch identifizierten Artikulationsformen beitragen können.},
	language = {de-DE},
	number = {56},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Knaus, Thomas and Schmidt, Jennifer},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b},
	pages = {36},
	file = {Knaus und Schmidt - 2023 - ‹Ich machʼ mir die Welt, widdewidde wie sie mir ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W43BB44R/Knaus und Schmidt - 2023 - ‹Ich machʼ mir die Welt, widdewidde wie sie mir ge.pdf:application/pdf},
}

@inproceedings{amado-salvatierra_combining_2023,
	title = {Combining {Human} {Creativity} and {AI}-{Based} {Tools} in the {Instructional} {Design} of {MOOCs}: {Benefits} and {Limitations}},
	shorttitle = {Combining {Human} {Creativity} and {AI}-{Based} {Tools} in the {Instructional} {Design} of {MOOCs}},
	url = {https://ieeexplore.ieee.org/document/10306023},
	doi = {10.1109/LWMOOCS58322.2023.10306023},
	abstract = {The purpose of this paper is to explore the use of Artificial Intelligence (AI)-based tools in the design and creation of online courses from the perspective of instructional designers. We aim to share how the use of these tools can reduce the time and effort required to create engaging and effective courses, while still providing high-quality educational experiences for students. To achieve this goal, we provide a detailed description of the use of four specific AI-based tools: DALLE-2, Heygen, Tome.ai, and Movio. These tools were chosen because they offer a range of capabilities that are particularly useful to instructional designers, including the ability to generate text, images, and videos, as well as to provide personalized feedback and support to students. We then present a case study of the use of these tools in the creation of a MOOC, showing how they were used to generate initial course content, refine the course structure, and provide personalized support to students. Through this case study, we show how the use of AI-based tools can significantly reduce the time and effort required to create a functional course, while still ensuring high-quality educational experiences for students. In addition to the specific tools used in our case study, we also suggest a range of other AI-based tools that could be useful to instructional designers. By leveraging these tools, instructional designers can create engaging and interactive online courses that are tailored to the needs and preferences of individual students. Overall, this work provides a valuable resource for instructional designers who are looking to incorporate AI-based tools into their work. By exploring the potential benefits and limitations of these tools, and by providing examples of their use in practice, we hope to encourage instructional designers to consider how they can best leverage these tools to create engaging and effective online courses.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Amado-Salvatierra, Hector R. and Chan, Miguel Morales and Hernandez-Rizzardini, Rocael},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Ethics, instructional design, Data privacy, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, AI-based tools, Costs, MOOCs, Navigation, Scalability},
	pages = {1--6},
}

@inproceedings{nair_influence_2023,
	title = {The {Influence} of {Teacher} {Interactions} on {Sentiment} {Development} in {MOOC} {Discussion} {Forums}},
	url = {https://ieeexplore.ieee.org/document/10306198},
	doi = {10.1109/LWMOOCS58322.2023.10306198},
	abstract = {Massive Open Online Courses (MOOCs) are delivering rich learning content to a variety of audiences. Next to the learning material, the discussion forums play a major role in the success of MOOCs. A healthy climate in the discussions is of great importance for the motivation of the instructors and the participants. We have employed a sentiment analyzer to observe the development of the discussions in several of our courses. We expect to obtain a better understanding of the development in the discussions, the influence of the instructors' interventions on this behavior, and to some extent the dropout and course completion development.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Nair, Ranjiraj Rajendran and Staubitz, Thomas and Meinel, Christoph},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Discussion forums, Electronic learning, Behavioral sciences, Meteorology},
	pages = {1--6},
}

@inproceedings{thompson_analyzing_2023,
	title = {Analyzing {Learner} {Trends} in a {Series} of {Online} {Courses}},
	url = {https://ieeexplore.ieee.org/document/10306217},
	doi = {10.1109/LWMOOCS58322.2023.10306217},
	abstract = {In open-access online courses, learners have a wide range of prior experience. Unlike traditional programs, open online courses have no way of enforcing required prerequisites. This contributes to varied learner experiences and low course completion rates. In this paper, we investigate how learners approach available courses to determine if learner behavior aligns with the intended sequence set by course designers. This is a crucial step in understanding learner needs and creating compelling content that serves them.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {{Thompson} and {Armstrong} and {Kotwicki}},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Behavioral sciences, completion rates, enrollment, Finishing, learner experience, learner trends, Market research, online courses, prerequisites, scaffolding, Time factors, Timing},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/3FB8ACJW/10306217.html:text/html},
}

@inproceedings{steinberger_increasing_2023,
	title = {Increasing the {Reusability} of {MOOCs} via {Competence}-{Oriented} {Development}},
	url = {https://ieeexplore.ieee.org/document/10305944},
	doi = {10.1109/LWMOOCS58322.2023.10305944},
	abstract = {In this paper, we present a novel life cycle model for MOOC development that focusses on reusability. MOOCs can be used in various contexts: standalone, as an additional resource in a course at an established educational institution, or as the main driver for such a course in, e.g., a flipped classroom setting, among other uses. However, there is no established process how to design and run MOOCs in such a way that it enables their use and re-use in all of these contexts. Our life cycle model is based on a meticulous analysis of the competencies that each unit within the MOOC requires and provides. Based on this analysis, learning objects can be designed in a modular way so as to be easily reusable, clearly specifying their prerequisites, which can also be fulfilled by knowledge supplied from outside the MOOC itself. We illustrate this principle by examining our development of a MOOC about databases, where we follow the proposed life cycle model.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Steinberger, Claudia and Lobnig, Nina and Morak, Michael},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Analytical models, competency graphs, Databases, MOOC development, MOOC life cycle model, MOOC reusability, Online services},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/45TM6L83/10305944.html:text/html},
}

@inproceedings{melendez-norona_laboratories_2023,
	title = {Laboratories for a {Massive} {Open} {Online} {Course} in {Electrical} {Microgrids} using {Machine} {Learning} {Techniques}},
	url = {https://ieeexplore.ieee.org/document/10305977},
	doi = {10.1109/LWMOOCS58322.2023.10305977},
	abstract = {The challenges faced in a post pandemic scenario have forced the creation of improved tools to provide education to scholars and researchers. Massive Open Online Courses (MOOCs) are presented as a solution to bring formation to the academic community. Smart grids, as modern power systems, are responsible for covering the electricity needs of millions of inhabitants around a geographical location. In the smart grid field of application microgrids have emerged as vital components supporting the consumption of electrical energy of both isolated and non-isolated customers. In the same scenario the cybersecurity of electrical microgrids represents a relevant aspect that aims for the protection of the microgrid against cyber-attacks that could expose the system to work under catastrophic conditions. Thus, the idea of creating a MOOC associated with the study of cybersecurity aspects for electrical microgrids becomes a good solution to the study of cyber-attacks in this area. This paper proposes the design of laboratories for a MOOC in electrical microgrids, it describes laboratories focused on detection of cyberattacks. Simulations using machine learning (an area of artificial intelligence) techniques are included as part of the design of the laboratories. These simulations use real data sets associated with the operation of the electrical power system of the Dominican Republic as the input for machine learning using MATLAB and Google Colaboratory engineering tools. This research work is supported by the eFellows program, and the simulations presented in this paper are associated with the real data-based laboratories that will be included in the MOOC on electrical microgrids.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Melendez-Norona, Roxana and Larrondo-Petrie, Maria M.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Internet, Machine learning, Laboratories, cybersecurity, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, electrical microgrid, laboratories, Microgrids, Smart grids},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/ENDKWUGQ/10305977.html:text/html},
}

@inproceedings{steinmaurer_analyzing_2023,
	title = {Analyzing {Social} {Networks} and {Learning} {Content} on a {Discussion} {Forum} of an {Introductory} {Programming} {MOOC} in {Higher} {Education}},
	url = {https://ieeexplore.ieee.org/document/10305937},
	doi = {10.1109/LWMOOCS58322.2023.10305937},
	abstract = {Massive Open Online Courses (MOOCs) are a well-established learning format in nonformal learning as well as in higher education that allows learners to benefit from self-paced learning. One of the main advantages of MOOCs is their scalability, which enables a high number of learners to enroll in a course due to a clear pre-defined course structure. Additionally, many MOOCs provide discussion forums to support learners during their learning process and provide room for discussion and feedback. These forums can give interesting insights into the interaction between course participants and educators and show which topics might cause problems. In this paper, we conduct an analysis of an introductory programming MOOC in higher education with 2,489 learners using different natural language processing (NLP) techniques. We classify the types of posts that are created and analyze the social network structure between the learners. Specifically, we use text classification techniques to identify different types of posts, such as questions, answers, and comments. Additionally, we analyze the network structure of the discussion subforums to gain insights into the interactions between learners. Our main findings are that there is a positive correlation between achievement in the course and active participation within the forum. The interaction between learners can strengthen the collaborative learning process of a MOOC. These results can be useful when establishing meaningful ways to communicate within MOOC forums, to provide a supportive learning experience.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Steinmaurer, Alexander and Savic, Ratko and Krugel, Johannes and Gütl, Christian},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, network analysis, Federated learning, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Discussion forums, Electronic learning, Scalability, MOOC analysis, sentiment analysis, Social networking (online)},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/KTRQQYXK/10305937.html:text/html},
}

@inproceedings{chan_transforming_2023,
	title = {Transforming {Education} in the 21st {Century}: {The} {Role} of {PROF}-{XXI} {Project} in {Developing} {Teaching} {Competencies}},
	shorttitle = {Transforming {Education} in the 21st {Century}},
	url = {https://ieeexplore.ieee.org/document/10305950},
	doi = {10.1109/LWMOOCS58322.2023.10305950},
	abstract = {The rapid evolution of digital technologies has changed the educational landscape, providing new opportunities for innovative approaches to learning and challenging traditional teaching methods. In response to this, educators must adapt their practices to ensure that they are effectively using digital tools to support their instruction but also students' learning. This article presents the experience of the implementation of a Massive Open Online Course (MOOC) entitled “The 21st Century Teacher: Learning to Teach with Digital Technologies”. The MOOC was designed taking as a reference the competences defined in the DigCompEdu framework with the aim to train educators with the necessary methodologies, strategies, and best practices to teach effectively using digital technologies. The MOOC was designed to be easily accessible and available on an Open edX instance, with four lessons covering various aspects of digital teaching. The MOOC was prepared collaboratively as part of an international Erasmus+ project named PROF-XXI. The target group of this course was mainly Latin American educators. A total of 5,660 participants took this course in two cohorts, with 681 participants completing it (12\% acceptance rate). Results and lessons learned from designing and running this course are presented in this work.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Chan, Miguel Morales and Hoyos, Carlos Alario and Amado-Salvatierra, Hector R. and Pérez-Sanagustin, Mar and Teixeira, António Moreira and Kloos, Carlos Delgado and Hernandez-Rizzardini, Rocael},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Ethics, active learning, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, Social networking (online), DigicompEdu, Learning management systems, Multimedia systems, Technological innovation},
	pages = {1--5},
}

@inproceedings{elhayany_exploring_2023,
	title = {Exploring the {Effectiveness} of {Web}-{Based} {Programming} {Environments} for {MOOCs}: {A} {Comparative} {Study} of {CodeOcean} and {OpenJupyter}},
	shorttitle = {Exploring the {Effectiveness} of {Web}-{Based} {Programming} {Environments} for {MOOCs}},
	url = {https://ieeexplore.ieee.org/document/10306228},
	doi = {10.1109/LWMOOCS58322.2023.10306228},
	abstract = {Programming courses offered by openHPI, the European MOOC platform of the Hasso Plattner Institute, feature hands-on programming exercises to support learners in practicing the newly acquired skills. These exercises are facilitated by two tools: CodeOcean and Open Jupyter. Code Ocean is user-friendly and suitable for beginners, while OpenJupyter is more advanced and used in data science courses. In this paper, we compare and discuss the advantages and limitations of both tools, providing recommendations for instructors and researchers in programming courses. We also address technical details, such as scalability and execution environments. Furthermore, we explore future research possibilities, particularly in learner collaboration and automated feedback. Our work supports learners in acquiring knowledge and testing it at their own pace, with individualized feedback and minimal technical requirements, contributing to an open education landscape in programming education.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Elhayany, Mohamed and Serth, Sebastian and Meinel, Christoph},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Programming, MOOC, Scalability, Auto-Grader, CodeOcean, Data Science, Oceans, OpenJupyter, Refining, Technical requirements, Web-based Environment},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/5JTIA5GW/10306228.html:text/html},
}

@inproceedings{noauthor_lwmoocs_2023,
	title = {{LWMOOCS} 2023 {Conference} {Proceedings}},
	url = {https://ieeexplore.ieee.org/document/10306135},
	doi = {10.1109/LWMOOCS58322.2023.10306135},
	abstract = {LWMOOCS 2023 Conference Proceedings.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Advertising, Indexes, Servers},
	pages = {1--1},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/YDYGZKM5/10306135.html:text/html},
}

@inproceedings{perdue_incorporating_2023,
	title = {Incorporating {Learner} {Perspectives} into {Course} {Design}},
	url = {https://ieeexplore.ieee.org/document/10306167},
	doi = {10.1109/LWMOOCS58322.2023.10306167},
	abstract = {Massive Open Online Courses (MOOCs) are a valuable open educational resource for people around the world. Although they have been published for over a decade, there is not a clear understanding of how to design courses to best meet the expectations and learning goals of the learners who take them. This action research study sought to understand learners' motivations and experiences when taking massive open online courses (MOOCs), in order to better inform MOOC design. MOOC learners were recruited to be interviewed for a qualitative research project seeking to discover, reveal, and characterize their motivations for enrolling, their behavior in courses, and the value they perceived. Analysis of the interviews showed that learners enroll for a variety of reasons, such as curiosity and exploration, connection, or skill acquisition, and these motivations influenced their behavior in the course and their perception of value of the course. Following this research, focus groups of practitioners were recruited to participate in the interpretation of this work for a practical design context and use the results to create a “Learner Design Guide” to help educate the best means to incorporate learners into course design on learners.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Perdue, Meghan},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Interviews, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOCs, Behavioral sciences, learner behavior, learner motivation, Open Educational Resources},
	pages = {1--7},
}

@inproceedings{zobel_towards_2023,
	title = {Towards {Inclusive} {Education}: {A} {Review} of and {Guide} to {Accessible} {Features} in {Chatbots} for {MOOCs}},
	shorttitle = {Towards {Inclusive} {Education}},
	url = {https://ieeexplore.ieee.org/document/10306062},
	doi = {10.1109/LWMOOCS58322.2023.10306062},
	abstract = {This paper explores the potential of chatbots to improve the accessibility of Massive Open Online Courses (MOOCs) for learners with disabilities. MOOCs have become a popular platform for online learning, but they are not always accessible to all learners, which contradicts the concept of inclusive education. The current state of chatbots in MOOCs and their potential to support learners who need additional support or accommodations, especially those with certain accessibility features are reviewed. The paper explores the accessibility issues that can arise on MOOC platforms and the disadvantages that people with disabilities face on these platforms. It also discusses the accessibility issues that can arise when using chatbots and the disadvantages that people with disabilities face when using these platforms. A guide for developers and educators interested in incorporating accessible features into chatbots for MOOCs is provided. This guide outlines key considerations and best practices for developing inclusive chatbots on online learning platforms that meet the needs of all learners. Examples include the provision of accessible course material (subtitles in videos or alternative image text) in MOOCs, as well as step-by-step instructions and the ability to use keyboard shortcuts in a chatbot. Overall, this paper contributes to the ongoing discussion on inclusive education and highlights the potential of chatbots to support learners with disabilities. By providing a comprehensive overview and practical guide, it aims to inspire the development of more accessible and inclusive MOOCs.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Zobel, Theresa and Steinbeck, Hendrik and Meinel, Christoph},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, accessibility, chatbot, Chatbots, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOCs, Best practices, Faces, Keyboards},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/AYGIZ7SK/10306062.html:text/html},
}

@inproceedings{urban_how_2023,
	title = {How {Virtual} {Reality} ({VR}) {Impacts} {Learner} {Engagement} in {Online} {Courses}: {Initial} {Findings}},
	shorttitle = {How {Virtual} {Reality} ({VR}) {Impacts} {Learner} {Engagement} in {Online} {Courses}},
	url = {https://ieeexplore.ieee.org/document/10306080},
	doi = {10.1109/LWMOOCS58322.2023.10306080},
	abstract = {Virtual Reality (VR) has been shown it can have a positive impact on learners' retention and satisfaction. To investigate this possible influence, three massive open online courses (MOOCs) on the Coursera platform were augmented with tailor-made VR immersive experiences via a new integration method. This article documents the initial quantitative effect of these VR additions to the course and explores further extensions of this pilot research.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Urban, Alexandra D. and Varela, Polina and Pingel, Jessica and Liu, Yuxi and Wandres, Laura and Duvoisin, Marcus},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, learning analytics, Virtual reality, virtual reality, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, massive open online courses, quantitative research},
	pages = {1--4},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/67U944MW/10306080.html:text/html},
}

@inproceedings{mabuan_using_2023,
	title = {Using {MOOC} {Camps} to {Scale} {Up} {Professional} {Development} {Programs} in the {Philippines} {During} {Changing} {Times}},
	url = {https://ieeexplore.ieee.org/document/10306202},
	doi = {10.1109/LWMOOCS58322.2023.10306202},
	abstract = {The COVID-19 pandemic has brought significant challenges to the education and professional development sector globally. In the Philippines, traditional professional development programs are often limited in their reach and scalability, particularly for those who work in remote areas with limited access to resources. This research examined the potential of using Massive Open Online Courses (MOOCs) and MOOC camps to scale up professional development during the COVID-19 pandemic. The study aimed to evaluate the effectiveness and sustainability of MOOCs and MOOC camps as a tool for professional development. Using a mixed-methods approach, this research analyzed the experiences of 40 participants from all over the Philippines in participating in a virtual MOOC camp facilitator training conducted from August to September, 2022, including their expectations, engagement, and learning outcomes. In addition, this study explored the participants' perspectives and experiences in organizing MOOC camps in their respective communities through a multiplier-effect method. Data were collected through surveys, focus group discussions, and interviews with the training participants. Findings revealed participants' training expectations focusing on gaining MOOC camp facilitation skills, and training output including facilitation of 17 MOOC camps using six MOOCs (Content-Based Instruction, English for Journalism, English as Medium of Instruction, English for Media Literacy for Educators, English for STEM Fields, and Professional Development for Teacher Trainers) from September to Decemeber, 2022, resulting in 457 completers from five different locations across the Philippines. Findings from this study can help inform the design and implementation of effective and sustainable professional development programs in the Philippines and other contexts facing similar challenges. Overall, this research aims to contribute to the literature on using MOOC camps for professional development, particularly in the context of the changing times.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Mabuan, Romualdo},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Training, COVID-19, Pandemics, Replicability, Media, Surveys, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Scalability, massive open online course (MOOC), MOOC camp, professional development program, Sustainable development, train the trainer},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/T26QB3XZ/10306202.html:text/html},
}

@inproceedings{friend_application_2023,
	title = {Application and {Evaluation} of a {Revision} {Framework} to the {Formative} {Assessments} in a {MOOC}},
	url = {https://ieeexplore.ieee.org/document/10305875},
	doi = {10.1109/LWMOOCS58322.2023.10305875},
	abstract = {In a MOOC development process, it is important to analyze learner data after completion of the course as a feedback mechanism for revision in future iterations of the course. The cyclic nature of incorporating data analysis into course development aligns with the process of learning engineering. Many course designers and instructors struggle to find an easy method to evaluate formative assessments systematically to inform revision approaches. In this study, we applied a framework for the revision of formative assessments to identify the source, the cause, and a revision strategy for low-performance questions in the quizzes from multiple runs of a MOOC. The revisions led to an improvement in the percentage of learners correctly answering a subset of those impacted questions with significance, while all other percentages had no change of significance. These score improvements were not due to the reuse of the same questions in multiple runs of a MOOC. We concluded that the framework effectively applied to this online course and was impactful in resulting in positive changes. These results encourage others to try the revision process in their courses in the future.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Friend, Caitlin M. and Gordon, Darcy G. and Wiltrout, Mary Ellen},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Data analysis, formative assessment, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, revision, learning design, learning engineering, online course},
	pages = {1--5},
}

@inproceedings{cradit_what_2023,
	title = {What is a {Successful} {MOOC}? {Lessons} from {Global} {Learner} {Narratives}},
	shorttitle = {What is a {Successful} {MOOC}?},
	url = {https://ieeexplore.ieee.org/document/10305876},
	doi = {10.1109/LWMOOCS58322.2023.10305876},
	abstract = {In traditional academic programs offered by colleges and universities, success is typically defined and measured by the institution itself, academic leaders within it, external accrediting agencies, and governmental or field-specific regulatory standards. To achieve a similar understanding of quality in the MOOC context, however, requires knowledge of learners' concepts of success, given their agency to explore, enroll, and end course engagement with limited financial or other implications. This shift in the academic power dynamics from institutions to learners, core to the MOOC model, also makes an understanding of courses' impact and utility difficult to fully capture, particularly via quantitative measures at scale. To better understand how learners identify a successful open course, we interviewed a globally representative sample of 70 MOOC learners in 28 countries on all inhabited continents. Using qualitative analysis and a theoretical framework of human capabilities, we found that learners commonly evaluate MOOCs as successful when they include a combination of six criteria across two domains: modality affordances and course attributes.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Cradit, Nathaniel W. and Hayward, Caitlin},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Standards, Evaluation, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Affordances, Continents, Global Learners, Human Capabilities, Power measurement, Qualitative Inquiry, Student Success},
	pages = {1--6},
}

@inproceedings{andone_students_2023,
	title = {Students as {Open} {Educational} {Resources} {Co}-{Creators} in the {TalkTech} {Project}},
	url = {https://ieeexplore.ieee.org/document/10306163},
	doi = {10.1109/LWMOOCS58322.2023.10306163},
	abstract = {TalkTech 2022 is a co-creation educational project, an international virtual mobility that since 2008, involves the collaboration of students enrolled in a first-year introductory technology course at Bentley University in the United States with fourth-year multimedia students from Politehnica University of Timisoara in Romania. They work together to co-create virtual reality artifacts and in doing so, develop their digital literacy skills. While instructors create many open educational resources (OERs), in recent years, the TalkTech project encourages students to co-create and then share their digital artifacts as OERs so that others may learn from them. During the TalkTech project, every year, the students are part of an open virtual mobility, and using for this project the Open Virtual Mobility (OpenVM) Learning Hub and extra some digital tools. The main objective is to promote collaborative learning, connectivism social networking as an instructional method, OERs as the main content, open digital credentials as recognition, and validation of digital skills through co-creation of digital artifacts. All students from both universities have at least some prior experiences using mobile devices, synchronous and asynchronous communication tools, cloud storage, and search engines. Students select the tools they will use to interact with their partners and complete the project, using voice and video conferencing, email, texts, and file sharing tools. Their deliverable in the TalkTech2022 project is a combined VR scene that presents a local cultural artifact (a coffee house, church, sporting facility, museum) to their international partners. Students shared their final work products on the CoSpaces gallery, assigning them Creative Commons licenses, and in doing so, became creators of open educational resources.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Andone, Diana and Frydenberg, Mark},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Virtual reality, virtual reality, \#4:Konferenz-Paper:MOOC, Social networking (online), Open Educational Resources, digital competencies, Museums, open educational resources, open virtual mobilities, Production, Search engines, talk tech, Teamwork},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/BSL3REJW/10306163.html:text/html},
}

@inproceedings{dreifuss-serrano_assessing_2023,
	title = {Assessing {Cheating} in {MOOCs}},
	url = {https://ieeexplore.ieee.org/document/10306238},
	doi = {10.1109/LWMOOCS58322.2023.10306238},
	abstract = {The research conducts a systematic literature review on assessment and cheating in MOOCs. We highlight emerging issues in MOOC pedagogy and the need for further evaluation research, regarding the empirically identified ways in which students engage in acts of dishonesty while taking MOOCs. Analyzing research between 2011 and 2022, we identified the geographical distribution of publications and their association with Sustainable Development Goals and Quacquarelli Symonds (QS) Classification. The most cited papers are categorized according to types of research. Finally, the research focuses on the works directly engaging in assessment, cheating, and ethics. The analysis reveals that depending on the subject of the paper, types of research might vary. We conclude by noting that while assessment and cheating are part of research on MOOC, the number of papers focused solely on those subjects is considerably smaller. Depending on the main focus, types of research vary, showing trends but also areas in which the discipline could further develop.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Dreifuss-Serrano, Cristina and Herrera, Pablo C. and Reátegui, José and Braida, Frederico},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Assessment, evaluation, Ethics, ethics, research, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Market research, Sustainable development, Bibliographies, dishonesty, Systematics},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/2543DCHY/10306238.html:text/html},
}

@inproceedings{egloffstein_modularizing_2023,
	title = {Modularizing {MOOCs} for {Professional} {Learning}: {Prospects} and {Challenges} for {Instructional} {Design}},
	shorttitle = {Modularizing {MOOCs} for {Professional} {Learning}},
	url = {https://ieeexplore.ieee.org/document/10305982},
	doi = {10.1109/LWMOOCS58322.2023.10305982},
	abstract = {Modularization describes the transformation of MOOCs from a comprehensive academic-style course format into small-scale, self-contained, flexible and competence-oriented learning offerings. Modularized learning offerings appear to be much more suitable for training and professional learning and can thus be seen as a prerequisite for a sustainable integration of online learning these areas. This paper introduces the concept of modularization and reports on the development and application of a modularization framework for open online courses. By the example of eGov-Campus, a German MOOC provider for the public sector linked to both academia and formal professional development, we outline the structural specifications for modularized MOOC offerings and a methodology for course transformation. Following on from this, prospects and challenges for instructional design are discussed.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Egloffstein, Marc and Ifenthaler, Dirk},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Training, instructional design, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, eGov-Campus, micro-credential, modularization},
	pages = {1--4},
}

@inproceedings{eicher_making_2023,
	title = {Making the {Grade}: {Assessments} at {Scale} in a {Large} {Online} {Graduate} {Program}},
	shorttitle = {Making the {Grade}},
	url = {https://ieeexplore.ieee.org/document/10305926},
	doi = {10.1109/LWMOOCS58322.2023.10305926},
	abstract = {The Trap of Routine Assessment refers to the risk that over time, schools become overly focused on those skills that are easy to automatically assess in order to achieve large-scale, rapid feedback. In this research, we look at an at-scale graduate program in computer science that has achieved scale, and we examine whether scale was largely achieved due to Routine Assessment, due to sophisticated automatic evaluation, or due to scaling more traditional approaches to assessment, such as human grading. To do this, we harvested syllabi from 52 classes in the program to see what types of assignments students complete as part of their enrollment, and we survey the teaching assistants responsible for administering those courses to understand how those assignments are evaluated. Combining this with historical data on course grades and enrollments, we derive a snapshot of the average student's experience in the program, what assignments they complete, and where their evaluation comes from. In the end, we note that the program's scale has largely been achieved by streamlining the ability to generate more traditional assessment and evaluation, with the large fraction of student work continuing to be open-ended and human-evaluated.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Eicher, Bobbie Lynn and Joyner, David A.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Computer science, Education, Surveys, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/5SU8BKSU/10305926.html:text/html},
}

@inproceedings{macdonagh_student_2023,
	title = {Student {Engagement} in {Optional} {Self}-{Assessment} in a {Blended} {Introductory} {Physics} {Course}},
	url = {https://ieeexplore.ieee.org/document/10305720},
	doi = {10.1109/LWMOOCS58322.2023.10305720},
	abstract = {Optional self-assessment tasks were introduced into interactive online lessons in a large-enrollment introductory undergraduate physics course. The online lessons served as instruction and formative assessment within a blended, flipped classroom teaching model. The self-assessment tasks consisted of Likert scale responses for each of the lesson's learning objectives. Student engagement was analyzed over all lessons. More than half (56\%) of all students tried the self-assessment at least once, and about a quarter completed half or more of the tasks. The course-wide average self-assessment score was 5.05 on the 1 to 7 Likert scale. Simple linear regression analysis was performed to characterize correlations between self-assessment data and course achievement (grades) and attitude toward physics (Colorado Learning Attitudes about Science Survey). The number of self-assessment tasks completed was found to correlate positively with some participatory grades as well as exam scores, suggesting it might reflect general motivation or preparation. The self-assessment scores were found to correlate with exam score attitudinal expert-alignment (pre, post, and change), suggesting consistency as a measure of self-efficacy and more expert-like attitudes at the start and end of the course.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {MacDonagh, Aidan},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, formative, Surveys, Correlation, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, achievement, blended learning, CLASS, introductory physics, large enrollment, Linear regression, Particle measurements, self-assessment},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/FRE4JFSF/10305720.html:text/html},
}

@inproceedings{tomasik_strategies_2023,
	title = {Strategies for {Designing} {Cognitively} {Demanding} {Assessments} {Within} {Math} and {Physics} {MOOCs}},
	url = {https://ieeexplore.ieee.org/document/10306123},
	doi = {10.1109/LWMOOCS58322.2023.10306123},
	abstract = {We discuss the structure of our MOOCs to support the development of complex problem solving skills and describe how we utilize automatically-graded assessments and other modalities to support learning. We also explore how students interact with these course components and how there is a tendency to avoid the more cognitively challenging problems that require the learner to construct a formula, drawing, or draw inferences from outside knowledge or material.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Tomasik, Michelle and MacDonagh, Aidan and French, Jennifer},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Cognition, assessment design, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC engagement, Physics, Problem-solving},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/4VVKIAZT/10306123.html:text/html},
}

@inproceedings{zabala_post-pandemic_2023,
	title = {Post-pandemic use of {edX} {MOOCs} by the {Universitat} {Politécnica} de {Valéncia} {Community}},
	url = {https://ieeexplore.ieee.org/document/10305902},
	doi = {10.1109/LWMOOCS58322.2023.10305902},
	abstract = {During the COVID-19 lockdown in 2020, edX launched the Remote Access Program (RAP) initiative in collaboration with its partners. The initiative aimed to provide free certificates for Massive Open Online Courses (MOOCs) to partner communities. The Universitat Politécnica de Valéncia (UPV) actively participated in this initiative by distributing course coupons to its members through a web-based platform. The success of the initiative led UPV to implement a follow-up initiative in October 2020, utilizing the same distribution mechanism as the RAP initiative. UPV also joined edX's Open Campus Essentials (OCE) initiative, which offers free certificates for various courses from different institutions. Between November 2020 and May 2023, UPV distributed 6,335 coupons for UPV courses to 2,742 users, resulting in 1,674 certificates obtained. Additionally, 3,570 UPV users requested OCE licenses, with 2,361 actively enrolling in 6,173 courses and obtaining 1,912 certificates. UPV students also pursued optional university credits for 613 MOOC certificates, accumulating a total of 16,737 credit-hours. Furthermore, the university's staff training department utilized MOOCs for additional training courses, certifying them through department-organized examinations. These findings indicate that the UPV community has maintained its interest in MOOCs beyond the lockdown period. This success emphasizes their significance as a strategic investment. The most sought-after subjects among the UPV community revolved around job-specific skills such as Excel, project management, and programming. Completion rates for the courses ranged from 26\% to 31\%. Overall, MOOCs have had a substantial impact on the UPV community and have proven to be valuable resources for both academic and professional purposes.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Zabala, Ignacio Despujol and Ribalta, Carlos Turró and Mataix, Jaime Busquets},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Training, University, COVID-19, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, Collaboration, Licenses, Project management, use case},
	pages = {1--6},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/B93SQZAJ/10305902.html:text/html},
}

@inproceedings{pariafsai_competencies_2023,
	title = {Competencies {Critical} to {Create} and {Implement} {Construction} {Projects}' {Health} and {Safety} {Plan}: {Perception} of the {Global} {Academia}},
	shorttitle = {Competencies {Critical} to {Create} and {Implement} {Construction} {Projects}' {Health} and {Safety} {Plan}},
	url = {https://ieeexplore.ieee.org/document/10306002},
	doi = {10.1109/LWMOOCS58322.2023.10306002},
	abstract = {The construction industry plays a significant role in the global and national economies, employing around seven percent of the global workforce and accounting for about thirteen percent of the global gross domestic product. The construction industry is a pivotal contributor to the U.S. economy and significantly impacts the lives of a considerable segment of the population. Despite its importance, the construction industry faces various challenges, such as declining productivity, workplace safety, and work disputes. The human element, particularly construction project managers, is critical to resolving many of these long-standing problems. To identify training gaps and link qualified construction project managers with relevant projects, it is necessary to understand the competencies required for construction project managers. Through a study, we identified 21 skills necessary for construction project managers and revealed essential knowledge areas and personality characteristics critical to each skill. A survey including 20 demographic and 672 ranking questions was developed to explore the global construction academics’ perception of the importance of each recognized knowledge area/personality characteristic to each identified skill. Using a popular web-based survey tool, Qualtrics, the authors proposed an innovative design framework for dividing the lengthy questionnaire to present 21 ranking questions to each participant randomly and evenly. Each participant ranked the importance of two universal knowledge areas, two domain-specific knowledge areas, and three personality characteristics to three skills. Next, the data collected from 2,016 professors, post-docs, and students worldwide, were analyzed to identify the importance of each knowledge area/personality characteristic to each skill. This paper identifies the importance of each knowledge area/personality characteristic to the ability to create and implement a construction project health and safety plan. The findings of this study can assist the construction academia and industry in directing their efforts toward key competency development areas, scaffolding courses and planning curricula, and catering training and professional development to the real needs of the worldwide workforce.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Pariafsai, Fatemeh and Dixit, Manish Kumar and Pariafsai, Sadjad and Caffey, Stephen Mark and Escamilla, Edelmiro F. and Fields, Sherecce},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Training, Surveys, \#4:Konferenz-Paper:MOOC, skills, Refining, Project management, Construction industry, construction project management competencies, domain-specific knowledge areas, Health and safety, personality characteristics, Productivity, Recruitment, Risk management, Sociology, universal knowledge areas},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/PCPR9H23/10306002.html:text/html},
}

@inproceedings{hoic-bozic_experiences_2023,
	title = {Experiences {With} the {Integration} of {MOOCs} {Into} {Online} {Courses} {Through} {E}-tivity},
	url = {https://ieeexplore.ieee.org/document/10305968},
	doi = {10.1109/LWMOOCS58322.2023.10305968},
	abstract = {MOOCs have many benefits for higher education, which is why many universities are incorporating them into their curricula. The University of Rijeka, Croatia, has joined the Coursera for Campus program to provide students and teachers with the opportunity to gain skills, competencies, and certificates for completed courses. There are several models of how a MOOC can be integrated into an online or hybrid course. This paper proposes the integration of MOOCs into online courses through an e-tivity approach, that requires students to collaborate in an online environment to complete a specific task and achieve learning outcomes. A didactic model for the course “E-Learning for Education and Business” is presented that uses MOOC courses in the context of e-tivity. To become familiar with MOOCs and prepare to design their own courses, students first enroll in a Coursera course, keep an individual learning diary of their participation, and are then expected to collaborate on course analysis. Evaluation of the model has shown that students are positive about this approach. The e-activity involving MOOCs was found to be interesting, and useful for creating their own online courses. This e-activity also encouraged students to enroll in a Coursera course and learn about the possibilities of MOOC courses, which they found useful for their studies and future work.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Hoić-Božić, Nataša and Dlab, Martina Holenko},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Education, Context modeling, Task analysis, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, online course, Business, Coursera, e-tivity},
	pages = {1--5},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/K9T7WMD9/10305968.html:text/html},
}

@inproceedings{liu_crowdlearn_2023,
	title = {{CrowdLearn}: {Open} {Sourcing} {Learner} {Feedback} to {Enable} {Open}-{Ended} {Assessments} in {MOOCs}},
	shorttitle = {{CrowdLearn}},
	url = {https://ieeexplore.ieee.org/document/10306150},
	doi = {10.1109/LWMOOCS58322.2023.10306150},
	abstract = {Open-ended assessments are crucial for robust learning especially common in upper-level university disciplines. This paper describes the iterative development of the CrowdLearn tool to enable open-ended, interactive formative and summative assessments in massive open online courses (MOOCs). The tool crowdsources learner feedback to enable assessments such as case studies, essays, and project reports. By giving learners the opportunity to discuss submissions and feedback from all other learners, the tool enables learners to learn from each other. This tool has now been implemented in eight courses hosted on the edX platform that span science, engineering, and social science.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Liu, John and de Kok, Ewoud},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Iterative methods, MOOCs, collaborative learning, crowdsource feedback, open-ended assessment, scalable, Social sciences},
	pages = {1--7},
	file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/5GYMAJTG/10306150.html:text/html},
}

@book{harwardt_lernen_2023,
	address = {Wiesbaden},
	title = {Lernen im {Zeitalter} der {Digitalisierung}: {Einblicke} und {Handlungsempfehlungen} für die neue {Arbeitswelt}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	shorttitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8},
	language = {de-DE},
	urldate = {2023-01-07},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, FernUni-Hagen:MABM:Master-Arbeit, \#9:Buch:digital:lernen},
	file = {Harwardt et al. - 2023 - Lernen im Zeitalter der Digitalisierung Einblicke.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KRUG3IE8/Harwardt et al. - 2023 - Lernen im Zeitalter der Digitalisierung Einblicke.pdf:application/pdf},
}

@book{fuhrer_relativitat_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	isbn = {978-3-946552-91-8},
	shorttitle = {Relativität und {Normativität} von {Beurteilungen}},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Der Sammelband "Relativität und Normativität von Beurteilungen" aus dem Jahr 2023 befasst sich mit der anhaltenden Debatte um Notengebung in Schulen und deren Überwindung zugunsten alternativer Beurteilungsmethoden​​. Es wird anerkannt, dass die Frage der demokratischen Schulentwicklung eng mit der Herausforderung verbunden ist, moderne, diversitätssensible Beurteilungsformen zu entwickeln​​. Der Fokus liegt dabei auf kontextsensiblen Lösungen, die auf der Professionalität der Lehrkräfte und der kommunikativen Einbeziehung der Lernenden basieren​​.

Eine zentrale Einsicht ist die Notwendigkeit, summativ konstruierte Leistungsnachweise durch formative Leistungsrückmeldungen und -beurteilungen zu ersetzen. Diese sollten den Lernprozess in den Mittelpunkt stellen und sowohl die Lehrkräfte als auch die Lernenden einbeziehen​​. Praktische Beispiele für solche Ansätze finden sich bei Bewerberschulen für den Deutschen Schulpreis, wo Leistungsrückmeldungen und eine differenzierte Normorientierung eine große Rolle spielen​​.

In ganz Deutschland werden Veränderungen und Neuerungen in Bezug auf alternative Leistungsbeurteilungssysteme beobachtet. Länderspezifische Orientierungsrahmen und gesetzliche Regelungen bieten Spielraum für formative Beurteilungen und kompetenzausweisende Instrumente und Verfahren​​. Trotz wissenschaftlich begründeter Erwartungen zur Erneuerung behält die traditionelle Notengebung ihre Stellung und wird nicht grundsätzlich revidiert​​. Die Gründe für die Beharrungskraft der Notengebung und ihrer Mängel sind vielfach in der Fachliteratur diskutiert worden​​.

Es wird anerkannt, dass traditionelle Prüfungsformen, die auf statischem Wissen basieren, kaum geeignet sind, um valide Aussagen über Bildungsübergänge zu treffen oder auf eine moderne Arbeitswelt vorzubereiten​​. Die „Zukunftsagenda 2030“ der Vereinten Nationen, die sich auf globale Ziele für eine bessere Zukunft konzentriert, gilt als Leitlinie für Bildungs-, Lern- und Leistungskonzepte in einer globalisierten und digitalisierten Welt​​.

Zusammenfassend beleuchtet der Sammelband die Notwendigkeit einer Reform des Bewertungssystems in Schulen, um modernen Anforderungen gerecht zu werden und eine demokratische, inklusive und an den individuellen Lernprozessen orientierte Bildung zu fördern.},
	language = {de-DE},
	urldate = {2024-01-21},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Führer et al. - 2023 - Relativität und Normativität von Beurteilungen Fa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MCX3F9VS/Führer et al. - 2023 - Relativität und Normativität von Beurteilungen Fa.pdf:application/pdf},
}

@incollection{fuhrer_zugange_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Zugänge zu einer zeitgemäßen {Prüfungskultur}},
	isbn = {978-3-946552-91-8},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Philippe Wampfler und Christian Albrecht diskutieren in ihrem Beitrag "Zugänge zu einer zeitgemäßen Prüfungskultur" die Notwendigkeit einer Reform der Prüfungs- und Bewertungskultur im Bildungsbereich, insbesondere im Kontext der digitalen Transformation der Gesellschaft.

Einleitung: Sie argumentieren, dass Bildung im 21. Jahrhundert junge Menschen dazu befähigen sollte, die Gesellschaft aktiv mitzugestalten. Die etablierte Prüfungskultur wird als statisch kritisiert, da sie hauptsächlich der gesellschaftlichen Allokation dient und nicht den dynamischen, kollektiven Lernprozessen entspricht.
Herausforderungen der Prüfungskultur:
Trennung von Lernen und Leisten: Summative Prüfungen, die Leistungen in isolierten Situationen messen, werden kritisiert, da sie viele Aspekte realer Lernprozesse ausblenden.
Eigenständigkeit der Leistung: Die Prüfungskultur spiegelt nicht die Lernwirklichkeit einer vernetzten und digital geprägten Gesellschaft wider, in der Leistung in einem sozialen, interaktiven Prozess erbracht wird.
Normen und Vergleiche: Die gegenwärtige Praxis der Leistungsbeurteilung orientiert sich an standardisierten Bewertungen, was problematisch für formative Feedbackprozesse ist.
Allokation: Die Verwendung von Prüfungsergebnissen für Allokationsprozesse wird als schädlich angesehen, da sie die Unterstützung von Lernenden bei ihrem Lernprozess behindert.
Objektivität und Messung: Die Autoren kritisieren, dass konventionelle Prüfungen im besten Fall nur zeigen, wie gut Schüler*innen vorgegebene Aufgaben lösen können, und keine tauglichen Mittel sind, um Rückschlüsse auf Lernprozesse zu ziehen.
Lösungsansätze:
Die Vision einer zeitgemäßen Prüfungskultur beinhaltet vielfältige formative Rückmeldungen und eine Wertschätzung für die Leistungen der Lernenden.
Individuelle Formen der Bewertung könnten implementiert werden, bei denen Lernende Kriterien mitbestimmen und Rückmeldungen erhalten, die ihren Lernprozess unterstützen.
Projekte und Portfolios als Ersatz für traditionelle Prüfungen, die Stärken und Engagement von Schüler*innen in den Mittelpunkt stellen.
Diese Ansätze erfordern jedoch auch eine Entlastung der Lehrkräfte von traditionellen Korrekturaufgaben und sollten eine attraktive Alternative zu bestehenden Prüfungsformen bieten.
Die Autoren betonen die Notwendigkeit, die etablierte Prüfungskultur zu überdenken, um sie an die Bedürfnisse einer modernen, vernetzten und digitalisierten Gesellschaft anzupassen.},
	language = {de-DE},
	urldate = {2024-01-21},
	booktitle = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	author = {Wampfler, Philippe and Albrecht, Christian},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {45--52},
}

@incollection{fuhrer_einleitung_2023,
	address = {Tübingen},
	series = {Schriftenreihe 2 der {Tübingen} {School} of {Education}},
	title = {Einleitung: {Relativität} und {Normativität} von {Beurteilungen}},
	isbn = {978-3-946552-91-8},
	url = {https://publikationen.uni-tuebingen.de/xmlui/bitstream/handle/10900/144580/Relativität%20und%20Normativität%20von%20Beurteilungen.pdf?sequence=1&isAllowed=y},
	abstract = {Die Einleitung des Werkes "Relativität und Normativität von Beurteilungen" thematisiert die Auswirkungen der digitalen Transformation auf Rollen- und Berufsbilder und deren Einfluss auf Vorstellungen von Zusammenarbeit und Lernen. Es wird betont, dass Bildung im 21. Jahrhundert junge Menschen dazu ermächtigen sollte, die Gesellschaft aktiv mitzugestalten. Eine Bildung, die sich primär an Zertifikaten und Wissensvermittlung orientiert, wird kritisiert, da sie nicht in der Lage ist, diese Funktion zu erfüllen. Die bestehende Prüfungs- und Bewertungskultur wird als statisch beschrieben und dient hauptsächlich der gesellschaftlichen Allokation, was dazu führt, dass Lernende isoliert werden​​.

Lernen wird als ein dynamischer und kollektiver Prozess verstanden. Die dominante Rolle von Prüfungen in Schulen und der damit verbundene Druck, Prüfungen erfolgreich zu bestehen, erfordern einen Wandel der Prüfungskultur. Dieser Wandel ist eine Voraussetzung für die Etablierung einer Lernkultur, die junge Menschen befähigt, aktuelle und zukünftige gesellschaftliche, wirtschaftliche und ökologische Herausforderungen zu bewältigen​​.

Das Institut für zeitgemäße Prüfungskultur hat Merkmale einer Prüfungs- und Bewertungskultur festgehalten, die Bildungsprozesse initiieren und unterstützen. Ein zentrales Element ist die aktive Einbeziehung von Schülerinnen und Schülern in die Leistungsbeurteilung, indem sie über Kriterien und Lernprozesse nachdenken und ihre eigene Arbeit selbst beurteilen. Dadurch gewinnen sie ein Verständnis für den Sinn ihres Lernens und erleben, wie Rückmeldungen ihre Lernprozesse verbessern können. Dies geschieht in der Regel in kooperativen Lernumgebungen​​.

Ein herausforderndes Element in der Etablierung einer zeitgemäßen Prüfungskultur ist die Trennung von Lernen und Leistung. Konzeptionell wird kritisiert, dass summative Prüfungen viele Eigenschaften realer Lernprozesse ausblenden, da sie das Lernen von der Leistung bzw. Lernaufgaben von Leistungsaufgaben trennen​​.

Die Autoren der Einleitung, Philippe Wampfler und Christian Albrecht, betonen die Bedeutung dieser Themen für die moderne Bildung​​.},
	language = {de-DE},
	urldate = {2024-01-21},
	booktitle = {Relativität und {Normativität} von {Beurteilungen}: {Fachübergreifende} und fachspezifische {Analysen}},
	author = {Führer, Carolin},
	editor = {Führer, Carolin and Magirius, Marco and Bohl, Thorsten and Grewe, Bernd-Stefan and Polleichtner, Wolfgang and Ulfat, Fahimah},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {9--12},
}

@article{e-teachingorg_hybride_2023,
	title = {Hybride {Lernräume} gestalten},
	abstract = {Die zunehmende Digitalisierung von Studium und Lehre stellt Hochschulen vor neue Herausforderungen. Viele Aktivitäten, die vorher an den Ort des Campus gebunden waren, sind nun auch zu Hause oder unterwegs möglich. Dies sorgt für mehr Flexibilität und selbstorganisiertes Lernen im Studium. Gleichzeitig gewinnen auf dem Campus die Partizipation und gemeinsame Wissenskonstruktion, z.B. im Rahmen kollaborativer Projektarbeit, zunehmend an Bedeutung. Die Perspektive des hybriden Lernraums betont dabei das Auflösen bekannter Dichotomien wie etwa physisch-virtuell, online-offline oder angeleitet-selbstgesteuert. Das Lernen geschieht nicht auf die eine oder andere Weise, sondern oft in vielfältigen Varianten gleichzeitig. Dieser Beitrag gibt eine Übersicht über die Bedeutung von Räumen auf dem Campus und geht auf verschiedene Definitionen hybrider Lehre und hybrider Lernräume ein. Zur Gestaltung hybrider Lernräume werden Designansätze vorgestellt.},
	language = {de-DE},
	journal = {Stiftung Medien in der Bildung (SbR) {\textbar} Leibniz-Institut für Wissensmedien},
	author = {Kohls, Christian and Dubbert, Dennis},
	editor = {{e-teaching.org}},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FH},
	file = {Kohls und Dubbert - 2023 - Hybride Lernräume gestalten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NP77GFFK/Kohls und Dubbert - 2023 - Hybride Lernräume gestalten.pdf:application/pdf},
}

@article{moser_beeinflusst_2023,
	title = {Beeinflusst der {Vorwissensstand} die {Interaktionsdynamik} und den {Lernerfolg} im digitalen problemorientierten {Lernen}? {Eine} {Pilotstudie}},
	volume = {40},
	number = {6},
	journal = {GMS Journal for Medical Education},
	author = {Möser, Martin and Hermkes, Rico and Filmann, Natalie and Harsch, Seon-Yee and Rüttermann, Stefan and Gerhard-Szép, Susanne},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Bildungstheorien, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {11--21},
	file = {Möser et al. - 2023 - Beeinflusst der Vorwissensstand die Interaktionsdy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EEP6749E/Möser et al. - 2023 - Beeinflusst der Vorwissensstand die Interaktionsdy.pdf:application/pdf},
}

@article{mulders_digitale_2023,
	series = {Immersives {Lehren} und {Lernen} mit {Augmented} und {Virtual} {Reality} – {Teil} 2.},
	title = {Digitale pädagogische {Inhaltskompetenzen} gestalterisch aufbauen mit {Augmented} und {Virtual} {Reality}: {Eine} {Pilotstudie} mit angehenden {Primarlehrpersonen} anhand des {DPACKModells}},
	issn = {1424-3636, 1424-3636},
	abstract = {Viele medienpädagogische Studien zu Augmented Reality (AR) und Virtual Reality (VR) beziehen sich auf den Einsatz von entsprechenden Anwendungen und Hilfsmitteln im Unterricht. Über die Gestaltung eigener Inhalte für AR und VR, insbesondere im Lehramtsstudium, ist in diesem Zusammenhang wenig veröffentlicht worden. In diesem Beitrag werden im Sinne einer explorativen Pilotierung Hinweise dafür gesucht, dass der gestalterische Umgang mit AR und VR digitale pädagogische Inhaltskompetenzen in Bezug auf diese Technologien fördern kann. Hierfür wurden 13 Lehramtsstudierende des Studiengangs Kindergarten und Primar der Pädagogischen Hochschule St. Gallen befragt. Sie nahmen an einem Modul in der Schnittstelle von Gestaltung und Informatik Teil, in dem neben AR und VR weitere digitale Gestaltungsformen erprobt wurden. Die Onlinebefragung basierte auf dem DPACK-Modell von Döbeli-Honegger (2021), einer Weiterentwicklung des TPACK-Modells (Koehler und Mishra 2009) um die drei Perspektiven der Dagstuhl-Erklärung (Gesellschaft für Informatik – GI 2016): die anwendungsbezogene, die gesellschaftlich-kulturelle und die technologische Perspektive. Neben diversen methodischen Verbesserungspotenzialen für Folgestudien konnten Hinweise dafür gefunden werden, dass die gestalterische Auseinandersetzung mit AR und VR ein interesseweckender Zugang sein kann, der eine bewusste Haltung zu diesen Technologien fördert. Dies müsste jedoch in weiteren Studien mit angepasstem Design untersucht werden.},
	language = {de-A},
	journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Zgraggen, Jérôme},
	editor = {Mulders, Miriam and Buchner, Josef and Dengel, Andreas and Zender, Raphael},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, Bildung, Multimedia, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {170--190},
	file = {Zgraggen - 2023 - Digitale pädagogische Inhaltskompetenzen gestalter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SGTXAHQV/Zgraggen - 2023 - Digitale pädagogische Inhaltskompetenzen gestalter.pdf:application/pdf},
}

@article{autenrieth_ki-meta-modell_2023,
	title = {Das {KI}-{Meta}-{Modell}. {Handlungsleitende} {Strukturen} für den {Umgang} mit künstlicher {Intelligenz} im {Bildungsbereich}},
	volume = {3},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell 4.0 International},
	issn = {2748-2022},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=28646},
	doi = {10.25656/01:28646},
	abstract = {Während ihres gesamten Lebenszyklus, von der initialen Datensammlung über die Phasen der Modellierung bis hin zu ihrer weitreichenden Implementierung im täglichen Leben, ist künstliche Intelligenz (KI) fest in einem soziotechnologischen Kontext verankert. Dieser Kontext stellt sich nicht bloß als passiver Akteur dar, der sich bedingungslos den Anforderungen der KI unterwirft. Stattdessen prägen Data Scientists, Bürger*innen, Wirtschaftsunternehmen, Bildungseinrichtungen, staatliche Institutionen sowie NGOs durch ihre spezifischen Rollen und Kompetenzen die Modalitäten, wie und in welchem Maße KI realisiert und angewendet wird. Die Evolution künstlicher Intelligenz findet dabei nicht außerhalb eines rechtlichen Rahmens statt. Gesetzliche, ökonomische und soziale Konstrukte definieren einen normativen gesellschaftlichen Rahmen, innerhalb dessen KI operiert. Die Ausformung dieses Rahmens und die resultierenden Implikationen für die technologische Fortentwicklung sind handlungsleitend für diesen Beitrag.},
	language = {de-DE},
	number = {2},
	urldate = {2024-02-10},
	journal = {tedu technik - education: Fachzeitschrift für Unterrichtspraxis und Unterrichtsforschung im allgemeinbildenden Technikunterricht},
	author = {Autenrieth, Daniel and Nickel, Stefanie},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}},
	year = {2023},
	note = {Publisher: Pädagogische Hochschule Schwäbisch Gmünd : Schwäbisch Gmünd},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Deutschland, Germany, Promotion:FU4b, Educational Environment, Learning environment, On line, Male student, Student, Gesellschaft, Society, Handlung, Education, Interdisciplinarity, Interdisziplinarität, Modell, Artificial intelligence, Künstliche Intelligenz, Lernumgebung, Beispiel, Baden-Württemberg, \#3:Zeitschriftenartikel:online:Lernumgebung, Diaries, Tagebuch, Online courses, Online-Kurs, Erziehung, Schul- und Bildungswesen, Kurzfilm, Schwäbisch Gmünd, Schwaebisch Gmuend},
	pages = {14--20},
	file = {Autenrieth und Nickel - 2023 - Das KI-Meta-Modell. Handlungsleitende Strukturen f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3XUHY565/Autenrieth und Nickel - 2023 - Das KI-Meta-Modell. Handlungsleitende Strukturen f.pdf:application/pdf},
}

@article{osten_sind_2023,
	title = {Sind {Live}-{Vorlesungen} ein {Auslaufmodell}? {Eine} {Umfrage} zum {Einfluss} synchroner {Online}- {Vorlesungen} auf die {Wahrnehmung} der {Lehre} und die {Prüfungsergebnisse}},
	volume = {40},
	issn = {2366-5017},
	number = {4},
	journal = {GMS Journal for Medical Education},
	author = {Osten, Jannik and Behrens, Victoria and Behrens, Sadie and Herrler, Andreas and Clarner, Tim},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Learning Management System (LMS), Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Krisenreaktion im Bildungsbereich, Wissenschaft},
	pages = {10--18},
	file = {Osten et al. - 2023 - Sind Live-Vorlesungen einAuslaufmodell EineUmfrag.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V22NKU8J/Osten et al. - 2023 - Sind Live-Vorlesungen einAuslaufmodell EineUmfrag.pdf:application/pdf},
}

@article{handley_evaluating_2023,
	title = {Evaluating the use of virtual crime scenes to support student understanding of crime scene investigation},
	volume = {14},
	issn = {2051-3593},
	abstract = {This project aimed to explore the implementation of a virtual crime scene using the interactive visual platform ThingLink, to support student learning of crime scene investigation. This was necessary to facilitate learning during the national lockdown and subsequent restrictions imposed due to Covid-19. A Level 6 undergraduate Forensic Science module was evaluated, covering two academic years to enable comparison between in-situ based teaching methods and a virtual crime scene replacement. Evaluation of the overall grades found no difference in student performance when year on year assessment grades were analysed. Furthermore, an end of year survey found that whilst the majority of comments regarding ThingLink were positive; finding it easy to navigate and enjoyable, students indicated a strong preference towards solely face-to-face learning for the future and identifying as hands-on learners, preferring to use both observation and personal experience. However, it should be noted that the response rate to the survey was only 19\% and this could be reflective of the general trends in student engagement during the pandemic. Further analysis of student engagement remains an area to be more fully explored. Future applications of technology such as ThingLink could still prove beneficial to support a blended style, a deeper learning experience and a more inclusive curriculum though further research exploring the effects on inclusivity and this blended approach should be evaluated now that the pandemic restrictions have been lifted.},
	language = {en-GB},
	journal = {The journal of academic development and education (JADE)},
	author = {Handley, Georgina},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning},
	pages = {1--12},
	file = {Handley - Evaluating the use of virtual crime scenes to supp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/23PS4AZQ/Handley - Evaluating the use of virtual crime scenes to supp.pdf:application/pdf},
}

@inproceedings{sofyan_expanding_2023,
	title = {Expanding {Learning} {Analytics} in {MOOCs} to {Track} {Learners}' {Engagement} with {Interactive} {Content}},
	url = {https://ieeexplore.ieee.org/document/10306066},
	doi = {10.1109/LWMOOCS58322.2023.10306066},
	abstract = {Delivering content in a course on the Massive Open Online Courses (MOOCs) platform is becoming more interactive as technology evolves, especially with the availability of various tools that can be integrated into the platform. However, learners' interactions with interactive content in MOOCs are frequently overlooked and under-analyzed. This is a missed opportunity, as numerous aspects can be investigated to provide insights into the course's growth and success based on the interactive content. To address this issue, a Learning Record Store (LRS) was created as an extension of the existing Learning Analytics in MOOCs. The LRS is designed for instructors and allows them to collect, store, and analyze learner activity data within interactive content. This information can be used to monitor learners' progress, identify areas for improvement, and tailor learning experiences. The design process, concept, and objectives of the LRS system development are presented in this work. The LRS system was evaluated to test its effectiveness in capturing learner activity and providing insights into the use of interactive content. The results showed that the LRS successfully recognized the benefits of using interactive content early on and evaluated the extent to which instructors used different interactive content for different course use cases.},
	urldate = {2024-06-19},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	author = {Sofyan, Zuhra and Staubitz, Thomas and Meinel, Christoph},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Leraning:Analytics, Learning Analytics, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, Interactive Content, Learning Record Store, Linear systems, Monitoring},
	pages = {1--6},
}

@article{junge_anfange_2023,
	title = {Anfänge von {Learning} {Analytics} in einem {Blended}-{Learning}-{Curriculum} für {Allgemeinmedizin} an der {Universität} des {Saarlandes} –ein quantitativer Überblick},
	volume = {40},
	number = {6},
	journal = {GMS Journal for Medical Education},
	author = {Junge, Helene and Schuster, Kerstin and Salzmann, Aline and Volz-Willems, Sara and Jäger, Johannes and Dupont, Fabian},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Argumentation, Leraning:Analytics, \#8:Zeitschriftenartikel:blended:learning},
	pages = {10--19},
	file = {zma001653.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XPQ6QAJF/Junge et al. - 2023 - Anfänge von Learning Analytics in einem Blended-Learning-Curriculum für Allgemeinmedizin an der Univ.pdf:application/pdf},
}

@article{ghosh_examining_2023,
	title = {Examining online learning platform characteristics and employee engagement relationship during {Covid}-19},
	volume = {53},
	copyright = {https://www.emerald.com/insight/site-policies},
	issn = {2059-5891, 2059-5891},
	url = {https://www.emerald.com/insight/content/doi/10.1108/VJIKMS-05-2022-0154/full/html},
	doi = {10.1108/VJIKMS-05-2022-0154},
	abstract = {Purpose – As work-from-home policies were being implemented during Covid-19, organizations have been migrating their learning and development programs to digital platforms. This study aims to understand the role of employees’ perceptions about four key attributes of online learning platforms (OLPs), namely, online environment, ease of use, online content (OC) and online engagement anchors in their levels of work engagement (WE). Further, it also investigates how the personality attributes of the employees and ﬁnancial incentives for online learning inﬂuence this relationship.},
	language = {en-GB},
	number = {2},
	urldate = {2024-07-08},
	journal = {VINE Journal of Information and Knowledge Management Systems},
	author = {Ghosh, Vinit and Bharadwaja, Manaswita and Mukherjee, Hory},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU3},
	pages = {335--357},
	file = {Ghosh et al. - 2023 - Examining online learning platform characteristics.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KFKFPS8C/Ghosh et al. - 2023 - Examining online learning platform characteristics.pdf:application/pdf},
}

@article{khaldi_gamification_2023,
	title = {Gamification of e-learning in higher education: a systematic literature review},
	volume = {10},
	issn = {2196-7091},
	shorttitle = {Gamification of e-learning in higher education},
	url = {https://slejournal.springeropen.com/articles/10.1186/s40561-023-00227-z},
	doi = {10.1186/s40561-023-00227-z},
	abstract = {In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-08},
	journal = {Smart Learning Environments},
	author = {Khaldi, Amina and Bouzidi, Rokia and Nader, Fahima},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#5:Zeitschriftenartikel:e-learning},
	pages = {10},
	file = {Khaldi et al. - 2023 - Gamification of e-learning in higher education a .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PUGE4S4E/Khaldi et al. - 2023 - Gamification of e-learning in higher education a .pdf:application/pdf},
}

@article{khanduri_revolutionizing_2023,
	title = {Revolutionizing {Learning}: {An} {Exploratory} {Study} on {The} {Impact} of {Technology}-{Enhanced} {Learning} {Using} {Digital} {Learning} {Platforms} and {AI} {Tools} on {The} {Study} {Habits} of {University} {Students} {Through} {Focus} {Group} {Discussions}},
	volume = {4},
	issn = {25827421},
	shorttitle = {Revolutionizing {Learning}},
	url = {https://ijrpr.com/uploads/V4ISSUE6/IJRPR14105.pdf},
	doi = {10.55248/gengpi.4.623.44407},
	language = {en-GB},
	number = {6},
	urldate = {2024-07-08},
	journal = {International Journal of Research Publication and Reviews},
	author = {Khanduri, Varunni and Teotia, Dr. Anu},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Krisenreaktion im Bildungsbereich, \#2:Zeitschriftenartikel:online:Lernplattform},
	pages = {663--672},
	file = {Khanduri und Teotia - 2023 - Revolutionizing Learning An Exploratory Study on .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A6PFA5DJ/Khanduri und Teotia - 2023 - Revolutionizing Learning An Exploratory Study on .pdf:application/pdf},
}

@article{xu_improved_2023,
	title = {An {Improved} {Computational} {Solution} for {Cloud}-{Enabled} {E}-{Learning} {Platforms} {Using} a {Deep} {Learning} {Technique}:},
	volume = {19},
	copyright = {http://creativecommons.org/licenses/by/3.0/deed.en\_US},
	issn = {1548-3673, 1548-3681},
	shorttitle = {An {Improved} {Computational} {Solution} for {Cloud}-{Enabled} {E}-{Learning} {Platforms} {Using} a {Deep} {Learning} {Technique}},
	url = {https://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJeC.316664},
	doi = {10.4018/IJeC.316664},
	abstract = {The sharable e-learning platform can be presented as a useful learning environment for students on the cloud computing infrastructure. Virtual classrooms are momentarily taking the place of conventional ones, which means that e-learning is becoming more popular. There are currently no strategies for estimating how much cloud resources will be used. Because of this, students can access learning objects without deciding to follow a different learning management system (LMS). The proposed deep learning-based e-learning platform (DL-E-LP) can enable separate LMS embedded in multiple e-learning standards to share the learning objects. Using a smart learning system, teachers can keep track of their students’ progress more easily. The convolutional neural network has been used to develop face recognition and monitor students’ knowledge learning level in deep learning. The use of modern technologies and smart classrooms makes learning easier for all students. The proposed paradigm is both efficient and productive through experimentation.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-08},
	journal = {International Journal of e-Collaboration},
	author = {Xu, Wenyi},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU3},
	pages = {1--19},
	file = {Xu - 2023 - An Improved Computational Solution for Cloud-Enabl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XTWAEAWN/Xu - 2023 - An Improved Computational Solution for Cloud-Enabl.pdf:application/pdf},
}

@incollection{mrohs_durch_2023,
	address = {Wiesbaden},
	title = {Durch {Communities} of {Inquiry} eine digitale {Kultur} für den {Auf}- und {Ausbau} professioneller digitaler {Kompetenzen} schaffen: {Konzeption} und {Evaluation} eines {Online}-{Seminars} für {Grundschullehramtsstudierende}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Durch {Communities} of {Inquiry} eine digitale {Kultur} für den {Auf}- und {Ausbau} professioneller digitaler {Kompetenzen} schaffen},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_11},
	abstract = {Zusammenfassung
            
              Der Einsatz digitaler Medien im (Grundschul-)Unterricht ist von der Lehrkraft und ihren professionellen Kompetenzen abhängig, die bereits in der universitären Phase der Lehrer:innenbildung über geeignete E-Learning-Szenarien auf- und ausgebaut werden können und sollen. Im Beitrag wird als Good-Practice-Beispiel das Online-Seminar
              Kinder digital und forschend im Schriftspracherwerb begleiten
              für Grundschullehramtsstudierende vorgestellt. Die Konzeption orientiert sich am
              Community of Inquiry
              -Modell. Erste Evaluationsergebnisse mit 49 Grundschullehramtsstudierenden zur Entwicklung und Veränderung professioneller Kompetenzen im digitalen Schriftspracherwerb werden diskutiert.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Oetjen, Birte and Martschinke, Sabine and Jandl, Vanessa and Pfann, Kerstin and Truckenbrodt, Stefanie},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_11},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {163--183},
	file = {Oetjen et al. - 2023 - Durch Communities of Inquiry eine digitale Kultur .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PU8375IN/Oetjen et al. - 2023 - Durch Communities of Inquiry eine digitale Kultur .pdf:application/pdf},
}

@article{uberall_curriculum_2023,
	title = {Curriculum {Algesiologische} {Fachassistenz} - jetzt online auf der {E}-{Learning}-{Plattform} der {DGS}},
	volume = {39},
	issn = {2194-2536, 2364-1010},
	url = {https://www.springermedizin.de/doi/10.1007/s00940-023-4171-8},
	doi = {10/gr9s7r},
	language = {de-DE},
	number = {3},
	urldate = {2023-05-27},
	journal = {Schmerzmedizin},
	author = {Überall, Michael A. and Horlemann, Johannes},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {45--45},
	file = {A. Überall und Horlemann - 2023 - Curriculum Algesiologische Fachassistenz - jetzt o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RQQKMT58/A. Überall und Horlemann - 2023 - Curriculum Algesiologische Fachassistenz - jetzt o.pdf:application/pdf},
}

@inproceedings{trudzinski_erste_2023,
	title = {Erste {Erfahrungen} zum {Einsatz} eines {E}-learning {Angebotes} zur {Verbesserung} der {Weaning}-{Kompetenz} im {Rahmen} der {PRiVENT}-{Intervention}},
	volume = {77},
	copyright = {Georg Thieme Verlag Rüdigerstraße 14, 70469 Stuttgart, Germany},
	url = {http://www.thieme-connect.de/DOI/DOI?10.1055/s-0043-1761014},
	doi = {10.1055/s-0043-1761014},
	abstract = {Thieme E-Books \& E-Journals},
	language = {de-DE},
	urldate = {2023-03-19},
	booktitle = {Pneumologie},
	publisher = {Georg Thieme Verlag},
	author = {Trudzinski, F. and Schubert-Haack, J. and Neetz, B. and Tanck, K. and Iberl, G. and Müeller, M. and Kempa, A. and Neurohr, C. and Forstner, J. and Ghiani, A. and Andritschky, C. and Schneider, A. and Rheinhold, A. and Gehrig, P. and Szecsenyi, J. and Herth, F.},
	month = mar,
	year = {2023},
	note = {ISSN: 0934-8387, 1438-8790
Issue: S 01
Journal Abbreviation: Pneumologie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Promotion:FU6, \#5:Konferenz-Paper:e-learning},
	pages = {Po 274},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/7Z92H6D5/s-0043-1761014.html:text/html;Trudzinski et al. - 2023 - Erste Erfahrungen zum Einsatz eines E-learning Ang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCVVUA5E/Trudzinski et al. - 2023 - Erste Erfahrungen zum Einsatz eines E-learning Ang.pdf:application/pdf},
}

@article{leblanc_time_2023,
	title = {Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action},
	volume = {8},
	issn = {2504-284X},
	shorttitle = {Time and day},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1264868/full},
	doi = {10.3389/feduc.2023.1264868},
	abstract = {Objective: As changes to higher education following the rapid transition to online learning resulting from the COVID-19 pandemic impacted students and their perceptions of what is possible in scheduling their daily lives around school, this study investigates trends in student access to online asynchronous courses.
Methods: This study utilized course reports of student access from the learning management system for thirty-one sections of eleven different online asynchronous communication courses taught by ten different faculty members over the fall and spring semesters at a large research university in the southwestern United States. A total sample size of 1,201 students were involved in the study.
Results: Profile Analyses indicate clear curvilinear trends for time of day and day of the week in student course access. Repeated Measures ANOVA results indicate those trends vary significantly from a no effect condition, suggesting that students: (a) schedule their course activities around personal schedules, and (b) that time bound synchronous course may not work for them.
Conclusion: Recommendations for class management by instructors relating to student time poverty need regardless of teaching modality, and future directions for research on time poverty in higher education, are provided.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {LeBlanc, H. Paul},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:FU1},
	pages = {1264868},
	file = {LeBlanc - 2023 - Time and day trends in student access to online a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3DFM4EWT/LeBlanc - 2023 - Time and day trends in student access to online a.pdf:application/pdf},
}

@article{gicheru_identifying_2023,
	title = {Identifying the need to institutionalize digital equity among faculty: the experience of the {Kenya} {Medical} {Training} {College}},
	volume = {8},
	issn = {2504-284X},
	shorttitle = {Identifying the need to institutionalize digital equity among faculty},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1252842/full},
	doi = {10.3389/feduc.2023.1252842},
	abstract = {Background: The use of digital tools and applications in health professions education is increasing exponentially, however this has the potential to increase the digital inequities with the resulting effect of vulnerable groups facing an increased risk of digital exclusion. It is therefore important to approach digitalization with contextual determinants of the intended and unintended impact in mind. We present a perspective paper on digital equity, informed by lessons learnt at the Kenya Medical Training College (KMTC).
Methods: Using a case description methodology, we examined routine educational data collected from faculty at KMTC in November 2022. This included quantitative and qualitative data on access, ownership, utilization, confidence and skills to create, share, and exchange knowledge on the institution’s learning management system. We used these factors as the conceptual framework for understanding how faculty adopt digitalization in health professions education.
Results: 306 faculty responded to the survey (response rate 27.8\%) of whom 90.8 and 75.2\% had personal laptops at home and at work and 75.9\% had internet at work. 53.4\% (n  =  163) knew they had accounts created on the institution’s learning management system (LMS) majority of whom had basic skills and were able to perform skills such as logging in and accessing learning resources. However, a minority had advanced skills needed for teaching and learning in the LMS.
Conclusion: Medical education institutions in LMICs need to adopt programs to enhance digital literacy and monitoring of access, utilization and self-efficacy across all learner and faculty groups, to ensure that digital technologies reduce rather than exacerbate existing inequities.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {Gicheru, Wagaki and Mwangi, Nyawira},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:4, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {1252842},
	file = {Gicheru und Mwangi - 2023 - Identifying the need to institutionalize digital e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WASMMLSP/Gicheru und Mwangi - 2023 - Identifying the need to institutionalize digital e.pdf:application/pdf},
}

@article{misiejuk_changes_2023,
	title = {Changes in online course designs: {Before}, during, and after the pandemic},
	volume = {7},
	issn = {2504-284X},
	shorttitle = {Changes in online course designs},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2022.996006/full},
	doi = {10.3389/feduc.2022.996006},
	abstract = {The switch to emergency remote teaching during the COVID-19 pandemic became for many university instructors a necessity to familiarise themselves with the institution’s online learning management system (LMS). This switch to online teaching made learning activities, course design patterns, and pedagogical approaches more visible than during face-to-face teaching. Furthermore, the process of translating physical learning activities to the digital space was challenging and needed institutional and leadership support. This paper presents an analysis of the changes made to the learning designs of 102 courses in a university’s LMS before, during, and after the pandemic. Using descriptive statistics and Epistemic Network Analysis we used LMS data to explore the use of LMS features revealing not only the overall university trends, but also faculty differences. In addition, we compared the learning activities as described in course descriptions with the actual learning activities designed in the LMS. Our findings show that although the switch to emergency remote teaching forced many instructors to change the learning designs of their courses, some instructors reverted to their pre-pandemic learning designs after the pandemic, while other instructors did not change their learning design during the pandemic at all. In addition, we identified a positive trend of an increased use of activity features in the learning management system. Finally, we reflected on the importance of the university leadership supporting the digital transformation.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {Misiejuk, Kamila and Ness, Ingunn Johanne and Gray, Robert and Wasson, Barbara},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {996006},
	file = {Misiejuk et al. - 2023 - Changes in online course designs Before, during, .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GYDXVEB3/Misiejuk et al. - 2023 - Changes in online course designs Before, during, .pdf:application/pdf},
}

@article{bertolini_application_2023,
	title = {An application of {Bayesian} inference to examine student retention and attrition in the {STEM} classroom},
	volume = {8},
	issn = {2504-284X},
	url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1073829/full},
	doi = {10.3389/feduc.2023.1073829},
	abstract = {Introduction
              As artificial intelligence (AI) technology becomes more widespread in the classroom environment, educators have relied on data-driven machine learning (ML) techniques and statistical frameworks to derive insights into student performance patterns. Bayesian methodologies have emerged as a more intuitive approach to frequentist methods of inference since they link prior assumptions and data together to provide a quantitative distribution of final model parameter estimates. Despite their alignment with four recent ML assessment criteria developed in the educational literature, Bayesian methodologies have received considerably less attention by academic stakeholders prompting the need to empirically discern how these techniques can be used to provide actionable insights into student performance.
            
            
              Methods
              To identify the factors most indicative of student retention and attrition, we apply a Bayesian framework to comparatively examine the differential impact that the amalgamation of traditional and AI-driven predictors has on student performance in an undergraduate in-person science, technology, engineering, and mathematics (STEM) course.
            
            
              Results
              Interaction with the course learning management system (LMS) and performance on diagnostic concept inventory (CI) assessments provided the greatest insights into final course performance. Establishing informative prior values using historical classroom data did not always appreciably enhance model fit.
            
            
              Discussion
              We discuss how Bayesian methodologies are a more pragmatic and interpretable way of assessing student performance and are a promising tool for use in science education research and assessment.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Education},
	author = {Bertolini, Roberto and Finch, Stephen J. and Nehm, Ross H.},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {1073829},
	file = {Bertolini et al. - 2023 - An application of Bayesian inference to examine st.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YADXA5PG/Bertolini et al. - 2023 - An application of Bayesian inference to examine st.pdf:application/pdf},
}

@article{richards_challenges_2023,
	title = {Challenges and instructor strategies for transitioning to online learning during and after the {COVID}-19 pandemic: a review of literature},
	volume = {8},
	issn = {2297-900X},
	shorttitle = {Challenges and instructor strategies for transitioning to online learning during and after the {COVID}-19 pandemic},
	url = {https://www.frontiersin.org/articles/10.3389/fcomm.2023.1260421/full},
	doi = {10.3389/fcomm.2023.1260421},
	abstract = {The COVID-19 pandemic triggered an unprecedented shift to online learning, significantly impacting the higher education landscape. This paper examines the challenges faced by faculty and students during the rapid transition to online instruction and explores best practices for delivering effective online courses. The increased adoption of online learning created stress for faculty and resulted in academic setbacks for students. Although challenges are present strategies exist to help faculty create rich online learning environments. One important element is engagement, which looks at both student engagement with the material and with their classmates and faculty. In addition to working on student engagement the faculty were now in a position that required a new type of expertise to manage online interactions, which can be much different from their experiences in traditional classrooms. Insufficient time for proper course adaptation and limited knowledge of online teaching methods added to these challenges. Effective online delivery requires careful planning, utilization of advanced instructional technologies, and creating an immersive and interactive learning environment. Faculty must also adapt their teaching strategies to accommodate the unique challenges of online instruction. This review highlights the significance of a quality learning management system (LMS) as the backbone of online courses. An effective LMS facilitates course management, content delivery, and student interaction. Future considerations include providing comprehensive faculty support and training, promoting effective communication and collaboration among students, and incorporating interactive elements into online lessons. The following will provide lessons learned from the COVID-19 pandemic which will help faculty to improve their instructional competence and social presence in the online classroom.},
	language = {en-GB},
	urldate = {2024-06-28},
	journal = {Frontiers in Communication},
	author = {Richards, Keith and Thompson, Brittany Myles Wright},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU2b},
	pages = {1260421},
	file = {Richards und Thompson - 2023 - Challenges and instructor strategies for transitio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5LF4SB9K/Richards und Thompson - 2023 - Challenges and instructor strategies for transitio.pdf:application/pdf},
}

@incollection{suhl-strohmenger_digitale_2023,
	title = {Digitale {Lernangebote} schaffen – von der {Teaching} {Library} zum {E}-{Learning}-{Zentrum}},
	isbn = {978-3-11-079037-5},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-010/html},
	abstract = {Das Potenzial digitaler Informations- und Schulungsangebote, deren Ausgestaltung zum klassischen Aufgabenportfolio der Teaching Library gehört, hat sich im Zuge der Digitalisierung sowohl technisch als auch didaktisch stark ausdifferenziert. Darüber hinaus übernehmen Bibliotheken die Entwicklung und Betreuung zentraler Service-Strukturen für das digitale Lehren und Lernen an Hochschulen und entwickeln sich so zu E-Learning-Zentren weiter. Welche Chancen diese strategische Neuausrichtung für die Positionierung von Bibliotheken als Ganzes hat, wie sich dies auf die Gestaltung bereits bestehender Schulungsangebote auswirken kann und welcher sich wandelnde Kompetenzbedarf daraus hervorgeht, wird im Folgenden anhand eines praktischen Lehrbeispiels zur Vermittlung wissenschaftlicher Schreibkompetenz aufgezeigt.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Kundmüller-Bianchini, Susanne and Besgen, Eva},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-010},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {79--90},
	file = {Kundmüller-Bianchini und Besgen - 2023 - Digitale Lernangebote schaffen – von der Teaching .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZGA6W8GG/Kundmüller-Bianchini und Besgen - 2023 - Digitale Lernangebote schaffen – von der Teaching .pdf:application/pdf},
}

@inproceedings{zani_evaluierung_2023,
	title = {Evaluierung und {Akzeptanz} des {E}-{Learnings} seitens der {Assistenzärztinnen} und {Assistenzärzte} in der {Psychiatrie}},
	url = {https://www.researchgate.net/publication/373492490_Evaluierung_und_Akzeptanz_des_E-Learnings_seitens_der_Assistenzarzteinnen_in_der_Psychiatrie},
	language = {de-DE},
	urldate = {2025-07-17},
	author = {Zani, Davide and Schneeberger, Andres Ricardo and Franke, Irina and Gupta, Rahul},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU2b, \#5:Konferenz-Paper:e-learning},
	file = {Zani et al. - Evaluierung und Akzeptanz des E-Learnings seitens .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IRQH8WYP/Zani et al. - Evaluierung und Akzeptanz des E-Learnings seitens .pdf:application/pdf},
}

@incollection{frasson_language_2023,
	address = {Cham},
	title = {Language {Proficiency} {Enhanced} {Knowledge} {Tracing}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_1},
	abstract = {With an increasing interest in personalized learning, active research is being conducted on knowledge tracing to predict the learner’s knowledge state. Recently, studies have attempted to improve the performance of the knowledge tracing model by incorporating various types of side information. We propose a knowledge tracing method that utilizes the learner’s language proﬁciency as side information. Language proﬁciency is a key component of comprehending a question’s text and is known to be closely related to students’ academic performance. In this study, language proﬁciency was deﬁned with Elo rating score and time window features, and was used in the knowledge tracing task. The dataset used in this study contains 54,470 students and 7,619,040 interactions, which were collected from a real-world online-learning platform. We conducted a correlation analysis to determine whether the language proﬁciency information of students was related to their ability to solve math word problems. In addition, we examined the effect of incorporating the language proﬁciency information on the knowledge tracing models using various baseline models. The analysis revealed a high correlation between the length of word problems and students’ language proﬁciency. Furthermore, in experiments with various baseline models, utilizing the language proﬁciency information improved the knowledge tracing model’s performance. Finally, when language proﬁciency information was incorporated, the cold start problem of the knowledge tracing model was mitigated. The ﬁndings of this study can be used as a supplement for educational instruction.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Jung, Heeseok and Yoo, Jaesang and Yoon, Yohaan and Jang, Yeonju},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_1},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {3--15},
	file = {Jung et al. - 2023 - Language Proficiency Enhanced Knowledge Tracing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZHBWYLAX/Jung et al. - 2023 - Language Proficiency Enhanced Knowledge Tracing.pdf:application/pdf},
}

@incollection{frasson_towards_2023,
	address = {Cham},
	title = {Towards a {Chatbot}-{Based} {Learning} {Object} {Recommendation}: {A} {Comparative} {Experiment}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	shorttitle = {Towards a {Chatbot}-{Based} {Learning} {Object} {Recommendation}},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_14},
	abstract = {An adaptive learning system aims to provide learning that is adapted to a learner’s current status, different from the traditional classroom experience. A key element of an adaptive learning system is the recommendation system, which provides the most suitable resources based on learner proﬁles. Recommending the most appropriate learning resources to learners has always been a challenge in the ﬁeld of e-learning. Thus, learners may have difﬁculties in choosing the appropriate material when faced with a large volume of recommended material during their learning process. This challenge led us to implement a chatbot to help learners improve their learning experience and knowledge. New solutions use artiﬁcial intelligence (AI) techniques such as machine learning (ML) and natural language processing (NLP). The use of our chatbot integrated in Moodle, named LearningPartnerBot, provides learners a personalized recommendation of learning objects according to two strategies, one based on their knowledge level (KL) and the other based on their learning style (LS). The objective of this article is to compare the learning outcomes obtained after the realization of the two experiments based on these two approaches centered mainly on the use of the LearningPartnerBot. Consequently, the approach of recommending learning objects based on the knowledge level gave promising results by guaranteeing a more adapted learning to the learners.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Kaiss, Wijdane and Mansouri, Khalifa and Poirier, Franck},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_14},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {159--170},
	file = {Kaiss et al. - 2023 - Towards a Chatbot-Based Learning Object Recommenda.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q2GQB359/Kaiss et al. - 2023 - Towards a Chatbot-Based Learning Object Recommenda.pdf:application/pdf},
}

@incollection{tosone_neukonzeption_2023,
	address = {Cham},
	title = {Neukonzeption von {Service}-{Learning} während der {COVID}-19-{Pandemie}: Überlegungen und {Empfehlungen}},
	isbn = {978-3-031-16507-8 978-3-031-16508-5},
	shorttitle = {Neukonzeption von {Service}-{Learning} während der {COVID}-19-{Pandemie}},
	url = {https://link.springer.com/10.1007/978-3-031-16508-5_34},
	language = {de-DE},
	urldate = {2023-04-01},
	booktitle = {{COVID}-19: {Gemeinsames} {Trauma}, gemeinsame {Resilienz}},
	publisher = {Springer Nature Switzerland},
	author = {Morton, Peggy and Rosenfeld, Dina},
	editor = {Tosone, Carol},
	year = {2023},
	doi = {10.1007/978-3-031-16508-5_34},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {361--370},
	file = {Morton und Rosenfeld - 2023 - Neukonzeption von Service-Learning während der COV.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8S28VIJR/Morton und Rosenfeld - 2023 - Neukonzeption von Service-Learning während der COV.pdf:application/pdf},
}

@incollection{rickert_souverane_2023,
	address = {Wiesbaden},
	title = {Souveräne {Online}-{Kommunikation}},
	isbn = {978-3-658-39414-1},
	url = {https://doi.org/10.1007/978-3-658-39414-1_2},
	abstract = {In der Weiterbildungsbranche hat vor ca. 15 Jahren ein vergleichbarer Prozess der Virtualisierung stattgefunden wie nun in der Mediationsbranche. Auch wenn die Prozesse und Gesprächsinhalte andere sind, sind doch die Herausforderungen und Schritte von der Präsenzschulung zum E-Learning-Kurs und vom Dozenten zum Online-Trainer in vielen Punkten ähnlich. Daher können wir Erfahrungen und Erkenntnisse aus der E-Learning-Branche in Bezug auf die Transformation von der Vor-Ort-Mediation zur Online-Mediation und von der Mediatorin zur Online-Mediatorin nutzen.},
	language = {de-DE},
	urldate = {2023-02-16},
	booktitle = {Online-{Mediation}: {Konfliktklärung} im virtuellen {Raum}},
	publisher = {Springer Fachmedien},
	author = {Rickert, Anne},
	editor = {Rickert, Anne},
	year = {2023},
	doi = {10.1007/978-3-658-39414-1_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {11--53},
}

@incollection{beskopylny_challenges_2023,
	address = {Cham},
	title = {The {Challenges} of {Language} {Learning} in a {New} {Reality}: {Reflecting} {Practices} of {Using} {Online} {Tools}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	shorttitle = {The {Challenges} of {Language} {Learning} in a {New} {Reality}},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_89},
	abstract = {The COVID-19 pandemic has led to dramatic changes in education triggering a sharp increase in the adoption of e-learning, whereby teaching is carried out remotely via digital platforms. Computer-based learning systems offer beneﬁts by increased ﬂexibility about place, time and learning pace. In addition, these platforms tend to be far more interactive with respect to language instruction compared to traditional learning settings. Still, there is an evident lack of empirical research on the various challenges and learning metrics e-learning methodologies exposes. While approaches exist to measure the learning progress of students in e-learning environments, practical comparisons and analysis of different learning scenarios and its obstacles are still rare. This paper explicitly addresses this gap by surveying the practices and challenges involved in using selected synchronous online tools and discussing the feedback of students and teaching staff during the prolonged periods of online-teaching. The results presented here, albeit limited, strongly suggest that language students tend to regard online-teaching very positively. While the possibility of staying at home and the increased schedule ﬂexibility were clearly seen by a majority of our participants as an advantage, the lack of in-person contacts and recurring technical problems, were often cited drawbacks. Instructors, on the other hand, consistently mentioned the lack of student discipline and insufﬁcient IT knowledge as their major challenges in using synchronous online-teaching. While, we do not claim that the results are applicable to other learning ﬁelds, we point out which factors inﬂuenced the learning experience most and suggest possible ways for successful e-learning.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Treboukhina, Natalia and Goncharova, Yulia and Bickenbach, Nils and Melikyan, Anush and Moysova, Olga},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_89},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {847--856},
	file = {Treboukhina et al. - 2023 - The Challenges of Language Learning in a New Reali.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXH4YR2A/Treboukhina et al. - 2023 - The Challenges of Language Learning in a New Reali.pdf:application/pdf},
}

@incollection{beskopylny_artificial_2023,
	address = {Cham},
	title = {Artificial {Intelligence} as a {Means} of {Rosselhoznadzor}: {Problems} and {Prospects}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	shorttitle = {Artificial {Intelligence} as a {Means} of {Rosselhoznadzor}},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_233},
	abstract = {Digitalization is actively penetrating into all the spheres of public life, including state governance. New techniques increasingly replace complex, lengthy and expensive product safety evaluation procedures. Artiﬁcial intelligence opens up additional opportunities by analysing huge arrays of diverse and unsystematic statistical, scientiﬁc, and analytical information. This article consists of ﬁve parts. The ﬁrst part analyses the practice of using based on the artiﬁcial intelligence computer models and simulators in regulatory activity in different industries, the second part presents possible directions of the artiﬁcial intelligence use to regulate relations in agriculture. The third part demonstrates the advantages and prospects of the computer models and simulators implementation. The fourth part systematizes the main problems arising from the inability to control the process of information analysis with machine-learning tools, uncertainty and inability to ensure the reliability of information sources, reduced transparency and accountability. The ﬁfth part of the article presents the results of the analysis of legal problems connected with the automation of regulatory activity of executive authorities. In the conclusion, the author presents his view according to which in the nearest future the regulatory body will not be able wholly trust the results of computer analysis. The regulatory body and speciﬁc ofﬁcials making managerial decisions are responsible for the validity and legality of the decisions.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Zyryanov, Sergey},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_233},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {2134--2141},
	file = {Zyryanov - 2023 - Artificial Intelligence as a Means of Rosselhoznad.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S3WM4YQX/Zyryanov - 2023 - Artificial Intelligence as a Means of Rosselhoznad.pdf:application/pdf},
}

@incollection{roth_untersuchung_2023,
	address = {Berlin, Heidelberg},
	title = {Untersuchung von {Usability} und {Design} von {Online}-{Lernplattformen} am {Beispiel} des {Video}-{Analysetools} {ViviAn}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_6},
	abstract = {Zusammenfassung
            Die systematische Untersuchung der Gebrauchstauglichkeit (Usability) von Online-Lernplattformen stellt eine wichtige Voraussetzung dar, um die Erfahrungen, Probleme und Wünsche der Nutzerinnen und Nutzer angemessen einschätzen sowie bei der Gestaltung oder Weiterentwicklung des E-Learning-Angebots einbeziehen zu können. Dieses Kapitel zeigt am Beispiel der Online-Lernplattform ViviAn, wie das Vorhaben einer Usability-Evaluation gelingen kann. Das Nutzungsverhalten bei der Bearbeitung von Lerneinheiten wurde über einen mehrwöchigen Erhebungszeitraum mittels Matomo Analytics für 168 Studierende erfasst und quantifiziert. Ergänzend füllten die Teilnehmenden einen Fragebogen aus, in dem Einschätzungen zu verschiedenen Aspekten der Lernplattform erhoben wurden. Die Ergebnisse zeigen, dass die Lernplattform überdurchschnittlich gut bewertet wird. Die Auswertung zeigt darüber hinaus, dass die Mehrheit der Nutzerinnen und Nutzer mit einer geeigneten Bildschirmauflösung gearbeitet und die neu hinzugefügten Funktionalitäten (z. B. Skalierbarkeit und Verschiebbarkeit von Fenstern und Menüs) auch genutzt haben. Im Zuge der Auswertung der Freitextantworten konnten weitere Usability-Probleme und Wünsche identifiziert werden, die im Rahmen der Weiterentwicklung von ViviAn berücksichtigt werden, um einen – gemäß der Usability-Definition – noch effektiveren, effizienteren und zufriedenstellenderen Gebrauch der Plattform zu ermöglich.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Scherb, Christian Alexander and Rieger, Marc and Roth, Jürgen},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning},
	pages = {105--121},
	file = {Scherb et al. - 2023 - Untersuchung von Usability und Design von Online-L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H9VHSGK8/Scherb et al. - 2023 - Untersuchung von Usability und Design von Online-L.pdf:application/pdf},
}

@book{reinbacher_systemisches_2023,
	address = {Stuttgart, Deutschland},
	edition = {1},
	title = {Systemisches {Qualitätsmanagement}: {Grundlagen}, {Systemtheorie} und {Anwendung}},
	isbn = {978-3-8385-6113-4},
	shorttitle = {Systemisches {Qualitätsmanagement}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838561134},
	abstract = {Das Buch bringt die soziologische und die Managementperspektive zusammen. Es zeigt in einem systemischen Ansatz, wie Organisationen einerseits betriebswirtschaftliche Qualitätsstandards und andererseits die Komplexität der Sozialstruktur und der gesellschaftlichen Beziehungen in Einrichtungen zusammenspielen können. Dabei spielt auch die Organisationsentwicklung eine Rolle.
utb+: Begleitend zum Buch steht den Leser:innen ein eLearning-Kurs mit über 100 Fragen für die Prüfungsvorbereitung zur Verfügung.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Reinbacher, Paul},
	month = oct,
	year = {2023},
	doi = {10.36198/9783838561134},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buch:learning:management:system},
	file = {Reinbacher - 2023 - Systemisches Qualitätsmanagement Grundlagen, Syst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6D5L4YRS/Reinbacher - 2023 - Systemisches Qualitätsmanagement Grundlagen, Syst.pdf:application/pdf},
}

@incollection{perdana_integration_2023,
	address = {Paris},
	title = {The {Integration} of {Flipped} {Classroom} and {Learning} {Management} {System} for {EFL} {Students}: {A} {Case} {Study}},
	volume = {746},
	isbn = {978-2-38476-059-6 978-2-38476-060-2},
	shorttitle = {The {Integration} of {Flipped} {Classroom} and {Learning} {Management} {System} for {EFL} {Students}},
	url = {https://www.atlantis-press.com/doi/10.2991/978-2-38476-060-2_54},
	abstract = {The integration of ﬂipped classrooms and LMS offers chances for the learners to enable them to take risks and make mistakes while gaining experience in expertise and collaboration in the learning environment. This study aimed to explore the students’ perspectives on integrating ﬂipped classrooms into LMS, which affected learning outcomes, namely productivity, time management, and critical thinking. The researchers employed a purposive sampling technique for determining the research sample in this research. Moreover, 26 college students in two classes participated in this study. The research design was mixed-method research which consists of quantitative and qualitative research. The researchers divided the semester into the conventional learning model and ﬂipped classroom. For gathering the research data, the researchers utilized a research instrument that consisted of a 22-question survey. The ﬁndings showed that collaborativedriven ﬂipped classroom in LMS was practicable and robust options for learning compared to the conventional learning pedagogy. In contrast, the researchers also found that the combination of aspects of the conventional learning model and ﬂipped classroom led this learning environment stronger than before. The instructor-led learning from the conventional classroom could be integrated with the collaboration, various activities, and in-class discussions from the ﬂipped classroom features. The integration of conventional and ﬂipped classrooms promoted the students to achieve their learning target and fostered the instructor to enable learning within collaborative activities.},
	language = {en-GB},
	urldate = {2023-06-08},
	booktitle = {Proceedings of the 4th {International} {Conference} on {Progressive} {Education} 2022 ({ICOPE} 2022)},
	publisher = {Atlantis Press SARL},
	author = {Andewi, Widi and Hastomo, Tommy},
	editor = {Perdana, Ryzal and {Sunyono} and Putrawan, Gede Eka and Septiawan, Trio Yuda and Saputra, Bayu},
	year = {2023},
	doi = {10.2991/978-2-38476-060-2_54},
	note = {Series Title: Advances in Social Science, Education and Humanities Research},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {585--603},
	file = {Andewi und Hastomo - 2023 - The Integration of Flipped Classroom and Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YICTPDJB/Andewi und Hastomo - 2023 - The Integration of Flipped Classroom and Learning .pdf:application/pdf},
}

@incollection{frasson_towards_2023-1,
	address = {Cham},
	title = {Towards a {Social} {Learning} {Analysis} {Using} {Learning} {Management} {System} and {Learning} {Experience} to {Predict} {Learners}’ {Success}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_33},
	abstract = {Online learning is an alternative to the traditional (face-to-face) educational system. Contrary to traditional teaching (classroom), distance learning is characterized by the lack of physical contact between instructors and students and also between students within a classroom. Unfortunately, some learners may fail or even stop learning online quite quickly. In addition, learners ﬁnd it more difﬁcult to learn, not because there is not enough content, but because there is too much and they cannot ﬁnd what is useful and up-to-date. This study aims to prove the importance of using social and adaptive learning to overcome the problems that learners face in online learning platforms, we propose a model to determine the effects of using the two types of platforms in online learning, namely Learning Management System (LMS) and Learning Experience Platform (LXP) for two groups of learners in Moroccan higher education applying social learning analysis (SLA). Speciﬁcally, in this proposal we attempt to analyze data from the LMS and LXP platforms to build knowledge models about students and determine their learning styles based on their interactions on these platforms, improve their learning experience and predict the conditions that favor their progress and success in order to recreate the conditions for quality social learning and help learners ﬁnd possible paths to success in the online learning platforms in Morocco.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Gharbaoui, Hiba and Mansouri, Khalifa and Poirier, Franck},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_33},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, Lernsystemarchitektur, \#1:Buchteil:learning:management:system},
	pages = {364--370},
	file = {Gharbaoui et al. - 2023 - Towards a Social Learning Analysis Using Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TPIW8ICN/Gharbaoui et al. - 2023 - Towards a Social Learning Analysis Using Learning .pdf:application/pdf},
}

@incollection{redler_mind_2023,
	address = {Wiesbaden},
	title = {Mind the {Gap}: {Exploring} the {Relevance} of {Brand} {Management} {Research} for {Practice}},
	isbn = {978-3-658-39567-4 978-3-658-39568-1},
	shorttitle = {Mind the {Gap}},
	url = {https://link.springer.com/10.1007/978-3-658-39568-1_3},
	abstract = {Brand scholars have devoted certain attention to distinguishing brand management schools. This qualitative study aims to explore whether the brand schools identified in research are also perceived by brand practitioners. We also analyse managers’ engagements to keep up with recent developments in branding theory. The results generally support other findings on existing theory-practise gaps. The data indicate that there is no awareness about different brand management schools within the group of managers. Regarding their individual lifelong learning, brand managers do not report any systematic initiatives to connect to brand theory or research; managers do not have an expectation about learning from current brand research. Implications for further research and management are discussed.},
	language = {en-GB},
	urldate = {2023-04-01},
	booktitle = {Forum {Markenforschung} 2021},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Redler, Jörn and Schmidt, Holger J.},
	editor = {Redler, Jörn and Schmidt, Holger J. and Baumgarth, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-39568-1_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {29--46},
	file = {Redler und Schmidt - 2023 - Mind the Gap Exploring the Relevance of Brand Man.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BG6FKU3J/Redler und Schmidt - 2023 - Mind the Gap Exploring the Relevance of Brand Man.pdf:application/pdf},
}

@incollection{beskopylny_particularities_2023,
	address = {Cham},
	title = {Particularities of {Management} in the {Sphere} of {Ecology} in {Russia} and {Alaska}, {USA}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_141},
	abstract = {In the conditions of the growth of ecological problems the management in the sphere of the ecology at the enterprise has a signiﬁcant meaning. The authors show that the environmental orientation of the corporate culture in 2021 is the main prerequisite for a relevant business concept. This means that for a company to effectively protect the environment, the real features of the corporate concept of environmental protection must be consistent with the corporate culture. This is supported by the fact that the management of the company, as a result of internal efforts, puts environmental contractual labels to its employees: the management forces also perform the functions of exemplary learning in the company and must respect them themselves.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Kosenok, Yury and Danilina, Marina and Grigorenko, Victor and Alexandrova, Nathalia and Alexandrova, Yulia and Huntington, Orville},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_141},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {1328--1334},
	file = {Kosenok et al. - 2023 - Particularities of Management in the Sphere of Eco.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PIBKCHFY/Kosenok et al. - 2023 - Particularities of Management in the Sphere of Eco.pdf:application/pdf},
}

@article{casebourne_left_2023,
	title = {Left to their own devices: {An} exploration of context in seamless work-related mobile learning},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {Left to their own devices},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13410},
	doi = {10.1111/bjet.13410},
	abstract = {This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e-learning visits via a mobile device, a picture of institutional practice and values was developed. Against this backdrop, a survey of 50 individuals followed by semi-structured interviews provided information about seamless mobile learning projects. Mobile learning was often fragmented and ad hoc, rather than part of a longer, seamless learning project. A distinction between just-in-time learning and just-in-case learning was apparent, with the latter often postponed. For mobile workers, mobile learning focused on current work setting, whereas workers who could work in many interchangeable settings might move to somewhere they could concentrate. Mobile learning was sometimes motivated by a sense of a lack of time and a need to stay ‘on top of things’ as much as by interest in a topic. Sustained seamless mobile learning projects occurred if there was institutional support for learning that was also of individual interest and if learners had the ability to orchestrate their learning. Learners reported these seamless mobile learning projects to be enjoyable and compelling. This paper contributes to the evidence of seamless mobile learning practice over the life course and illustrates the value of considering an individual's relation to various institutions in conceptualisations of seamless mobile learning. It also offers pointers for the future design of seamless mobile learning tools including a need to offer learners the opportunity to sometimes separate ongoing learning which is related to distinct institutions.Practitioner notesWhat is already known about this topic Mobile devices accompany their owners across settings that were previously considered separate, such as work, college and households. This has the potential to impact work/home and other boundaries. From a pedagogical perspective, mobile devices may support seamless learning, in which experiences across distinct settings result in a holistic and unified understanding. What this paper adds It introduces the concept of the institution to conceptions of seamless learning. It illustrates the ways in which different institutions (workplaces or educational institutions) can shape individual experiences and decisions about when and where to learn. It provides evidence that some working adults engage in seamless learning projects and describe this as compelling and enjoyable, but that others prefer to separate distinct life spheres. Implications for practice and/or policy There may be value in institutions and designers supporting people who want to engage in seamless mobile learning. However, it is important to be aware that not everyone wants to engage in seamless learning. Seamless learning is more likely to occur when individual and institutional priorities are aligned across several institutions, so there will be challenges for a single institution seeking to promote it.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Casebourne, Imogen},
	month = nov,
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13410},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#5:Zeitschriftenartikel:e-learning, professional development, institution, seamless mobile learning, setting},
	pages = {1--18},
	file = {Casebourne - 2023 - Left to their own devices An exploration of conte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4RQCIR6W/Casebourne - 2023 - Left to their own devices An exploration of conte.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/THSWZI5Y/bjet.html:text/html},
}

@article{imani-goghary_effect_2023,
	title = {Effect of blended-learning in promoting clinical skills of nursing students},
	volume = {12},
	issn = {2783-3852},
	url = {https://jmdc.skums.ac.ir/Article/jmdc-1148},
	doi = {10.34172/jmdc.1148},
	abstract = {Background and aims: Before the COVID-19 epidemic, the main part of university education was presented in traditional form, but nowadays, E-learning and blended learning evolve in students’ education. This study was conducted to determine the effectiveness of blended learning in promoting the clinical skills of nursing students.
Methods: In this quasi-experimental study, 76 nursing students in the Sirjan School of Medical Sciences were entered through the census method in 2019 and 2020. They were allocated to intervention (n = 36) and control (n = 40) groups based on their academic year. Those who entered university in 2017 (control group) revived standard education, while the students of 2018 (intervention group) received blended clinical training, which included podcasts, vodcasts (40\%), and standard training in the clinical courses of adult-geriatric nursing three and critical care nursing. Students’ performance was evaluated through an Objective Structured Clinical Examination (OSCE) method. Data were collected using a researchermade checklist after assessing its validity and reliability. Data were analyzed using descriptive and analytical statistics (chi-square, independent sample t test, and paired t test) by SPSS-19.
Results: There was not any significant difference between the scores of clinical skills in the control group before (2.15 ± 0.48) and after (2.44 ± 0.29) the intervention (P = 0.58), but there were significant differences between the scores of clinical skills in the intervention group before (2.28 ± 0.31) and after (3.22 ± 0.16) the intervention and also between the scores of the two groups, in all subscales after the intervention (P {\textless} 0.001).
Conclusion: The study results highlighted the need for using blended-learning methods and appropriate technology to help nursing students achieve their clinical skill learning goals in clinical settings.},
	language = {en-GB},
	number = {2},
	urldate = {2024-01-10},
	journal = {Journal of Multidisciplinary Care},
	author = {Imani-Goghary, Zahra and Alavi-Arjas, Fatemeh and Balvardi, Mohadeseh and Beigmoradi, Samira},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {63--67},
	file = {Imani-Goghary et al. - 2023 - Effect of blended-learning in promoting clinical s.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3GA7CY9E/Imani-Goghary et al. - 2023 - Effect of blended-learning in promoting clinical s.pdf:application/pdf},
}

@article{parkavi_predicting_2023,
	title = {Predicting academic performance of learners with the three domains of learning data using neuro-fuzzy model and machine learning algorithms},
	issn = {23071877},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2307187723002110},
	doi = {10.1016/j.jer.2023.09.006},
	abstract = {In recent days, learners faced difficulties learning programming courses. This research study will help the learners learn complex concepts quickly with different activities like flipped classrooms, online quizzes, learning by doing, and a virtual laboratory. This research is carried out to address the difficulties of learners and cover all the domains of learning, including knowledge, Skill, and Attitude. The fuzzy logic method has recently been applied in education to overcome these restrictions. While employing the fuzzy logic approach to evaluate student achievement, qualifications are assessed qualitatively rather than quantitatively. This research study applies Fuzzy Logic in the first stage, Factor Analysis (FA), and Machine Learning (ML) techniques in the second stage to discover essential factors associated with the effective use of Active Learning Strategies (ALS) in the Learning Management System (LMS) of information technology course learners. Fuzzy logic and neural network topology can be coupled using ANFIS, an adaptable network. FA is performed to find the critical factors for successful learners. The study compares the performance of five supervised machine learning algorithms: KNearest Neighbor, Decision Tree, Naive Bayes, Discriminant Analysis, and Support Vector Machine. These classifiers are evaluated to determine their suitability and model fit in the context of the research. In this study, real-time data is collected from B.Tech Information Technology learners. The following prediction models achieved high accuracy before FA analysis: Naive Bayes (90 \%), Support Vector Machine (89 \%), Discriminant Analysis (88 \%), Decision Tree (86 \%), and K-Nearest Neighbors (82 \%). Naive Bayes gives the best accuracy, with 90 \%. Following factor analysis (FA), the accuracy achieved by various classifiers is as follows: Naive Bayes 92 \%, K-Nearest Neighbors - 92 \%, Support Vector Machine - 90 \%, Discriminant Analysis - 89 \%, and Decision Tree - 88 \%. Among these, Naive Bayes and K-Nearest Neighbors exhibit the highest accuracy of 92 \%.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Journal of Engineering Research},
	author = {Parkavi, R. and Karthikeyan, P. and Sheik Abdullah, A.},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {S2307187723002110},
	file = {Parkavi et al. - 2023 - Predicting academic performance of learners with t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/34DNS2U9/Parkavi et al. - 2023 - Predicting academic performance of learners with t.pdf:application/pdf},
}

@article{toring_evaluation_2023,
	title = {Evaluation of students’ satisfaction toward an adopted learning management system at {Indiana} {Aerospace} {University}: {A} structural equation modelling approach},
	volume = {28},
	issn = {10293132},
	shorttitle = {Evaluation of students’ satisfaction toward an adopted learning management system at {Indiana} {Aerospace} {University}},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1029313222000720},
	doi = {10.1016/j.apmrv.2022.12.002},
	abstract = {The global health crisis caused by COVID-19 has forced the migration of classes to online education with the help of learning management system. As students are the key stakeholders who will determine the adoption or usage of it, their perceptions of it need to be considered. In this regard, this study aims to evaluate students' satisfaction toward BrightSpace, an adopted LMS by Indiana Aerospace University, using Nguyen's (2021) LMS satisfaction model, with sex and year levels added as moderating variables. Using a quantitative cross-sectional survey design, 602 students from different degree programs participated in an online survey deployed using Google Forms. The survey aimed to test the inﬂuence of system content, instruction information, interaction, and technology quality on students' perceived LMS usefulness, and the inﬂuence of perceived usefulness on students' LMS satisfaction. The ﬁndings of structural equation modeling suggest that system content, interaction, and technology quality signiﬁcantly and positively inﬂuenced students' perceived usefulness, subsequently leading to their satisfaction with the LMS. Results further revealed that sex is a moderating variable that inﬂuences the relationships between system content and instruction information with students' perceived usefulness of the LMS. Also, year level is a moderating variable of the relationships between system content and interaction with their perceived usefulness of the LMS. In conclusion, this study reveals the model's usefulness in understanding the factors inﬂuencing students' satisfaction with an LMS. Consequently, the results offer practical implications for practitioners in designing and increasing LMS satisfaction to create a more effective learning environment.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-22},
	journal = {Asia Pacific Management Review},
	author = {Toring, Harold and Legaspi, Giovanni and Omolon, Jerryford and Amadeo, Rodnie and Amadeo, Estrellita and Opolentisima, Queenie and Barina, Vicente and Cacho, Truman and Illustrimo, Flordeliza and Cortes, Sylvester},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Lernsystemarchitektur},
	pages = {336--346},
	file = {Toring et al. - 2023 - Evaluation of students’ satisfaction toward an ado.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCYTELKN/Toring et al. - 2023 - Evaluation of students’ satisfaction toward an ado.pdf:application/pdf},
}

@article{reilly_tracking_2023,
	title = {Tracking transdisciplinary skills in the design of online courses: {A} design-based research study},
	volume = {204},
	issn = {03601315},
	shorttitle = {Tracking transdisciplinary skills in the design of online courses},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131523001446},
	doi = {10.1016/j.compedu.2023.104867},
	abstract = {This design-based research (DBR) study was conducted to identify the type of learning activities and assessments that are responsible for fostering transdisciplinary skills (t-skills) in higher ed­ ucation online courses. T-skills are transferable skills that apply across the disciplines and that have been identified as needed for life and career success in the 21st century. The study addressed two major research questions: (1) “To what extent does the intervention - a new outcomes table aid in tracking transdisciplinary skills in the design of online courses?” and (2) “What design principles guide the development of learning activities and assessments that foster t-skills?” To address the first question, the researchers developed a design intervention, an outcomes mapping protocol, that was used to map t-skills in 75 unique online courses and deployed the learning outcomes feature of the learning management system to generate learning outcomes analytics on t-skills. The new mapping process captured not only the intended disciplinary goals (what was taught) but also the competencies fostered by the learning design (how the curriculum was taught). To address the second question, the researchers asked learners in these 75 courses to select the top skill resulting from the online course they had just completed and to reflect in writing how the learning activities or assessments in that online course had helped them foster the t-skill they selected. We then coded the learners’ feedback into design principles. The theoretical outcomes of this DBR study constitute refined active learning design principles that tie the development of t-skills to active learning methods. The practical outcome of this DBR provides a new instructional design process for instructors, designers, and administrators to effectively map t-skills across any semester-based curriculum.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Computers \& Education},
	author = {Reilly, Christiane and Reeves, Thomas C.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {104867},
	file = {Reilly und Reeves - 2023 - Tracking transdisciplinary skills in the design of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B5BRIY9R/Reilly und Reeves - 2023 - Tracking transdisciplinary skills in the design of.pdf:application/pdf},
}

@article{granic_enhancing_2023,
	title = {Enhancing online participation in education: quarter century of research},
	volume = {10},
	issn = {2197-9987, 2197-9995},
	shorttitle = {Enhancing online participation in education},
	url = {https://link.springer.com/10.1007/s40692-022-00238-8},
	doi = {10.1007/s40692-022-00238-8},
	abstract = {Online participation in education is not a new research topic, but the field still lacks succinct account of approaches for enhancing online participation. This paper presents a systematic review of representative literature dealing with online participation in education. All subscribed resources in Web of Science were systematically searched with no time frame limit, and a total of 30 relevant studies published between 1996 and 2020 were selected. Proposed classification of a variety of approaches that evidently enhance and encourage online participation is based on actual empirical results and evidences reported in each analysed study. The key research findings revealed that different communication support (like discussion forums, blogs, and chats) and teaching strategies (like flipped learning, personalized communication, and gamification) were evidenced as predominantly employed approaches which proved to enhance online participation. Besides, facilitative strategies and tools (like online peer voting, wikis, and blogs) along with other support mechanisms (like social media and group awareness tools) were also regarded as valuable means of participation encouragement. Furthermore, in a great majority of analysed research, university students were found to be involved participants (in terms of data collection), while half of studies relied on Learning Management System as supporting technology. The conducted review exposed also a significant empirical evidence to support the argument that students’ learning performance could be enhanced by improving online participation. Further research directions and potential challenges are offered as well.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-22},
	journal = {Journal of Computers in Education},
	author = {Granić, Andrina},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {663--687},
	file = {Granić - 2023 - Enhancing online participation in education quart.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QASHZ9UW/Granić - 2023 - Enhancing online participation in education quart.pdf:application/pdf},
}

@article{forman_student_2023,
	title = {Student {Perceptions} about {Online} {Collaborative} {Coursework}},
	volume = {12},
	issn = {1927-2685, 1927-2677},
	url = {https://www.sciedupress.com/journal/index.php/jct/article/view/23562},
	doi = {10/gsx9nx},
	abstract = {Objective: Collaborative coursework may improve student engagement but is often viewed as problematic by both students and faculty, particularly in the online classroom. The aim of this research is to present results of a retrospective, qualitative content analysis of student related perceptions about group work in the online classroom.
Methods: Data analysis was completed with the use of qualitative content analysis (QCA), a valid research method for describing the meaning of qualitative data in a systematic way. QCA was used to inform the following research question: What perceptions do students have about working with a group in the online classroom? Data were collected through a retrospective analysis of student responses posted to discussion board forums. Responses of students (N = 192) enrolled in three different courses, over two semesters were analyzed by a team of two researchers.
Results: Findings included student reflections about group work being a stressful, negative experience, with the asynchronous environment of the online classroom increasing student anxiety about group work. Students reported different academic goals and lack of participation among group members as common issues. In addition, students reported concern with group management or organization and the fairness of group work grading practices.
Conclusions: These results inform a discussion of best practices, skills and technology faculty can use to transform online group work into a positive learning experience for all students. Online education needs to be meaningful and responsive to meet students’ needs. Research has shown group work can improve student engagement and facilitate accomplishment; however, the negotiation of group work processes can be stressful for students and faculty, particularly in the online classroom.},
	language = {en-GB},
	number = {3},
	urldate = {2023-10-22},
	journal = {Journal of Curriculum and Teaching},
	author = {Forman, Tracia M. and Miller, Ava S.},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {224},
	file = {Forman und Miller - 2023 - Student Perceptions about Online Collaborative Cou.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4EZ9MST5/Forman und Miller - 2023 - Student Perceptions about Online Collaborative Cou.pdf:application/pdf},
}

@article{rohovyi_roject_2023,
	title = {Roject team management model under risk conditions},
	abstract = {The paper examines the state of the problem of the influence of risks on the project team's work process. The processes of the team's work during the implementation of the project sprint are defined. The authors identified risk factors that affect the effectiveness of the project team. An analysis of modern approaches was carried out and three directions were identified, which represent the research of project team management processes under conditions of risk. A comprehensive reference model of project team management under risk conditions is proposed in the form of a framework. It reflects the interrelationship of four models: the project team behavior model, the model for assessing the quality of the formation of sprint tasks, the model for determining the distribution of tasks in the project team, and the model for the formation of recommendations. The project team evaluates the text description of the task, obtained from the information system, using the sprint task formation quality assessment model. Natural language processing methods are used to create a model for evaluating the quality of forming sprint tasks, which combine the method of processing text information and the method of learning based on precedents, which allows taking into account the previous experience of the team and its behavior. The project team behavior model allows taking into account the risks of irrational work organization during the sprint. The behavior of the project team is analyzed using Process Mining methods. The case representation model allows the project team to store and reuse knowledge and experience based on simulation modeling and reinforcement learning approaches. It allows the team to determine and evaluate possible options for the distribution of tasks and resources in the team in accordance with the reduction of possible risks. The central element of the proposed framework is the model of recommendations used in decision-making. It provides the project team with the necessary information for effective decision-making in terms of risks in project management. The proposed framework provides an opportunity to reduce the impact of the risks of non-fulfillment of project tasks during the sprint. Further studies of the task of managing the project team under conditions of risk should be directed to the development of specified models of the proposed framework.},
	language = {en-GB},
	author = {Rohovyi, M and Grinchenko, M},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Risikomanagement},
	file = {Rohovyi und Grinchenko - 2023 - Roject team management model under risk conditions.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RJFD2YHF/Rohovyi und Grinchenko - 2023 - Roject team management model under risk conditions.pdf:application/pdf},
}

@inproceedings{quakulinski_anwendung_2023,
	address = {Bonn},
	title = {Anwendung von {Process} {Mining} zur kontinuierlichen {Lernpfadidentifikation} in {Lernmanagementsystemen}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42194},
	doi = {10/gsn7n3},
	abstract = {Learning Analytics Anwendungen, die mittels Process Mining die Lernpfade von Studierenden identifizieren, machen dies meist nach Kursabschluss auf den vollständigen Daten. Von diesen gewonnenen Kenntnissen und eventuell folgenden Kursanpassungen profitieren jedoch frühestens die Teilnehmenden der nächsten Kursdurchführung. Lehrenden bereits während der Kursdurchführung Einsichten zu geben bietet die Möglichkeit frühzeitig auf eventuelle Probleme zu reagieren. Studierende können ihren eigenen Lernpfad reflektieren und bei Bedarf anpassen. In diesem Beitrag wird eine Anwendung vorgestellt welche einmal täglich die als xAPI Statements gesammelten Daten der letzten 24 Stunden aus dem Lernmanagementsystem Moodle analysiert und die Lernpfade der einzelnen Kurse erweitert. Um eine skalierende Lösung bereitzustellen, werden Techniken des Streaming Process Minings angewandt.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Quakulinski, Lars and Judel, Sven and Wagner, Miriam and Schroeder, Ulrik},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Lernsystemarchitektur, Learning Analytics, \#1:Konferenz-Paper:learning:management:system, Educational Process Mining, Streaming Process Mining, xAPI},
	file = {Quakulinski et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/43QDLX8D/Quakulinski et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@inproceedings{romao_systematic_2023,
	title = {A {Systematic} {Review} of {Teacher}-{Facing} {Dashboards} for {Collaborative} {Learning} {Activities} and {Tools} in {Online} {Higher} {Education}},
	abstract = {Dashboard for online higher education support monitoring and evaluation of students’ interactions, but mostly limited to interaction occurring within learning management systems. In this study, we sought to find which collaborative learning activities and tools in online higher education are included in teaching dashboards. By following Kitchenham’s procedure for systematic reviews, 36 papers were identified according to this focus and analysed. The results identify dashboards supporting collaborative tools, both synchronous and asynchronous, along categories such as learning management systems, communication tools, social media, computer programming code management platforms, project management platforms, and collaborative writing tools. Dashboard support was also found for collaborative activities, grouped under four categories of forum discussion activities, three categories of communication activities and four categories of collaborative editing/sharing activities, though most of the analysed dashboards only provide support for no more than two or three collaborative tools. This represents a need for further research on how to develop dashboards that combine data from a more diverse set of collaborative activities and tools.},
	language = {en-GB},
	author = {Romão, Tiago and Pestana, Pedro and Morgado, Leonel},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Bildung, Multimedia, \#1:Konferenz-Paper:learning:management:system},
	file = {Romão et al. - 2023 - A Systematic Review of Teacher-Facing Dashboards f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6IA5CGBY/Romão et al. - 2023 - A Systematic Review of Teacher-Facing Dashboards f.pdf:application/pdf},
}

@inproceedings{karcher_training_2023,
	title = {Training of {PDCA} cycle using a catapult in a virtual learning environment},
	copyright = {CC BY 3.0 DE,},
	url = {https://www.repo.uni-hannover.de/handle/123456789/13553},
	doi = {10.15488/13443},
	abstract = {The sustainable teaching of quality methods in the sense of Lean Management and Six Sigma through assistance systems, such as Virtual Reality (VR) glasses, represents a new and growing aspect of continuing education programs. The development and usage of virtual learning environments offers the chance to deepen the theoretical prior knowledge through interactive learning possibilities. In this way, existing learning concepts are supplemented with virtual teaching content. Complex or difficult to present learning settings can be mapped virtually without high material consumption or costs. This paper presents the state of the art with respect to teaching quality methods with VR. An integration in the Assisted Reality Implementation Model is made. Subsequently, the requirements for a virtual learning environment based on a real business game are determined. The approach and implementation are explained using the example of the PDCA quality method. PDCA is an iterative design and management method used in business for the control and continual improvement of processes and products. First results of the exploration tests from the questionnaires are presented. Based on this, improvements are derived, and next steps are defined.},
	language = {en-GB},
	urldate = {2023-08-03},
	author = {Karcher, Amelie and Köring, Timo and Gerhard, Detlef and Kuhlenkötter, Bernd},
	collaborator = {{Technische Informationsbibliothek (TIB)} and {Technische Informationsbibliothek (TIB)} and Herberger, David and Hübner, Marco and Stich, Volker},
	year = {2023},
	note = {Publisher: Hannover : publish-Ing.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Bildung, Multimedia, Konferenzschrift, Krisenreaktion im Bildungsbereich, Virtual Reality, \#1:Konferenz-Paper:learning:management:system, Dewey Decimal Classification::600 {\textbar} Technik::620 {\textbar} Ingenieurwissenschaften und Maschinenbau, Knowledge enhancement, Lean Management, PDCA method, Six Sigma},
	file = {Karcher et al. - 2023 - Training of PDCA cycle using a catapult in a virtu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZQC8NJS4/Karcher et al. - 2023 - Training of PDCA cycle using a catapult in a virtu.pdf:application/pdf},
}

@incollection{daadaoui_digital_2023,
	address = {Paris},
	title = {A {Digital} {Learning} {Game} {Environment} for {Natural} {Resource} {Management}},
	volume = {5},
	isbn = {978-2-38476-035-0 978-2-38476-036-7},
	url = {https://www.atlantis-press.com/doi/10.2991/978-2-38476-036-7_17},
	abstract = {The climate change that modern society is continuously coping with convey the issues of biodiversity preservation and the long-term health of natural ecosystems. The European Commission has co-funded the NATURE project under the Erasmus Plus programme for Higher Education. The general target of the project is to construct an experiential intervention designed on a speciﬁc serious game-based methodological framework. The last is aimed at challenging students to develop awareness, sector knowledge, and skills on responsible natural resource management. The related activities are inspired by real-world environmental sustainability practices. This paper presents and discusses the preliminary results achieved for the methodological framework construction and the features of the digital learning game environment.},
	language = {en-GB},
	urldate = {2023-05-22},
	booktitle = {Proceedings of the {Erasmus} {Scientific} {Days} 2022 ({ESD} 2022)},
	publisher = {Atlantis Press SARL},
	author = {Dochshanov, A. M. and Tramonti, M. and Tramonti, L.},
	editor = {Daadaoui, Latifa and Burgos, Daniel and Berrada, Khalid and Ghanimi, Ahmed},
	year = {2023},
	doi = {10.2991/978-2-38476-036-7_17},
	note = {Series Title: Atlantis Highlights in Social Sciences, Education and Humanities},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system},
	pages = {176--186},
	file = {Dochshanov et al. - 2023 - A Digital Learning Game Environment for Natural Re.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LGUZFMYD/Dochshanov et al. - 2023 - A Digital Learning Game Environment for Natural Re.pdf:application/pdf},
}

@article{juan_research_2023,
	title = {Research on the {Strategy} of {Teaching} {Innovation} {Team} {Construction} {Under} {Smart} {Education}},
	volume = {12},
	abstract = {In the environment of intelligent education, the construction of teaching innovation team should be taken as an important means to conform to the new trend of information innovation development and education innovation development. The connotation and characteristics of smart education determine the necessity of teaching innovation team construction. The content of teaching innovation team construction in the intelligent education environment should include the dynamic development of intelligent teaching resources, the teaching organization of ubiquitous learning, the design and management of multi-dimensional interaction, the intelligent evaluation of data analysis, and the intelligent cultivation of information teaching literacy. In order to adapt to the development of smart education, teaching innovation groups must clarify the construction goals, and its members must have advanced educational concepts and full teaching enthusiasm. Optimize the personnel structure of teaching innovation teams in multiple ways from professional knowledge, teaching philosophy to information technology. Constantly innovate and improve the training system on the basis of members’ independent learning to support their sustainable and effective development. Carry out team introspection through network collaborative class case study and various information technology means are used to realize the exchange of teaching ideas in the environment of intelligent education. Set up reasonable and effective incentive mechanisms to fully stimulate the enthusiasm of teachers teaching innovation team construction to promote the cultivation of high-quality innovative talents.},
	language = {en-GB},
	number = {1},
	journal = {Education Journal},
	author = {Juan, Tian},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {25--30},
	file = {Juan - Research on the Strategy of Teaching Innovation Te.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VWN23HBW/Juan - Research on the Strategy of Teaching Innovation Te.pdf:application/pdf},
}

@article{kumargazhanova_modular_2023,
	title = {Modular {Type} of {Learning} {Management} {System} {Services} {Formation} based on {Semantic} {Proximity}},
	volume = {20},
	issn = {17858860, 20642687},
	url = {http://acta.uni-obuda.hu/Kumargazhanova_Fedkin_Smailova_Denissova_Rakhmetullina_Blinayeva_Gyorok_136.pdf},
	doi = {10.12700/APH.20.7.2023.7.14},
	abstract = {Despite the many ready-made LMS solutions, there is a problem of creating LMS systems with a flexible architecture and meeting all user requirements. When creating such systems, it is difficult to take into account all the requirements for the functionality of the system. This paper proposes an approach to the formation of a service-oriented LMS based on modules. At the same time, depending on the functionality, the user can form the necessary functionality based on services, processes and objects. A cluster approach is used to form a finite set of modules.},
	language = {en-GB},
	number = {7},
	urldate = {2024-01-23},
	journal = {Acta Polytechnica Hungarica},
	author = {Kumargazhanova, Saule and Fedkin, Yevgeniy and Smailova, Saule and Denissova, Natalya and Rakhmetullina, Saule and Blinayeva, Yelena and Györök, György},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {249--268},
	file = {Kumargazhanova et al. - 2023 - Modular Type of Learning Management System Service.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ATM8VJZ/Kumargazhanova et al. - 2023 - Modular Type of Learning Management System Service.pdf:application/pdf},
}

@article{dargahi_learner_2023,
	title = {Learner satisfaction with synchronous and asynchronous virtual learning systems during the {COVID}-19 pandemic in {Tehran} university of medical sciences: a comparative analysis},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Learner satisfaction with synchronous and asynchronous virtual learning systems during the {COVID}-19 pandemic in {Tehran} university of medical sciences},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04872-3},
	doi = {10.1186/s12909-023-04872-3},
	abstract = {Background  The need for electronic learning and its systems, especially during specific circumstances and crises, is crucial and fundamental for users in universities. However, what is even more important is the awareness and familiarity of learners with different systems and their appropriate use in e-learning. Therefore, the present study was conducted to determine the satisfaction of learners with synchronous and asynchronous electronic learning systems during the COVID-19 period at Tehran University of Medical Sciences.
Methods  The present study was a descriptive-analytical study conducted cross-sectionally from the first semester of 2019–2020 academic year until the end of the second semester of 2021–2022 academic year, coinciding with the COVID-19 pandemic. The sample size was determined to be 370 students and 650 staff members using the Krejcie and Morgan table. The face validity and reliability of the research tool, which was a researcher-made questionnaire, was confirmed. Considering a response rate of 75\%, 280 completed questionnaires were received from students, and 500 completed questionnaires were collected from employees. For data analysis, absolute and relative frequencies, as well as independent t-test, analysis of variance (ANOVA), and Post Hoc tests in the SPSS software were utilized.
Results  During the COVID-19 pandemic, both students and staff members at Tehran University of Medical Sciences showed a relatively decreasing level of satisfaction with electronic learning. There was a significant difference in satisfaction between these two groups of learners regarding electronic learning (P = 0/031). Learners were relatively more satisfied with the offline system called “Navid” compared to online learning systems. Among the online systems, the highest level of satisfaction was observed with the Skype platform.
Conclusion  Although learners expressed relative satisfaction with electronic learning during the COVID-19 period, it is necessary to strengthen infrastructure and provide support services, technical assistance, and continuous updates for electronic learning platforms. This can contribute to more effective and efficient utilization of electronic},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-27},
	journal = {BMC Medical Education},
	author = {Dargahi, Hossein and Kooshkebaghi, Mahdi and Mireshghollah, Masoumeh},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning, Kernstudie},
	pages = {886},
	file = {Dargahi et al. - 2023 - Learner satisfaction with synchronous and asynchro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7SNXACTP/Dargahi et al. - 2023 - Learner satisfaction with synchronous and asynchro.pdf:application/pdf},
}

@article{santos_accurate_2023,
	title = {Accurate, timely, and portable: {Course}-agnostic early prediction of student performance from {LMS} logs},
	volume = {5},
	issn = {2666920X},
	shorttitle = {Accurate, timely, and portable},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2666920X23000541},
	doi = {10.1016/j.caeai.2023.100175},
	abstract = {In higher education, providing personalized feedback and support to students is a significant challenge. Early warning systems can help by identifying both at-risk and high-performing students, allowing for timely in­ terventions and enhanced learning opportunities. In our study, we used a year’s worth of data from an infor­ mation management school to build predictive models for two binary classification problems: identifying at-risk students and high-performing students. We employed traditional machine learning classifiers and long-short term memory units (LSTM), testing them at various stages of course completion. The best performance was achieved using all course data, with an AUC of 0.756 for at-risk students and 78.2\% accuracy for high-performing students using Random Forest and Extremely Randomized Trees, respectively. We found that early prediction was possible as early as 25\% course completion. Although LSTM showed inferior performance, it offered prac­ tical advantages for early prediction. Our findings suggest that static LMS logs can be reliable indicators of student success early in a course, and a course-agnostic time-dependent representation of the number of clicks can offer a worthwhile tradeoff between predictive performance and simplicity in implementation in some in­ stances. These findings have important implications as they suggest the potential for automated early warning systems that can help educators identify students of interest and allocate resources where they are most needed. However, implementing these systems in real-time requires clear protocols and responsible policies. Further research should explore the generalizability of findings across different contexts and continuously evaluate their real-world effectiveness.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Computers and Education: Artificial Intelligence},
	author = {Santos, Ricardo Miguel and Henriques, Roberto},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit},
	pages = {100175},
	file = {Santos und Henriques - 2023 - Accurate, timely, and portable Course-agnostic ea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5DUGSCTJ/Santos und Henriques - 2023 - Accurate, timely, and portable Course-agnostic ea.pdf:application/pdf},
}

@article{saqr_intense_2023,
	title = {Intense, turbulent, or wallowing in the mire: {A} longitudinal study of cross-course online tactics, strategies, and trajectories},
	volume = {57},
	issn = {10967516},
	shorttitle = {Intense, turbulent, or wallowing in the mire},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1096751622000586},
	doi = {10.1016/j.iheduc.2022.100902},
	abstract = {Research has repeatedly demonstrated that students with effective learning strategies are more likely to have better academic achievement. Existing research has mostly focused on a single course or two, while longitudinal studies remain scarce. The present study examines the longitudinal sequence of students’ strategies, their suc­ cession, consistency, temporal unfolding, and whether students tend to retain or adapt strategies between courses. We use a large dataset of online traces from 135 students who completed 10 successive courses (i.e., 1350 course enrollments) in a higher education program. The methods used in this study have shown the feasibility of using trace data recorded by learning management systems to unobtrusively trace and model the longitudinal learning strategies across a program. We identified three program-level strategy trajectories: a stable and intense trajectory related to deep learning where students used diverse strategies and scored the highest grades; a fluctuating interactive trajectory, where students focused on course requirements, scored average grades, and were relatively fluctuating; and a light trajectory related to surface learning where students invested the least effort, scored the lowest grades, and had a relatively stable pathway. Students who were intensely active were more likely to transfer the intense strategies and therefore, they were expected to require less support or guidance. Students focusing on course requirements were not as effective self-regulators as they seemed and possibly required early guidance and support from teachers. Students with consistent light strategies or low effort needed proactive guidance and support.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {The Internet and Higher Education},
	author = {Saqr, Mohammed and López-Pernas, Sonsoles and Jovanović, Jelena and Gašević, Dragan},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {100902},
	file = {Saqr et al. - 2023 - Intense, turbulent, or wallowing in the mire A lo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEV373AP/Saqr et al. - 2023 - Intense, turbulent, or wallowing in the mire A lo.pdf:application/pdf},
}

@article{aulakh_e-learning_2023,
	title = {E-learning enhancement through educational data mining with {Covid}-19 outbreak period in backdrop: {A} review},
	volume = {101},
	issn = {07380593},
	shorttitle = {E-learning enhancement through educational data mining with {Covid}-19 outbreak period in backdrop},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059323000901},
	doi = {10.1016/j.ijedudev.2023.102814},
	abstract = {E-learning is fast becoming an integral part of the teaching- learning process, particularly after the outbreak of Covid-19 pandemic. Educational institutions across the globe are striving to enhance their e-learning instruc­ tional mechanism in accordance with the aspirations of present-day students who are widely using numerous technological tools — computers, tablets, mobiles, and Internet for educational purposes. In the wake of the evident incorporation of e-learning into the educational process, research related to the application of Educa­ tional Data Mining (EDM) techniques for enhancing e-learning systems has gained significance in recent times. The various data mining techniques applied by researchers to study hidden trends or patterns in educational data can provide valuable insights for educational institutions in terms of making the learning process adaptive to student needs. The insights can help the institutions achieve their ultimate goal of improving student academic performance in technology-assisted learning systems of the modern world. This review paper aims to compre­ hend EDM’s role in enhancing e-learning environments with reference to commonly-used techniques, along with student performance prediction, the impact of Covid-19 pandemic on e-learning and priority e-learning focus areas in the future.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {International Journal of Educational Development},
	author = {Aulakh, Kudratdeep and Roul, Rajendra Kumar and Kaushal, Manisha},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, Kompetenzentwicklung, \#5:Zeitschriftenartikel:e-learning},
	pages = {102814},
	file = {Aulakh et al. - 2023 - E-learning enhancement through educational data mi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KXEC7E7/Aulakh et al. - 2023 - E-learning enhancement through educational data mi.pdf:application/pdf},
}

@article{brown_novel_2023,
	title = {Novel e-learning platform for orthopaedic training in {LMICs}: {A} descriptive review of the {IGOT} portal},
	volume = {13},
	issn = {25898450},
	shorttitle = {Novel e-learning platform for orthopaedic training in {LMICs}},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2589845023000167},
	doi = {10.1016/j.sopen.2023.04.003},
	abstract = {Background: While e-learning has been written about extensively within the context of orthopaedics in the United States, there are few articles describing e-learning initiatives geared towards low-and middle-income countries (LMICs). The Institute for Global Orthopaedics and Traumatology (IGOT) at the University of California, San Francisco (UCSF) developed the IGOT Learning Portal to meet this need.
Methods: The IGOT Learning Portal was designed to address knowledge gaps in patient care by increasing access to high-quality orthopaedic education for surgeons and trainees worldwide. It offers 10 distinct, asynchronous courses, which are divided into a modular format. Course enrollment is free and accessible to any surgeon or trainee with a web-browsing capable device and internet connection.
Results: There are more than 2700 registered users and 300 active learners enrolled in IGOT Learning Portal courses. The Surgical Management and Reconstructive Training (SMART) program is the most commonly taken course. Learners represent 32 different countries across six continents. The IGOT portal also has surgical videos available on YouTube. The IGOT Portal YouTube channel has over 2000 subscribers and over 143,000 total views.
Conclusions: The IGOT Learning Portal is an innovative approach to address the global disparity in orthopaedic trauma care by improving access to high-quality surgical education for surgeons and trainees both in the US and internationally. The development of an interactive online forum may be a beneﬁcial addition to the Portal. Future directions include assessing content retention, participant interaction, and expanding existing content to other orthopaedic subspecialties.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Surgery Open Science},
	author = {Brown, Kelsey E. and Flores, Michael J. and MacKechnie, Madeline C. and Rodarte, Patricia and O'Marr, Jamieson and Shearer, David W. and Toogood, Paul},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {24--26},
	file = {Brown et al. - 2023 - Novel e-learning platform for orthopaedic training.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8KZQHG92/Brown et al. - 2023 - Novel e-learning platform for orthopaedic training.pdf:application/pdf},
}

@article{hailemariam_medical_2023,
	title = {Medical students’ knowledge and attitude towards tele-education and associated factors at {University} of {Gondar}, {Ethiopia}, 2022: mixed method},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Medical students’ knowledge and attitude towards tele-education and associated factors at {University} of {Gondar}, {Ethiopia}, 2022},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04579-5},
	doi = {10/gs569b},
	abstract = {Background  Tele-education is the use of ICTs to conduct remote learning. It has been utilized to deliver ongoing training for many years. The world’s modern culture is increasingly reliant on the use of information technology to enhance standards of education. However, in order to deploy successful e-learning systems in a developing nation, understanding of user characteristics is required in the creation and usage of e-learning systems. Thus, this study will enable us to understand the user’s level of knowledge and attitude towards tele-education.
Methods  An institution-based quantitative cross-sectional study supported by qualitative design was used 397 medical students at University of Gondar from May to June 2022. A pre-tested self-administered structured questionnaires and in-depth interview were used to collect quantitative and qualitative data respectively. Thematiccontent analysis was conducted using open-code software for analyzing qualitative data. Quantitative data was entered to Epi-data version 4.6 and exported to SPSS version 25 software for further statistical analysis. Binary logistic regression was conducted. The adjusted odds ratio(AOR) was used to measure the association between the dependent and independent variables.
Results  A total of 397 medical students were participated in this study with a response rate of 93.63\%. In this study nearly six out of ten 230(57.9\%) of study participants had good knowledge towards tele-education. More than half. 211(53.1\%) of medical students participated on the study also had a favorable attitude towards tele-education. Factors associated with knowledge about tele-education is training related to ICT (AOR = 2.27 95\% CI; (1.13,4.55)), knowledge of medical education digitization (AOR = 3.80 95\% CI; (2.12,6.84)), high computer literacy (AOR = 2.82 95\% CI; (1.68,4.72)) and favorable attitude towards tele-education (AOR = 3.52 95\% CI; (2.12,5.84)). Factors associated with attitude towards tele-education is age group {\textgreater} 21 (AOR = 3.89, 95\% CI; (1.33,11.39)) and good knowledge towards tele-education (AOR = 3.42,95\%CI;(2.06,5.66)).
Conclusion  The study revealed that the knowledge of the medical students was good and nearly five out of ten of them had a favorable attitude towards tele-education. The study shows that training related to ICT, knowledge of},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Hailemariam, Rorisa Tadele and Nigatu, Araya Mesfin and Melaku, Mequannent Sharew},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {599},
	file = {Hailemariam et al. - 2023 - Medical students’ knowledge and attitude towards t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V7EY2CDR/Hailemariam et al. - 2023 - Medical students’ knowledge and attitude towards t.pdf:application/pdf},
}

@article{kirsch_caution_2023,
	title = {Caution with competitive gamification in medical education: unexpected results of a randomised cross-over study},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Caution with competitive gamification in medical education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04258-5},
	doi = {10/gs567c},
	abstract = {Background  To intrinsically motivate students in the long term, longitudinal e-learning systems combined with repeated testing and competitive gamification seem promising. The effects of this approach have never been closely examined in the field of evidence-based medicine. The authors investigated if a simple, competitive learning application enhances students’ risk competence and intrinsic motivation.
Methods  Participants were 5.-9. semester medical students (n = 48), recruited in an elective evidence-based medicine subject and randomly distributed to two groups (group 1: n = 23; group 2: n = 25). Both accessed a competitive evidence-based medicine quiz game. Following a cross-over design, each group practiced with one of two thematically different questionnaires A or B, before the allocation switched after one month. To analyse whether there was a measurable learning effect in the practiced topics, a paired t-test was performed with quantitative data from 3 e-tests. Students further reported their experience in evaluation surveys.
Results  Students’ improvements in e-test scores after training with the corresponding topics in the learning application can be attributed to chance. Even though the majority enjoyed playing and felt motivated to study, they invested a minimum of time and rejected competition.
Conclusion  The authors found no evidence for benefits of the investigated learning programme on students’ risk competence or on their internal motivation. The majority disapproved the competitive concept, indicating adverse side effects of the applied gamification element. To intrinsically motivate more students, prospective learning programmes should favour complex and collaborative programmes over simple and competitive ones.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Kirsch, Jacqueline and Spreckelsen, Cord},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {259},
	file = {Kirsch und Spreckelsen - 2023 - Caution with competitive gamification in medical e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NZ5ZQ3KS/Kirsch und Spreckelsen - 2023 - Caution with competitive gamification in medical e.pdf:application/pdf},
}

@article{luginbuehl_transforming_2023,
	title = {Transforming traditional physiotherapy hands-on skills teaching into video-based learning},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04556-y},
	doi = {10/gs5667},
	abstract = {Background  Pandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students’ evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy.
Methods  On-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students’ preference for traditional or video-based hands-on skills learning.
Results  Survey return rate was {\textgreater} 50\% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from − 2 to + 2). Most students (66.7\%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options.
Conclusions  Students preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Luginbuehl, Helena and Nabecker, Sabine and Greif, Robert and Zuber, Stefan and Koenig, Irene and Rogan, Slavko},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	pages = {624},
	file = {Luginbuehl et al. - 2023 - Transforming traditional physiotherapy hands-on sk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AQYTBKDM/Luginbuehl et al. - 2023 - Transforming traditional physiotherapy hands-on sk.pdf:application/pdf},
}

@article{aida_impact_2023,
	title = {Impact of {E}-{Learning} {Orientation}, {Moodle} {Usage}, and {Learning} {Planning} on {Learning} {Outcomes} in {On}-{Demand} {Lectures}},
	volume = {13},
	issn = {2227-7102},
	url = {https://www.mdpi.com/2227-7102/13/10/1005},
	doi = {10/gswfrg},
	abstract = {The growing prominence of e-learning in education has led to the need for a comprehensive understanding of the factors inﬂuencing learning outcomes. This study aims to investigate the combined effects of e-learning orientation, Moodle usage, and learning planning on learning outcomes in the context of on-demand lectures. A sample of participants from the Department of Information Science and Engineering in the Faculty of Engineering completed questionnaires related to e-learning orientation, while Moodle usage data and learning planning information were collected. Correlation, principal component, cluster, and multiple regression analysis were conducted to examine the relationships between variables and their impact on learning outcomes. The results suggest that e-learning orientation did not exert a signiﬁcant inﬂuence on learning outcomes. However, Moodle usage and learning planning emerged as crucial factors. Increased engagement with Moodle, as indicated by higher clicks and utilization of its learning functionalities, was associated with improved learning outcomes. Additionally, effective learning planning, characterized by adherence to schedules and timely submissions, positively inﬂuenced learning outcomes. The results emphasize the importance of considering multiple factors, not just a single factor, for successful online learning. These ﬁndings provide valuable insights for optimizing learning outcomes in on-demand lectures.},
	language = {en-GB},
	number = {10},
	urldate = {2023-10-18},
	journal = {Education Sciences},
	author = {Aida, Saori},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#5:Zeitschriftenartikel:e-learning},
	pages = {1005},
	file = {Aida - 2023 - Impact of E-Learning Orientation, Moodle Usage, an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EMFCN8YK/Aida - 2023 - Impact of E-Learning Orientation, Moodle Usage, an.pdf:application/pdf},
}

@article{martinez-garcia_evolution_2023,
	title = {Evolution and current state of research into {E}-learning},
	volume = {9},
	issn = {24058440},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2405844023082245},
	doi = {10/gsv83r},
	abstract = {This article aims to undertake a bibliometric review along with a conceptual and intellectual analysis of research on distance learning and e-learning. The purpose of this study is to focus on several academic fields and offer a comprehensive approach on how research on distance learning and e-learning has been approached since 1970. This work applies several bibliometric tech­ niques to assess the research evolution of topics addressed, the most productive authors and the most influential journals. The findings revealed an exponential increase of publications over the last 20 years, highlighting the evolution of topics. The research themes include four main groups: the first relates to pedagogical processes in terms of effectiveness, outcomes, learning strategies, interaction, and self-regulation; the second group includes aspects associated with ICT applied in distance education; the third group focuses on the perceived value, usefulness, acceptance, and satisfaction of e-learning; and the last group portrays the forced application of distance learning strategies to deal with the consequences of the pandemic. This work contributes to expanding the existing literature devoted to study the structure of research on e-learning. It analyses the most representative authors, institutions, and documents, and gathers the growing literature on elearning, from distance learning in the seventies until the implementation of online learning in the COVID-19 era.},
	language = {en-GB},
	number = {10},
	urldate = {2023-10-17},
	journal = {Heliyon},
	author = {Martinez-Garcia, Aitor and Horrach-Rosselló, Patricia and Mulet-Forteza, Carles},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning, Kernstudie},
	pages = {e21016},
	file = {Martinez-Garcia et al. - 2023 - Evolution and current state of research into E-lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VI37NFBA/Martinez-Garcia et al. - 2023 - Evolution and current state of research into E-lea.pdf:application/pdf},
}

@article{krowicki_evaluation_2023,
	title = {Evaluation eines {E}-{Learning}-{Programms} zur {Förderung} gesunder {Telearbeit}},
	issn = {0944-2502, 2198-0713},
	url = {https://link.springer.com/10.1007/s40664-023-00520-1},
	doi = {10/gsv8zm},
	abstract = {Background. Teleworking has increasingly become established as a working model by companies due to the change in the world of work and accelerated by the coronavirus disease 2019 (COVID-19) pandemic. Resources and requirements must be assessed from an occupational health perspective in order to support companies in the health-promoting implementation of teleworking. Methods. As part of this study ﬁve important ﬁelds of action were identiﬁed from the literature on the basis of which an e-learning program for healthy teleworking was developed. Subsequently, it was assessed whether this program has a positive impact on the mental health and ability to work of teleworkers. An administrative authority in Saxony-Anhalt was recruited for the study.},
	language = {de-DE},
	urldate = {2023-10-15},
	journal = {Zentralblatt für Arbeitsmedizin, Arbeitsschutz und Ergonomie},
	author = {Krowicki, Martin and Böckelmann, Irina},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning},
	file = {Krowicki und Böckelmann - 2023 - Evaluation eines E-Learning-Programms zur Förderun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3BA848SF/Krowicki und Böckelmann - 2023 - Evaluation eines E-Learning-Programms zur Förderun.pdf:application/pdf},
}

@article{hejazi_effect_2023,
	title = {The {Effect} of {Practice} {Prescription} {E}-{Learning} {System} on {Learning} and {Motivation} of {Pharmacy} {Students}},
	issn = {2211-1662, 2211-1670},
	url = {https://link.springer.com/10.1007/s10758-023-09688-0},
	doi = {10/gsswbd},
	abstract = {Pharmacy education has seen a transformation with e-learning. Using a computer-supported collaborative learning environment has proven effective in achieving the learning objectives of the new curriculum in this field. The educational institutions offer the pharmacy internship course in the classroom and educational pharmacies in the presence of students. Because of Covid-19 restrictions, classes are being held online. Achieving the desired learning outcomes for this lesson can be challenging because of its practical and skill-based nature. As a result, creating customized learning experiences that align with the lesson’s objectives is crucial. This study was quasi-experimental and involved students who had selected an internship. The control group received traditional instruction, while the intervention group was taught using a combination of conventional education and an application. The learning outcomes were evaluated through learning and motivation tests using the MSLQ questionnaire. The intervention group had a mean score of 79 ± 0.117, while the control group had a mean score of 69 ± 0.195, showing that the intervention group had significantly higher learning (p {\textless} 0.05). Regarding motivation, the intervention group had a mean score of 110.4 ± 17.76, while the control group had a mean score of 113.94 ± 19.67, with no significant difference observed (p {\textgreater} 0.05). The application’s simulated pharmacy environment improved the conditions for trainees to read different prescription sheets, providing a realistic learning experience. Using the application increased students’ learning. Even though there was no significant variation in motivation between the two sets, students who used the app expressed a greater interest in education.},
	language = {en-GB},
	urldate = {2023-09-28},
	journal = {Technology, Knowledge and Learning},
	author = {Hejazi, Yamin and Emadzadeh, Setareh and Yavari, Mehri and Mastour, Haniye and Azad, Sajjad and Taherzadeh, Zhila},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	file = {Hejazi et al. - 2023 - The Effect of Practice Prescription E-Learning Sys.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PIZLNUBL/Hejazi et al. - 2023 - The Effect of Practice Prescription E-Learning Sys.pdf:application/pdf},
}

@article{khamitova_innovative_2023,
	title = {Innovative {Learning} {Spaces} of {Higher} {Education}: a {Systematic} {Mapping} {Review} of {Themes}},
	issn = {8756-3894, 1559-7075},
	shorttitle = {Innovative {Learning} {Spaces} of {Higher} {Education}},
	url = {https://link.springer.com/10.1007/s11528-023-00892-4},
	doi = {10/gsr76g},
	abstract = {Current educational research and practice urge the reconceptualization of learning spaces' design, development, and usage. However, only some research studies address the formation of innovative learning spaces in higher education. This systematic mapping review (Grant \& Booth. Health Information \& Libraries Journal, 26, 91-108, 2009) focuses on identifying research trends and themes around innovative learning spaces in higher education and defining the innovative learning space as a concept. The analysis of 58 selected articles provides an overview of current literature with the identification of four themes such as 1) the design of the innovative learning spaces, 2) pedagogies employed in the innovative learning spaces, 3) students’ experiences in the innovative learning spaces, and 4) change management approaches towards the campus innovative learning space. The types of learning spaces influenced by the trends in pedagogy (towards constructivist approaches, such as active learning spaces) and technology (towards less physicality, such as hybrid learning spaces) are explored in this study. The analysis finalizes the challenges and recommendations for innovative learning space integration into campus teaching and learning experiences. It sets a foundation for further thematic analysis of innovative learning spaces literature.},
	language = {en-GB},
	urldate = {2023-09-22},
	journal = {TechTrends},
	author = {Khamitova, Aiman},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	file = {Khamitova - 2023 - Innovative Learning Spaces of Higher Education a .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C63Y6UKN/Khamitova - 2023 - Innovative Learning Spaces of Higher Education a .pdf:application/pdf},
}

@article{zurn_connect_2023,
	title = {„{Connect} {Rollout}“ – {Ein} {Simulationsspiel} zum {Projektmanagement}},
	abstract = {Successful project work requires a broad spectrum of methodological and social competences that must be combined with a high degree of understanding of complex situations and contexts. The International Project Management Association’s (IPMA) International Competence Baseline 4.0 (ICB4) offers a standardised competence framework, and the systems thinking approach provides an appropriate methodology for dealing with complexity. The business game presented here, “Connect Rollout”, focuses on acquiring competences in accordance with ICB4 and learning systems thinking methods in an international project environment. In this way, experience-based learning processes can be facilitated without risk, and the learning ability of each student can be increased.},
	language = {de-DE},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Zürn, Siegfried and Costa, Ines DIAS},
	year = {2023},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich},
	file = {Zürn und Costa - 2023 - „Connect Rollout“ – Ein Simulationsspiel zum Proje.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NEZ55AAI/Zürn und Costa - 2023 - „Connect Rollout“ – Ein Simulationsspiel zum Proje.pdf:application/pdf},
}

@article{balconi_electrophysiology_2023,
	title = {Electrophysiology and hyperscanning applied to e-learning for organizational training},
	issn = {0969-6474, 0969-6474},
	url = {https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0011/full/html},
	doi = {10/gskb32},
	abstract = {Purpose – The purpose of this study is to investigate the effects of the remote training process on distance learning with the application of neurometrics and investigate the features of the training that promote better synchronization between trainers and trainees in terms of cognitive and emotional processes favorable to learning, during a condition of remote professional training.},
	language = {en-GB},
	urldate = {2023-07-31},
	journal = {The Learning Organization},
	author = {Balconi, Michela and Angioletti, Laura and Cassioli, Federico},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Datenschutz und IT-Sicherheit, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	file = {Balconi et al. - 2023 - Electrophysiology and hyperscanning applied to e-l.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K9DBW867/Balconi et al. - 2023 - Electrophysiology and hyperscanning applied to e-l.pdf:application/pdf},
}

@article{turnbull_learning_2023,
	title = {Learning management systems and social media: a case for their integration in higher education institutions},
	volume = {31},
	issn = {2156-7077},
	shorttitle = {Learning management systems and social media},
	url = {https://journal.alt.ac.uk/index.php/rlt/article/view/2814},
	doi = {10/gskbsx},
	language = {en-GB},
	urldate = {2023-07-31},
	journal = {Research in Learning Technology},
	author = {Turnbull, Darren and Chugh, Ritesh and Luck, Jo},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Lernsystemarchitektur},
	file = {Turnbull et al. - 2023 - Learning management systems and social media a ca.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4N45T8E/Turnbull et al. - 2023 - Learning management systems and social media a ca.pdf:application/pdf},
}

@article{seviana_learning_2023,
	title = {Learning contradictions: does student social interaction occur in the middle of e-{Learning}?},
	volume = {19},
	abstract = {During the period of the Covid-19 pandemic, distance learning is known to provide new numerous opportunities, in the interaction patterns between learning actors, in Indonesia. The inter-group competitive and collaborative learning methods have also been identified as options for increasing interaction, by paying attention to students’ self-concepts. Based on being quantitative explanative, this research aims to determine the influence of both learning methods and the role of students’ self-concept, on the interactions between members and groups. This research used non-parametric quantitative methods so moreover, 62 students were selected and divided into 2 classes, namely the control and experimental groups, each with 38 \& 24 respondents, respectively. To determine the effect of competitive and collaborative methods between groups, as well as self-concept on students’ social interactions, the authors use a two-way ANOVA test. The results showed that there was an influence of using collaborative learning methods on students with low self-concept towards their social interactions. However, there was no influence of students’ self-concept toward their social interactions.},
	language = {en-GB},
	number = {1},
	journal = {Journal of e-learning and knowledge society},
	author = {Seviana, Francisca Laora and Suprobo, Filipus Priyo},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning, Kernstudie},
	file = {Seviana und Suprobo - 2023 - Learning contradictions does student social inter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6GVUQP3S/Seviana und Suprobo - 2023 - Learning contradictions does student social inter.pdf:application/pdf},
}

@article{guerrero-cortez_emotional_2023,
	title = {Emotional {And} {Cognitive} {Development} {Of} {University} {Students} {As} {A} {Result} {Of} {The} {New} {E}-{Learning} {Model}},
	abstract = {A documentary review was carried out on the production and publication of research papers concerning studying Emotional Development and Cognitive Development variables during the Virtual Learning process for university students. The purpose of the bibliometric analysis proposed in this paper was to know the main characteristics of the volume of publications registered in the Scopus database during the period 2017-2022 and to identify the current situation in Ecuadorian institutions regarding the study of the variables above, achieving the identification of 63 publications in total. The information provided by the said platform was organized using tables and figures for categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that the United States, with 9 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that country. The Area of Knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of Emotional Development, Cognitive Development during the Virtual Learning process for university students was Computer Science, with 37 published documents, and the Type of Publication that was most used during the period indicated above was the Journal Article, which represents 40\% of the total scientific production.},
	language = {en-GB},
	number = {2023},
	journal = {Res Militaris},
	author = {Guerrero-Cortez, Vladimir Alexander and López-Vera, Franklin Raúl and Córdova-Aragundi, José Saturnino and Pilco-Parra, Mesías Heriberto},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	file = {Guerrero-Cortez et al. - 2023 - Emotional And Cognitive Development Of University .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AH7Z7HXT/Guerrero-Cortez et al. - 2023 - Emotional And Cognitive Development Of University .pdf:application/pdf},
}

@article{li_systematic_2023,
	title = {A {Systematic} {Literature} {Review} of {Social} {Learning} {Theory} in {Online} {Learning} {Environments}},
	volume = {35},
	issn = {1040-726X, 1573-336X},
	url = {https://link.springer.com/10.1007/s10648-023-09827-0},
	doi = {10/gs57bh},
	abstract = {The emergence of educational technologies has spurred research interest in exploring effective ways to enhance human learning in digital environments. Social Learning Theory (SLT), as a crucial theory that offers a conceptual framework for understanding the role of human agency in learning, can shed light on the underlying mechanisms of learners’ social learning behaviors, such as engagement and collaboration, in online learning contexts. However, there is a gap in the literature regarding reviews of online learning studies grounded in SLT. Therefore, this systematic review aims to examine SLT-related online learning studies to investigate how SLT contribute to the understanding of the technology integration in human learning. The review includes two descriptive research questions on research trends and implementation categories, alongside two qualitative research questions investigating the significance of SLT concepts in understanding social learning online implementations. The PRISMA method was employed to select and analyze 60 studies. Deductive content analysis revealed two major educational affordances of social networking sites that result in social learning experiences: collaborative interaction and observational participation.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-18},
	journal = {Educational Psychology Review},
	author = {Li, Siyuan and Hong, Yi-Chun and Craig, Scotty D.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning},
	pages = {108},
	file = {Li et al. - 2023 - A Systematic Literature Review of Social Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VV6EQDFK/Li et al. - 2023 - A Systematic Literature Review of Social Learning .pdf:application/pdf},
}

@article{schafer_virtual_2023,
	title = {Virtual {Reality} in der {Schule}: {Bedenken} und {Potenziale} aus {Sicht} der {Akteur}:innen in interdisziplinären {Ratingkonferenzen}},
	volume = {51},
	issn = {1424-3636},
	shorttitle = {Virtual {Reality} in der {Schule}},
	url = {https://www.medienpaed.com/article/view/1574},
	doi = {10/grnn2t},
	abstract = {Dieser Beitrag präsentiert und diskutiert die Ergebnisse aus vier interdisziplinären Ratingkonferenzen, in denen Schüler:innen, Lehrpersonen und Expert:innen aus Entwicklung Medienpädagogik und Wissenschaft Bedenken und Potenziale des schulischen Einsatzes von Virtual Reality (VR) diskutieren. VR ist, obwohl zunehmend als Bildungstechnologie anerkannt, in der Schule noch nicht grundständig angekommen. Anhand der inhaltlich strukturierenden qualitativen Inhaltsanalyse nach Kuckartz und induktiver Kategorienermittlung werden aus den Daten vier Hauptkategorien abgeleitet. Es fehlt laut den Akteur:innen an technischer Ausstattung sowie Erfahrungen, Ideen und erprobten Konzepten für den schulischen Unterricht. Einem Mehraufwand steht ein schwer einzuschätzender Mehrwert entgegen. Gleichzeitig attestieren die Teilnehmenden VR-gestützten Lernumgebungen eine Vielzahl an Potenzialen wie immersives Lernen, barrierefreie Zugänge und Möglichkeiten für eine differenzierte Unterrichtsgestaltung. Der Beitrag zeigt auch, dass weder der wissenschaftliche Diskurs noch die teilnehmenden Akteur:innen bisher konkrete Aspekte eines verkörperten Lernens in, mit und durch VR (Extended Embodied Education) beachten. Eine Zusammenarbeit der im Schulkontext beteiligten Akteur:innen ist im Sinne einer Netzwerkarbeit zur Implementierung von VR in der Schule erstrebenswert.},
	language = {de-DE},
	urldate = {2023-01-21},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schäfer, Caterina and Rohse, Dorina and Gittinger, Micha and Wiesche, David},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Promotion:FU4b},
	pages = {1--24},
	file = {Schäfer et al. - 2023 - Virtual Reality in der Schule Bedenken und Potenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEE4LP76/Schäfer et al. - 2023 - Virtual Reality in der Schule Bedenken und Potenz.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_fortschritt_2023,
	address = {Wiesbaden},
	title = {Der {Fortschritt} der {Wissensgesellschaft} in {Verbindung} mit strategischen {Paradigmen}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_2},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {17--32},
	file = {Hovdar-Stojakovic et al. - 2023 - Der Fortschritt der Wissensgesellschaft in Verbind.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7TIQASTS/Hovdar-Stojakovic et al. - 2023 - Der Fortschritt der Wissensgesellschaft in Verbind.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_bauplane_2023,
	address = {Wiesbaden},
	title = {Baupläne für das {Lernen}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_5},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {77--138},
	file = {Hovdar-Stojakovic et al. - 2023 - Baupläne für das Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UMN7CDCH/Hovdar-Stojakovic et al. - 2023 - Baupläne für das Lernen.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_ausblick_2023,
	address = {Wiesbaden},
	title = {Ausblick und zukünftige {Entwicklungen}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_8},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {253--263},
	file = {Hovdar-Stojakovic et al. - 2023 - Ausblick und zukünftige Entwicklungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/44S2ILKF/Hovdar-Stojakovic et al. - 2023 - Ausblick und zukünftige Entwicklungen.pdf:application/pdf},
}

@incollection{stollfus_computational_2023,
	address = {Wiesbaden},
	title = {Computational {Methods} und {Tools} für die {Erhebung} und {Auswertung} von {Social}-{Media}-{Daten}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_41-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haim, Mario and Hase, Valerie},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_41-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Haim und Hase - 2023 - Computational Methods und Tools für die Erhebung u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3AU3LFII/Haim und Hase - 2023 - Computational Methods und Tools für die Erhebung u.pdf:application/pdf},
}

@incollection{stollfus_bilder_2023,
	address = {Wiesbaden},
	title = {Bilder befragen: {Die} {Bildpraxisanalyse} als praxeologische {Medienphilosophie} des digitalen {Bildes}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Bilder befragen},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_29-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pauliks, Kevin and Ruchatz, Jens},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_29-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--24},
	file = {Pauliks und Ruchatz - 2023 - Bilder befragen Die Bildpraxisanalyse als praxeol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZDYHQTED/Pauliks und Ruchatz - 2023 - Bilder befragen Die Bildpraxisanalyse als praxeol.pdf:application/pdf},
}

@incollection{stollfus_praxeologie_2023,
	address = {Wiesbaden},
	title = {Praxeologie und {Materialanalysen} digitaler {Formate} am {Beispiel} interaktiv-partizipativer {Dokumentarprojekte} im {Web} (i-docs)},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_36-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kermanchi, Jasmin},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_36-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Kermanchi - 2023 - Praxeologie und Materialanalysen digitaler Formate.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QWYE3TH5/Kermanchi - 2023 - Praxeologie und Materialanalysen digitaler Formate.pdf:application/pdf},
}

@incollection{stollfus_mediensemiotische_2023,
	address = {Wiesbaden},
	title = {Mediensemiotische {Analyse} von {Digitalität}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_34-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Decker, Jan-Oliver and Hennig, Martin and Krah, Hans},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_34-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Decker et al. - 2023 - Mediensemiotische Analyse von Digitalität.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TTP8WZGB/Decker et al. - 2023 - Mediensemiotische Analyse von Digitalität.pdf:application/pdf},
}

@incollection{stollfus_close_2023,
	address = {Wiesbaden},
	title = {Close {Playing}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_33-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Inderst, Rudolf Thomas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_33-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--15},
	file = {Inderst - 2023 - Close Playing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X9SRR4S4/Inderst - 2023 - Close Playing.pdf:application/pdf},
}

@book{hovdar-stojakovic_innovatives_2023,
	address = {Wiesbaden},
	title = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}: {Bausteine}, {Strukturen} und {Umsetzung} in der {Organisation}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	shorttitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1},
	language = {de-DE},
	urldate = {2023-02-08},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {Hovdar-Stojakovic et al. - 2023 - Innovatives Lehren und Lernen mit Blended Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8GSI264Q/Hovdar-Stojakovic et al. - 2023 - Innovatives Lehren und Lernen mit Blended Learning.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_lehren_2023,
	address = {Wiesbaden},
	title = {Lehren und {Lernen} neu gedacht: {Eine} {Einführung}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	shorttitle = {Lehren und {Lernen} neu gedacht},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_1},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {3--16},
	file = {Hovdar-Stojakovic et al. - 2023 - Lehren und Lernen neu gedacht Eine Einführung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8BV4CN2I/Hovdar-Stojakovic et al. - 2023 - Lehren und Lernen neu gedacht Eine Einführung.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_wissen_2023,
	address = {Wiesbaden},
	title = {Wissen und dessen {Management}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_3},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {35--51},
	file = {Hovdar-Stojakovic et al. - 2023 - Wissen und dessen Management.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MIQGFQ4L/Hovdar-Stojakovic et al. - 2023 - Wissen und dessen Management.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_vom_2023,
	address = {Wiesbaden},
	title = {Vom lernenden {Individuum} zur {Lernenden} {Organisation}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_4},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {53--74},
	file = {Hovdar-Stojakovic et al. - 2023 - Vom lernenden Individuum zur Lernenden Organisatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7J9LRJ3M/Hovdar-Stojakovic et al. - 2023 - Vom lernenden Individuum zur Lernenden Organisatio.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_planung_2023,
	address = {Wiesbaden},
	title = {Planung, {Gestaltung} und {Umsetzung} von {Blended}-{Learning}-{Szenarien}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_6},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {139--230},
	file = {Hovdar-Stojakovic et al. - 2023 - Planung, Gestaltung und Umsetzung von Blended-Lear.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DAFNGXID/Hovdar-Stojakovic et al. - 2023 - Planung, Gestaltung und Umsetzung von Blended-Lear.pdf:application/pdf},
}

@incollection{hovdar-stojakovic_qualitatssicherung_2023,
	address = {Wiesbaden},
	title = {Qualitätssicherung, {Impactmessung} und {Evaluierung}},
	isbn = {978-3-658-38717-4 978-3-658-38718-1},
	url = {https://link.springer.com/10.1007/978-3-658-38718-1_7},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Innovatives {Lehren} und {Lernen} mit {Blended} {Learning}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	collaborator = {Hovdar-Stojakovic, Ingrid and Steinbacher, Hans-Peter and Situm, Mario and Märk, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-38718-1_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {231--250},
	file = {Hovdar-Stojakovic et al. - 2023 - Qualitätssicherung, Impactmessung und Evaluierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZM8QFJU5/Hovdar-Stojakovic et al. - 2023 - Qualitätssicherung, Impactmessung und Evaluierung.pdf:application/pdf},
}

@incollection{stollfus_medienkonstellationsanalyse_2023,
	address = {Wiesbaden},
	title = {Medienkonstellationsanalyse},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_28-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weich, Andreas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_28-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--23},
	file = {Weich - 2023 - Medienkonstellationsanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P6RXEVFV/Weich - 2023 - Medienkonstellationsanalyse.pdf:application/pdf},
}

@incollection{stollfus_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Medien} und {Dispositivanalyse}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_27-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stollfuß, Sven and Weich, Andreas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_27-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--23},
	file = {Stollfuß und Weich - 2023 - Digitale Medien und Dispositivanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWPCJKZG/Stollfuß und Weich - 2023 - Digitale Medien und Dispositivanalyse.pdf:application/pdf},
}

@incollection{stollfus_kritische_2023,
	address = {Wiesbaden},
	title = {Kritische {Diskursanalyse} als {Medienanalyse}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_25-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nohr, Rolf},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_25-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--18},
	file = {Nohr - 2023 - Kritische Diskursanalyse als Medienanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LBTBMQDM/Nohr - 2023 - Kritische Diskursanalyse als Medienanalyse.pdf:application/pdf},
}

@incollection{stollfus_medienarchaologie_2023,
	address = {Wiesbaden},
	title = {Medienarchäologie der digitalen {Medien}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_21-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schröter, Jens},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_21-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--15},
	file = {Schröter - 2023 - Medienarchäologie der digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8LWRZBT6/Schröter - 2023 - Medienarchäologie der digitalen Medien.pdf:application/pdf},
}

@incollection{stollfus_forschung_2023,
	address = {Wiesbaden},
	title = {Forschung explorieren: {Zu} den {Möglichkeiten} digitaler {Datenvisualisierungen} für die feministische {Filmgeschichtsschreibung}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Forschung explorieren},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_19-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dang, Sarah-Mai},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_19-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--20},
	file = {Dang - 2023 - Forschung explorieren Zu den Möglichkeiten digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AJ7AKK62/Dang - 2023 - Forschung explorieren Zu den Möglichkeiten digita.pdf:application/pdf},
}

@incollection{stollfus_zum_2023,
	address = {Wiesbaden},
	title = {Zum {Einsatz} von {KI} als {Methode} und {Werkzeug} in der {Medienwissenschaft}},
	isbn = {978-3-658-36629-2},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_16-2},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sudmann, Andreas},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_16-2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--17},
	file = {Sudmann - 2023 - Zum Einsatz von KI als Methode und Werkzeug in der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CLSD995Z/Sudmann - 2023 - Zum Einsatz von KI als Methode und Werkzeug in der.pdf:application/pdf},
}

@incollection{stollfus_diffraktive_2023,
	address = {Wiesbaden},
	title = {Diffraktive {Ethnografie} {Sozialer} {Medien}: {Diskurs} – Ästhetik – {Materialität}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Diffraktive {Ethnografie} {Sozialer} {Medien}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_14-2},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eickelmann, Jennifer and Meis, Mareike},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_14-2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--25},
	file = {Eickelmann und Meis - 2023 - Diffraktive Ethnografie Sozialer Medien Diskurs –.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FI8HFWA3/Eickelmann und Meis - 2023 - Diffraktive Ethnografie Sozialer Medien Diskurs –.pdf:application/pdf},
}

@incollection{stollfus_netzwerke_2023,
	address = {Wiesbaden},
	title = {Netzwerke der {Ungleichheit}: {Kodieren} von {Geschlecht} und {Ethnizität} im {Distributionsnetzwerk} der {Filmindustrie}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Netzwerke der {Ungleichheit}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_11-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ehrich, Martha Emilie and Thiele, Franziska and Loist, Skadi and Prommer, Elizabeth},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_11-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--24},
	file = {Ehrich et al. - 2023 - Netzwerke der Ungleichheit Kodieren von Geschlech.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6P7D3SUV/Ehrich et al. - 2023 - Netzwerke der Ungleichheit Kodieren von Geschlech.pdf:application/pdf},
}

@incollection{stollfus_forschungsethik_2023,
	address = {Wiesbaden},
	title = {Forschungsethik und wissenschaftliche {Integrität}: {Herausforderungen} und {Chancen} für {Forschung} in und mit digitalen {Medien}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Forschungsethik und wissenschaftliche {Integrität}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_8-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schlütz, Daniela and Zillich, Arne Freya},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_8-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--18},
	file = {Schlütz und Zillich - 2023 - Forschungsethik und wissenschaftliche Integrität .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXFIKZYW/Schlütz und Zillich - 2023 - Forschungsethik und wissenschaftliche Integrität .pdf:application/pdf},
}

@incollection{stollfus_forschungsdaten_2023,
	address = {Wiesbaden},
	title = {Forschungsdaten in der {Medienwissenschaft}: {Infrastrukturen}, {Plattformen} und {Forschungsdatenmanagement} und ihre {Bedeutung} für die digitale {Transformation} der {Medienwissenschaft}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Forschungsdaten in der {Medienwissenschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_6-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kammerer, Dietmar and Matuszkiewicz, Kai},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_6-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Kammerer und Matuszkiewicz - 2023 - Forschungsdaten in der Medienwissenschaft Infrast.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7AEEL45Q/Kammerer und Matuszkiewicz - 2023 - Forschungsdaten in der Medienwissenschaft Infrast.pdf:application/pdf},
}

@incollection{stollfus_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Team}-{Ethnografie}: {Teilnehmende} {Beobachtung} auf {Instagram} mit dem {Account} {Hashtag} {Islam}},
	isbn = {978-3-658-36629-2},
	shorttitle = {Digitale {Team}-{Ethnografie}},
	url = {https://link.springer.com/10.1007/978-3-658-36629-2_10-1},
	language = {de-DE},
	urldate = {2024-10-10},
	booktitle = {Handbuch {Digitale} {Medien} und {Methoden}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ahmad, Muna and Fuhrmann, Larissa-Diana and Pfeifer, Simone and Wiechert, Maike},
	editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix},
	year = {2023},
	doi = {10.1007/978-3-658-36629-2_10-1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--24},
	file = {Ahmad et al. - 2023 - Digitale Team-Ethnografie Teilnehmende Beobachtun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8IFKBVDI/Ahmad et al. - 2023 - Digitale Team-Ethnografie Teilnehmende Beobachtun.pdf:application/pdf},
}

@incollection{wilmers_digitalisierung_2023,
	title = {Digitalisierung und {Teilhabe} in der {Bildung}},
	isbn = {978-3-8309-4846-9},
	url = {https://www.waxmann.com/bildungimdigitalenwandel_4/},
	abstract = {Der Beitrag führt in das Themenfeld „Teilhabe und soziales Lernen in der digitalen Bildung“ ein und legt zunächst dar, wie sich die Forschung hierzu entwickelt hat und welche (Teil-)Fragestellungen im Fokus der Forschung stehen. Zu letzteren zählt gleichermaßen die Beschäftigung mit den Potenzialen digitaler Medien für mehr gesellschaftliche Teilhabe und mit den Risiken, bestimmte Bevölkerungsgruppen nicht oder aus Bildungssicht unzulänglich zu erreichen. Ebenso werden auch praxisnahe Anwendungen vorgestellt, die in regionalen, nationalen oder EU-weiten Kontexten die Zielsetzung verfolgen, digitale Teilhabe bei gesellschaftlichen Gruppen mit besonderen Bedarfen zu ermöglichen und auszubauen und somit eine differenzierte Nutzung digitaler Medien in den Blick nehmen. Anschließend erläutert das Kapitel die Methodik, die den Forschungssynthesen in diesem Band zu Grunde liegt. Dabei wird sowohl in das Format Critical Review als auch in die verschiedenen Arbeitsprozesse der Reviewerstellung eingeführt. Besondere Aufmerksamkeit erfährt die für die Forschungssynthesen entwickelte Recherchestrategie, die angepasst an die jeweiligen Ausgangslagen in den Bildungsbereichen (Bildung in Kindheit, Jugend und Familie; Schule; Lehrkräftebildung; Berufliche Bildung; Erwachsenen- und Weiterbildung) in einem mehrstufigen Verfahren ausgearbeitet und umgesetzt wurde. Die Trefferzahlen der Literaturrecherche bewegen sich für die einzelnen Bildungsbereiche zwischen 2491 und 4134 Titeln, von denen jeweils zwischen 19 und 35 Studien in die Forschungssynthesen aufgenommen wurden.},
	language = {de-DE},
	urldate = {2024-10-18},
	booktitle = {Bildung im digitalen {Wandel}. {Die} {Bedeutung} digitaler {Medien} für soziales {Lernen} und {Teilhabe}},
	publisher = {Waxmann Verlag GmbH},
	author = {Wilmers, Annika and Keller, Carolin and Stöbe-Blossey, Sybille and Achenbach, Michaela and Nieding, Iris},
	editor = {Wilmers, Annika and Achenbach, Michaela and Keller, Carolin},
	month = dec,
	year = {2023},
	doi = {10.31244/9783830998464.01},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {7--32},
	file = {Wilmers et al. - 2023 - Digitalisierung und Teilhabe in der Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2SPVCHYT/Wilmers et al. - 2023 - Digitalisierung und Teilhabe in der Bildung.pdf:application/pdf},
}

@incollection{watanabe_studierende_2023,
	address = {Bielefeld},
	title = {Studierende im {KI}-{Diskurs} {Wie} {Studierende} in einem {Workshopformat} über den {KI}-{Einsatz} informiert und zum {Nachdenken} über {KI}-gestütztes {Lehren} und {Lernen} angeregt werden},
	url = {https://www.pedocs.de/volltexte/2023/27833/pdf/Watanabe_2023_Studierende_im_KI-Diskurs.pdf},
	abstract = {Künstliche Intelligenz (KI) wird zukünftig die Entwicklung von Hochschulen prägen (Aldosari, 2020). Während Unsicherheiten im Datenschutz (Büching et al., 2019) und ethische Fragestellungen (Ocaña-Fernández et al., 2019) als maßgebliche Probleme gelten, die gelöst werden müssen, um technologiegestütztes Lernen erfolgreich in das Bildungsangebot der Hochschulen einzubinden, werden andere potenzielle Hindernisse bislang weit weniger intensiv diskutiert. So findet etwa die Frage, wie die Akzeptanz und Meinungen von Studierenden zum KI-gestützten Lehren und Lernen erforscht werden können, bislang weniger Beachtung (Seufert et al., 2020).},
	language = {de-DE},
	urldate = {2025-07-17},
	booktitle = {Künstliche {Intelligenz} in der {Hochschulbildung}. {Chancen} und {Grenzen} des {KI}-gestützten {Lernens} und {Lehrens}},
	publisher = {Transcript Verlag},
	author = {Watanabe, Alice},
	editor = {Schmohl, Tobias and Watanabe, Alice and Schelling, Kathrin},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Bildung, Deployment of media, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Hochschule, Technologie, \#6:Buchteil:Bildung:Technologie, Higher education lecturing, Interview, Male student, Student, ❓ Multiple DOI, Partizipation, Artificial intelligence, Promotion:FU1, Acceptance, Akzeptanz, Higher education institute, Technology uses in education, Explorative Studie, Technologieunterstütztes Lernen, Video},
	pages = {99--118},
	file = {Watanabe - 2023 - Studierende im KI-Diskurs. Wie Studierende in eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JYX7LXTQ/Watanabe - 2023 - Studierende im KI-Diskurs. Wie Studierende in eine.pdf:application/pdf;Watanabe - Studierende im KI-Diskurs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WBADICG5/Watanabe - Studierende im KI-Diskurs.pdf:application/pdf},
}

@article{davis_hands-tasks_2023,
	title = {Hands-on tasks make learning visible: a learning analytics lens on the development of mechanistic problem-solving expertise in makerspaces},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Hands-on tasks make learning visible},
	url = {https://link.springer.com/10.1007/s11423-023-10318-w},
	doi = {10.1007/s11423-023-10318-w},
	abstract = {This study investigated the impact of participating in a year-long digital-fabrication course on high-school seniors’ problem-solving skills, with a focus on problems involving mechanistic systems. The research questions centered on whether working in a makerspace impacted students’ abilities to solve such problems and whether the process data generated during problem-solving activities could be used to identify the different problem-solving approaches taken by the participants. A novel set of hands-on, mechanistic problems were created to answer these questions, and the results showed that after taking part in the course students performed significantly better on these problems, with the post-course students making more progress towards the solutions than the pre-course students. The process data revealed two distinct problem-solving approaches for each problem, one adopted primarily by experts (the expert approach) and one by pre-course students (the novice approach). The post-course students were more likely to adopt the expert approaches, which were strongly associated with better performance on each problem. The study found that participation in the course made the high-school students better able to “see” the various components and their ways of interacting, making them more like expert engineers.},
	language = {en-GB},
	urldate = {2023-12-02},
	journal = {Educational technology research and development},
	author = {Davis, Richard Lee and Schneider, Bertrand and Rosenbaum, Leah F. and Blikstein, Paulo},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics},
	file = {Davis et al. - 2023 - Hands-on tasks make learning visible a learning a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LKMW9HQI/Davis et al. - 2023 - Hands-on tasks make learning visible a learning a.pdf:application/pdf},
}

@inproceedings{choi_meta-lad_2023,
	address = {Cambridge, MA, USA},
	title = {Meta-{LAD}: {Developing} a {Learning} {Analytics} {Dashboard} with a {Theoretically} {Grounded} and {Context}-{Specific} {Approach}},
	isbn = {979-8-3503-1559-2},
	shorttitle = {Meta-{LAD}},
	url = {https://ieeexplore.ieee.org/document/10306139/},
	doi = {10.1109/LWMOOCS58322.2023.10306139},
	abstract = {The use of Learning Analytics Dashboards (LADs) has gained popularity as a means of supporting the self-regulated learning (SRL) skills of learners in large-scale online courses. Despite many studies proposing LAD designs, LADs are often criticized for their weak theoretical foundations, lack of actionable feedback, and tendency to encourage excessive social comparison. Furthermore, many LAD designs have missed context-specific details. Hence, it is not uncommon for some dashboard designs to have negative effects on learners, such as discouragement or anxiety. In this study, we designed the Meta-LAD, a LAD that supports SRL processes using theoretical and contextual foundations. We used data from a credit-bearing Massive Open Online Course (MOOC) on supply chain management to contextually ground the dashboard. We performed usability testing interviews to evaluate the design and confirmed that the Meta-LAD could fulfill learners’ needs for references and actionable feedback. This study contributes to the field of online learning by presenting a theoretically grounded and contextually specific LAD design process. This paper expands the understanding of how to support SRL in MOOCs.},
	language = {en-GB},
	urldate = {2023-11-29},
	booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})},
	publisher = {IEEE},
	author = {Choi, Heeryung and Borrella, Inma and Ponce-Cueto, Eva},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Interviews, Leraning:Analytics, Usability, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, MOOC, Anxiety disorders, Learning Analytics Dashboard, Self-regulated Learning, Supply chain management, Testing},
	pages = {1--6},
	file = {Choi et al. - 2023 - Meta-LAD Developing a Learning Analytics Dashboar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZH5T754R/Choi et al. - 2023 - Meta-LAD Developing a Learning Analytics Dashboar.pdf:application/pdf;IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/VCN7C4B3/10306139.html:text/html},
}

@inproceedings{tiukhova_learning_2023,
	address = {Lisbon},
	title = {Learning analytics tells: {Know} your basics and go to class},
	abstract = {Research on conceptual modeling education and learning analytics often lacks grounding in instructional design theories. Furthermore, the analysis of blended courses often neglects data about offline activities. This paper investigates the data of one conceptual modeling course the design of which is grounded on Bloom’s taxonomy and the 4C/ID model, and for which intent to participate in on-campus lab sessions was tracked. The results demonstrate that attending the on-campus lab sessions have high predictive value for study success. In addition, using Bloom’s cognitive levels confirms the value of organising assessment along these cognitive levels and offers perspectives for more efficient evaluation of conceptual modeling skills.},
	language = {en-GB},
	booktitle = {Project {Exhibitions}, {Posters} and {Demos}, and {Doctoral} {Consortium}},
	author = {Tiukhova, Elena and Verbruggen, Charlotte and Baesens, Bart and Snoeck, Monique},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, Leraning:Analytics, \#8:Konferenz-Paper:blended:learning},
	pages = {1--10},
	file = {Tiukhova et al. - Learning analytics tells Know your basics and go .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVIFKHRZ/Tiukhova et al. - Learning analytics tells Know your basics and go .pdf:application/pdf},
}

@article{syakhrani_digital_2023,
	title = {Digital learning analytics: enhancing educational assessment strategies and analyzing their multifaceted influence on student achievement},
	volume = {1},
	abstract = {This study investigates the multifaceted influence of digital learning analytics on student achievement within educational settings. The rapid integration of technology in education has given rise to the widespread utilization of digital learning analytics, which has the potential to transform how educational assessment strategies are designed and implemented. The study employs a mixed-methods approach, gathering quantitative data through surveys from various educators, students, and administrators while conducting qualitative interviews to provide deeper context. The findings indicate a significant adoption rate of digital learning analytics, with approximately 75\% of surveyed institutions incorporating these tools into their assessment practices. Furthermore, most educators, administrators, and students perceive the positive impact of digital learning analytics on student achievement. However, the study reveals the nuanced effectiveness of various analytics tools and highlights pedagogical and ethical considerations associated with their use. The results underscore the need for tailored approaches to digital tool implementation and suggest the importance of balancing technological innovation with a holistic view of education. This research contributes to the ongoing dialogue on technology's role in education. It serves as a foundational step in understanding how digital learning analytics can enhance educational assessment and ultimately improve student achievement in the digital age.},
	language = {en-GB},
	number = {4},
	journal = {International Journal of Teaching and Learning},
	author = {Syakhrani, Abdul Wahab and Sudrajat, Didi and Meisarah, Fitria and Puspandari, Kartika and Sinaga, Yunita},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics},
	pages = {319{\textasciitilde}328},
	file = {Syakhrani et al. - DIGITAL LEARNING ANALYTICS ENHANCING EDUCATIONAL .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQMCLGVE/Syakhrani et al. - DIGITAL LEARNING ANALYTICS ENHANCING EDUCATIONAL .pdf:application/pdf},
}

@article{kustriyanti_implementation_2023,
	title = {The {Implementation} of {Analytic} {Learning} {Through} {Mobile} {Assisted}- {Learning} {Design} {Toward} {Academic} {Performance} of {Nursing} {Profession} {Students}},
	abstract = {Analytical learning is a series of learning activities that combine practice and research results as a learning design to obtain data that is analyzed and used by educators and students, leading to online learning systems. The use of technology and the internet as a means of learning produces blended course designs, such as mobile learning designs. This research was aim to study the mobile-assisted design inquiry model with an analytic learning approach to students’ academic performance. This research was a correlational study with a cohort prospective design. 236 students met the inclusion criteria selected by purposive sampling. The instrument uses a comprehensive questionnaire in the Computerized Based Test. Data analysis used Fisher’s exact test for analyzing the correlation among the variables and an independent t-test for the result of two types of learning methods. There was a significant difference between online and offline student groups in the competency test tryout scores and a significant relationship between the analytic learning approach and student academic performance with p-value of 0.000 (online students) and 0.007 (offline students). The mobile-assisted design inquiry model learning method with an analytic learning approach through self-reported and observational approaches is effective in the academic performance of professional students.},
	language = {en-GB},
	author = {Kustriyanti, Dwi and Apriliyanti, Retno and Utama, Julvainda Eka Putra},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Systemanpassung, Bildung, Multimedia, ⛔ No DOI found, Leraning:Analytics, \#8:Zeitschriftenartikel:blended:learning},
	file = {Kustriyanti et al. - 2023 - The Implementation of Analytic Learning Through Mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XBHLMADS/Kustriyanti et al. - 2023 - The Implementation of Analytic Learning Through Mo.pdf:application/pdf},
}

@article{chan_ai_2023,
	title = {The {AI} generation gap: {Are} {Gen} {Z} students more interested in adopting generative {AI} such as {ChatGPT} in teaching and learning than their {Gen} {X} and millennial generation teachers?},
	volume = {10},
	issn = {2196-7091},
	shorttitle = {The {AI} generation gap},
	url = {https://slejournal.springeropen.com/articles/10.1186/s40561-023-00269-3},
	doi = {10.1186/s40561-023-00269-3},
	abstract = {This study aimed to explore the experiences, perceptions, knowledge, concerns, and intentions of Gen Z students with Gen X and Gen Y teachers regarding the use of generative AI (GenAI) in higher education. A sample of students and teachers were recruited to investigate the above using a survey consisting of both open and closed questions. The findings showed that Gen Z participants were generally optimistic about the potential benefits of GenAI, including enhanced productivity, efficiency, and personalized learning, and expressed intentions to use GenAI for various educational purposes. Gen X and Gen Y teachers acknowledged the potential benefits of GenAI but expressed heightened concerns about overreliance, ethical and pedagogical implications, emphasizing the need for proper guidelines and policies to ensure responsible use of the technology. The study highlighted the importance of combining technology with traditional teaching methods to provide a more effective learning experience. Implications of the findings include the need to develop evidence-based guidelines and policies for GenAI integration, foster critical thinking and digital literacy skills among students, and promote responsible use of GenAI technologies in higher education.},
	language = {en-GB},
	number = {1},
	urldate = {2025-05-05},
	journal = {Smart Learning Environments},
	author = {Chan, Cecilia Ka Yuk and Lee, Katherine K. W.},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Datenschutz und IT-Sicherheit},
	pages = {60},
	file = {Chan und Lee - 2023 - The AI generation gap Are Gen Z students more interested in adopting generative AI such as ChatGPT:/Users/jochenhanisch-johannsen/Zotero/storage/VXZRTEET/Chan und Lee - 2023 - The AI generation gap Are Gen Z students more interested in adopting generative AI such as ChatGPT.pdf:application/pdf},
}

@article{jobges_aktuelles_2023,
	title = {Aktuelles aus der {Kommunikation} in der {Intensivmedizin}},
	volume = {148},
	issn = {0012-0472, 1439-4413},
	url = {http://www.thieme-connect.de/DOI/DOI?10.1055/a-1947-9612},
	doi = {10/gs39dr},
	abstract = {Was ist neu?
            Neue Entwicklungen in der Kommunikation auf der Intensivstation Eine Vielzahl an Veröffentlichungen beschäftigt sich mit dem Einsatz von virtuellen Kommunikationsmöglichkeiten für Patienten und Patientinnen, Zugehörige und das Team auf der Intensivstation (ITS). Auch auf der ITS kommen neben Handy und Tablet vermehrt Computersysteme, bis hin zum Eye-Tracking-PC, als Kommunikationshilfsmittel zum Einsatz. Das Spektrum der Anwendungsmöglichkeiten für virtuelle Kommunikationsformen ist weit. Es reicht vom Einsatz im Rahmen von Aufklärungen und der Informationsvermittlung komplexer Sachverhalte für Team, Patienten und Patientinnen oder Zugehörige, bis zum Einsatz der Telemedizin zur Verbesserung der Qualität und des interdisziplinären Austauschs auf der ITS. Ein weiteres Zukunftsthema ist die Anwendung Künstlicher Intelligenz (KI). Chatbots oder KI-gestützte Patient-Preference-Predictor-Systeme werden eingesetzt, um Inhalte zu transportieren oder Entscheidungsprozesse kommunikativ zu unterstützen.
            Neue Technologien – alte Probleme? Kommunikation mit dem Team, mit Patienten und Patientinnen und deren Zugehörigen bleibt immer eine Interaktion, mit der Notwendigkeit, sich auf jemanden einzulassen und ihn wahrzunehmen. Inwieweit digitale Hilfsmittel sinnvoll für die Kommunikation im Team, mit Patienten und Patientinnen und Zugehörigen genutzt werden können, hängt somit weiterhin von der Bereitschaft ab, sich dem Anderen als Kommunikationspartner zuzuwenden.},
	language = {de-DE},
	number = {22},
	urldate = {2023-11-08},
	journal = {DMW - Deutsche Medizinische Wochenschrift},
	author = {Jöbges, Susanne and Meier, Stefan},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {1443--1447},
	file = {Jöbges und Meier - 2023 - Aktuelles aus der Kommunikation in der Intensivmed.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2CBVF3SM/Jöbges und Meier - 2023 - Aktuelles aus der Kommunikation in der Intensivmed.pdf:application/pdf},
}

@incollection{kruse_future_2023,
	address = {Cham},
	title = {The {Future} of {Intelligent} {Tutoring} {Systems} for {Writing}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_23},
	abstract = {Abstract
            Writing is essential for success in academics and everyday tasks, but the development of writing skills depends on consistent access to high-quality instruction, extended practice, and personalized feedback. To address these demands and meet students’ needs, educators and researchers have turned to technology-based writing tools. Ideally, these tools integrate the core components of intelligent tutoring, including a domain model, student model, tutor model, and interface model to engage students with individualized feedback that is linked to adaptive writing instruction. However, the landscape of writing tools still has much room for improvement in terms of incorporating advanced artificial intelligence-enabled features to better approximate intelligent tutoring systems (ITSs). This chapter describes the key elements of ITS technologies and how they can be integrated to further develop ITS tools for writing. To this end, this chapter (1) summarizes evidence-based aspects of successful ITSs and how they might be integrated into computer-based tools for writing, (2) reviews how existing systems have leveraged intelligent tutoring approaches, and (3) articulates how future technology-based writing tools could implement advanced intelligent tutoring features to better meet students’ needs. The chapter concludes with the implications and future directions of intelligent tutoring for the teaching and learning of writing.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Banawan, Michelle and Butterfuss, Reese and Taylor, Karen S. and Christhilf, Katerina and Hsu, Claire and O’Loughlin, Connor and Allen, Laura K. and Roscoe, Rod D. and McNamara, Danielle S.},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_23},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Promotion:01-02},
	pages = {365--383},
	file = {Banawan et al. - 2023 - The Future of Intelligent Tutoring Systems for Wri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HML2BG4W/Banawan et al. - 2023 - The Future of Intelligent Tutoring Systems for Wri.pdf:application/pdf;Banawan et al. - 2023 - The Future of Intelligent Tutoring Systems for Wri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AMD5BDYL/Banawan et al. - 2023 - The Future of Intelligent Tutoring Systems for Wri.pdf:application/pdf},
}

@incollection{ahuja_expanding_2023,
	address = {Singapore},
	title = {Expanding the {Scope} of {Learning} {Analytics} in {Blended} {Learning} {Environments}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_14},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Harish, V. and Sharma, Ravindra and Rana, Geeta and Nayyar, Anand and Parashar, Bhakti},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_14},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning, Leraning:Analytics},
	pages = {317--340},
	file = {Harish et al. - 2023 - Expanding the Scope of Learning Analytics in Blend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5QIUDMR9/Harish et al. - 2023 - Expanding the Scope of Learning Analytics in Blend.pdf:application/pdf},
}

@inproceedings{tumler_virtual_2023,
	title = {Virtual {Reality}, {Eye} {Tracking} and {Machine} {Learning}: {Analysis} of {Learning} {Outcomes} in {Off}-the-{Shelve} {VRSoftware}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42192},
	doi = {10/gsn7n2},
	abstract = {The combination of Virtual Reality (VR) and eye tracking allows to analyze how students use the presented VR content for learning. Here, we propose a novel approach to analyze eye tracking data in VR, even if no access to the VR software source code is given. This proof-of-concept leverages image classification methods to identify objects that captured the students' attention in VR. The method allows analysis of individual learning strategies and correlate those to individual learning outcomes.},
	language = {en-GB},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Tümler, Johannes and Erazo Sanchez, Juan Enrique and Hänig, Christian},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU3, Promotion:01-02, Education, Virtual Reality, Machine Learning, Eye Tracking, \#6:Konferenz-Paper:Bildung:Technologie, Image Classification, Konferenz-Paper:eye-trecking},
	file = {Tümler et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LVVK44QW/Tümler et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@incollection{zaphiris_analytical_2023,
	address = {Cham},
	title = {An {Analytical} {Framework} for {Designing} {Future} {Hybrid} {Creative} {Learning} {Spaces}: {A} {Pattern} {Approach}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {An {Analytical} {Framework} for {Designing} {Future} {Hybrid} {Creative} {Learning} {Spaces}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_41},
	abstract = {Existing frameworks which serve as reference for the design of creative space in educational institutions and organizations, have shown some limitations. On one hand, current spatial design theories concerned with hybrid spaces and digital technologies are limited; on the other hand, the analysis of digital technologies’ inﬂuence on spaces conducted in Information System and Computer Science research ﬁelds rarely uses a spatial theory as a foundation [1]. The aim of this ongoing research is to develop an analytical framework that integrates creative space types and a blended space model in support of the design of future hybrid creative environments (FHCS framework).},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Zhu, Dan and Yang, Yeqiu},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_41},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, Leraning:Analytics},
	pages = {582--597},
	file = {Zhu und Yang - 2023 - An Analytical Framework for Designing Future Hybri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3QR2JE42/Zhu und Yang - 2023 - An Analytical Framework for Designing Future Hybri.pdf:application/pdf},
}

@inproceedings{gu_when_2023,
	address = {Macau, China},
	title = {When {Eyes} {Tell} a {Story} … {An} {Eye}-{Tracking} {Approach} {Towards} {Creating} a {Fit}-for-{Purpose} {Learning} {Management} {System} for {Higher} {Education}},
	copyright = {https://doi.org/10.15223/policy-029},
	isbn = {978-1-6654-7075-9},
	url = {https://ieeexplore.ieee.org/document/10364509/},
	doi = {10.1109/ICDL55364.2023.10364509},
	abstract = {Learning Management System is a vital organ of any university that exists in today’s digital era. Whilst these platforms are meant to promote quality teaching, learning and assessment, developers and designers often ignore learner’s visual behavior when implementing or maintaining these applications. Consequently, most of these applications appear as poorly designed and populated by disorganized content— eventually provoking tedious navigations and interactions at the learner’s end. Xi'an Jiaotong-Liverpool University uses Learning Mall to organize coursework, assessment and facilitate staff-student interactions. However, there is an absence of evidence whether any usability study on the Learning Mall, vis-à-vis learners’ gaze behavior and visual attention, has ever been carried out at the University. This paper reports an ongoing study which is at the very preliminary stage, and linked with Eye-tracking, Participatory Design and Mixed Methods approaches to bring learner-centered improvements in the Learning Mall.},
	language = {en-GB},
	urldate = {2024-07-14},
	booktitle = {2023 {IEEE} {International} {Conference} on {Development} and {Learning} ({ICDL})},
	publisher = {IEEE},
	author = {Gu, Yao and Paracha, Samiullah},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU3, Promotion:Eye-Tracking, \#1:Konferenz-Paper:learning:management:system},
	pages = {306--311},
	file = {Gu und Paracha - 2023 - When Eyes Tell a Story … An Eye-Tracking Approach .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EKBW9BAX/Gu und Paracha - 2023 - When Eyes Tell a Story … An Eye-Tracking Approach .pdf:application/pdf},
}

@article{hwang_digital_2023,
	title = {Digital learning designs in occupational therapy education: a scoping review},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Digital learning designs in occupational therapy education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03955-x},
	doi = {10/gs567n},
	abstract = {Background:  Digital learning is a rapidly advancing method for teaching and learning in professional health educa‑tion. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited.
Methods:  We conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technologybased learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes.
Results:  Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learninggroup activity, and gamifying online learning.
Conclusions:  In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Hwang, Na-Kyoung and Shim, Sun-Hwa and Cheon, Hye-Won},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning},
	pages = {7},
	file = {Hwang et al. - 2023 - Digital learning designs in occupational therapy e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W2NJR6Q3/Hwang et al. - 2023 - Digital learning designs in occupational therapy e.pdf:application/pdf},
}

@article{romi_adaptive_2023,
	title = {Adaptive {E}-{Learning} {Systems} {Success} {Model}},
	volume = {18},
	issn = {1863-0383},
	url = {https://online-journals.org/index.php/i-jet/article/view/42929},
	doi = {10/gss62q},
	abstract = {E-learning implementation is growing alongside the e-learning market’s growth. As a result, competing models and approaches were proposed to improve e-learning and learner performance; one of these models is the e-learning systems success model. In order to expand this model, an analysis of the published e-learning models and frameworks in the period 2017–2022 was conducted using the aggregative review method. 37 studies that match the current study interests have been selected and analyzed. The main results support the e-learning system success model. In addition to further constructs other than those used in the model that have been used to enhance it, an adaptive e-learning success model has been proposed, which integrates the e-learning success model with the other models and frameworks proposed in the literature. This study recommends that achieving e-learning success requires an analysis of the internal and external environment and crafting an adaptation plan to determine the e-learning methods depending on the pedagogical approaches and tutors’ and learners’ abilities and characteristics, which in turn determine the instructional material required and assessment methods, besides the required ICT. Besides the required enhancements, such as tutor and learner training, as well as the institution’s policy and e-learning management, in addition to the required adaptations to cope with environmental factors in order to embrace learners in education policies and future strategies.},
	language = {en-GB},
	number = {18},
	urldate = {2023-09-30},
	journal = {International Journal of Emerging Technologies in Learning (iJET)},
	author = {Romi, Ismail M.},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Lernsystemarchitektur},
	pages = {177--191},
	file = {Romi - 2023 - Adaptive E-Learning Systems Success Model.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RWKTVP8N/Romi - 2023 - Adaptive E-Learning Systems Success Model.pdf:application/pdf},
}

@article{korndle_arbeitsplatznahe_2023,
	title = {Arbeitsplatznahe {Lernaufgaben}: {Ihre} {Modellierung}, {Konstruktion} und {Einsatz} in digitalen {Lehr}-{Lernszenarien} beruflichen {Lernens}},
	abstract = {Arbeitsplatznahe Lernaufgaben verbinden den Erwerb beruflicher Kompetenzen mit der Bewältigung von Aufgaben aus dem Berufs- oder Alltagsleben. Ziel dieses Beitrages ist es, auf der Grundlage von Erkenntnissen zum Problemlösen den komplexen Lehr-Lernprozess beim Bearbeiten von arbeitsplatznahen Lernaufgaben genauer zu beschreiben, um auf dieser Basis Handlungsanleitungen für die Konstruktion und den Einsatz arbeitsplatznaher Lernaufgaben in digitalen Lernumgebungen für das berufliche Lernen abzuleiten. Anhand eines Beispiels aus der beruflichen Ausbildung wird illustriert, wie auf dieser Grundlage Entscheidungen für die Konstruktion und den Einsatz arbeitsplatznaher Lernaufgaben in digitalen Lernumgebungen für das berufliche Lernen ermöglicht werden. Dabei wird insbesondere auf das Potential einer digitalen Lernortkooperation eingegangen. Abschließend werden Bedingungen und Herausforderungen beim Einsatz arbeitsplatznaher Lernaufgaben diskutiert.},
	language = {de-DE},
	journal = {Berufs- und Wirtschaftspädagogik - online},
	author = {Körndle, Hermann and Proske, Antje and Dresden, TU},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:FU3, Promotion:FH, \#3:Zeitschriftenartikel:online:Lernumgebung},
	file = {Körndle et al. - 2023 - Arbeitsplatznahe Lernaufgaben Ihre Modellierung, .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VN43NVEY/Körndle et al. - 2023 - Arbeitsplatznahe Lernaufgaben Ihre Modellierung, .pdf:application/pdf},
}

@article{sarma_integrating_2023,
	title = {Integrating {Battlefield} {Documentation} into {Virtual} {Reality} {Medical} {Simulation} {Training}: {Virtual} {Battlefield} {Assisted} {Trauma} {Distributed} {Observation} {Kit} ({BATDOK})},
	volume = {188},
	issn = {1930-613X},
	shorttitle = {Integrating {Battlefield} {Documentation} into {Virtual} {Reality} {Medical} {Simulation} {Training}},
	doi = {10.1093/milmed/usad051},
	abstract = {INTRODUCTION: Clinical documentation is an essential component of the provision of medical care, enabling continuity of information across provider and site handoffs. This is particularly important in the combat casualty care setting when a single casualty may be treated by four or more or five completely disparate teams across the roles of care. The Battlefield Assisted Trauma Distributed Observation Kit (BATDOK) is a digital battlefield clinical documentation system developed by the Air Force Research Laboratory to address this need. To support the deployment of this tool, we integrated BATDOK into a commercially available virtual reality (VR) medical simulation platform used by the U.S. Air Force and Defense Health Agency personnel in order to provide an immersive simulation training experience which included battlefield documentation.
METHODS: A multidisciplinary team consisting of medical educators, VR simulation engineers, emergency physicians and pararescuemen, and BATDOK developers first developed a specification for a virtual BATDOK capability, including a detailed listing of learning objectives, critical interfaces and task plans, and sensor integrations. These specifications were then implemented into the commercially available Virtual Advancement of Learning for Operational Readiness VR Medical Simulation System and underwent developmental testing and evaluation during pararescueman training exercises at the Air Force Special Operations Command Special Operations Center for Medical Integration and Development.
RESULTS AND CONCLUSIONS: The BATDOK capability was successfully implemented within the VR Medical Simulation System. The capability consisted of a virtual tablet with replicated interfaces and capabilities based on the developed specifications. These capabilities included integrated point-of-care ultrasound capability, multi-patient management, vitals sign monitoring with sensor pairing and continuous monitoring, mechanism of injury documentation (including injury pattern documentation), intervention logging (including tourniquets, dressing, airways, lines, tubes and drains, splints, fluids, and medications), and event logging. The capability was found to be operational and in alignment with learning objectives and user acceptance goals.},
	language = {en-GB},
	number = {Suppl 6},
	journal = {Military Medicine},
	author = {Sarma, Karthik V. and Barrie, Michael G. and Dorsch, John R. and Andre, Tanner W. and Polson, Jennifer S. and Ribeira, Rosie J. and Andre, Tyler B. and Ribeira, Ryan J.},
	month = nov,
	year = {2023},
	pmid = {37948215},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Humans, Virtual Reality, Computer Simulation, Simulation Training, Tourniquets},
	pages = {110--115},
	file = {Sarma et al. - 2023 - Integrating Battlefield Documentation into Virtual.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VH7IF65C/Sarma et al. - 2023 - Integrating Battlefield Documentation into Virtual.pdf:application/pdf},
}

@article{zsidai_practical_2023,
	title = {A practical guide to the implementation of {AI} in orthopaedic research - part 1: opportunities in clinical application and overcoming existing challenges},
	volume = {10},
	issn = {2197-1153},
	shorttitle = {A practical guide to the implementation of {AI} in orthopaedic research - part 1},
	doi = {10.1186/s40634-023-00683-z},
	abstract = {Artificial intelligence (AI) has the potential to transform medical research by improving disease diagnosis, clinical decision-making, and outcome prediction. Despite the rapid adoption of AI and machine learning (ML) in other domains and industry, deployment in medical research and clinical practice poses several challenges due to the inherent characteristics and barriers of the healthcare sector. Therefore, researchers aiming to perform AI-intensive studies require a fundamental understanding of the key concepts, biases, and clinical safety concerns associated with the use of AI. Through the analysis of large, multimodal datasets, AI has the potential to revolutionize orthopaedic research, with new insights regarding the optimal diagnosis and management of patients affected musculoskeletal injury and disease. The article is the first in a series introducing fundamental concepts and best practices to guide healthcare professionals and researcher interested in performing AI-intensive orthopaedic research studies. The vast potential of AI in orthopaedics is illustrated through examples involving disease- or injury-specific outcome prediction, medical image analysis, clinical decision support systems and digital twin technology. Furthermore, it is essential to address the role of human involvement in training unbiased, generalizable AI models, their explainability in high-risk clinical settings and the implementation of expert oversight and clinical safety measures for failure. In conclusion, the opportunities and challenges of AI in medicine are presented to ensure the safe and ethical deployment of AI models for orthopaedic research and clinical application. Level of evidence IV.},
	language = {en-GB},
	number = {1},
	journal = {Journal of Experimental Orthopaedics},
	author = {Zsidai, Bálint and Hilkert, Ann-Sophie and Kaarre, Janina and Narup, Eric and Senorski, Eric Hamrin and Grassi, Alberto and Ley, Christophe and Longo, Umile Giuseppe and Herbst, Elmar and Hirschmann, Michael T. and Kopf, Sebastian and Seil, Romain and Tischer, Thomas and Samuelsson, Kristian and Feldt, Robert and {ESSKA Artificial Intelligence Working Group}},
	month = nov,
	year = {2023},
	pmid = {37968370},
	pmcid = {PMC10651597},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Ethics, Artificial intelligence, AI, ML, Machine learning, Decision support systems, Digital twins, Explainability, Generalizability, Large language models, Learning series, Orthopaedics, Provenance, Research methods},
	pages = {117},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/K589MWZI/Zsidai et al. - 2023 - A practical guide to the implementation of AI in o.pdf:application/pdf;Zsidai et al. - 2023 - A practical guide to the implementation of AI in o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A9PHARZU/Zsidai et al. - 2023 - A practical guide to the implementation of AI in o.pdf:application/pdf},
}

@article{knifka_kompetenzentwicklung_2023,
	title = {Kompetenzentwicklung in der Öffentlichen {Verwaltung} am {Beispiel} des {Digital}.{Campus} {Bayern} ({DCB})},
	issn = {1436-3011, 2198-2775},
	url = {https://link.springer.com/10.1365/s40702-023-01033-4},
	doi = {10.1365/s40702-023-01033-4},
	abstract = {The ongoing digital transformation in the public administration sector requires employees to develop new competencies. These competencies are necessary to meet the challenges of digitization and adapt to the changed processes, structures, and goals. In the context of public administration, we understand digital competencies as the ability to operate in digital environments and independently, as well as creatively, solve problems. We illustrate, using the example of Digital.Campus Bayern, an initiative of the Bavarian State Ministry of Digital Affairs, how a learning platform can promote the foundations for self-organization and independent problem-solving. The goal of Digital.Campus Bayern is to support all employees of public administration in Bavaria through ﬂexible and innovative learning opportunities to successfully overcome the challenges of digital transformation. The platform consists of a search function, a system for managing learning content, and a diagnostic tool. Particularly noteworthy is the diagnostic tool, which provides individual learning paths for the development of digital competencies. This tool serves as the central component of the entire learning platform. Additionally, we shed light on the signiﬁcance of an organization’s digital maturity and the role of accompanying change management in the implementation of a learning platform.},
	language = {de-DE},
	urldate = {2024-01-03},
	journal = {HMD Praxis der Wirtschaftsinformatik},
	author = {Knifka, Julia and Tilgner, Markus and Holand, Georg},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, DRK-Bildungszentrum Düsseldorf, Assessment, Kompetenzentwicklung},
	file = {Knifka et al. - 2023 - Kompetenzentwicklung in der Öffentlichen Verwaltun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F5ZBUPUQ/Knifka et al. - 2023 - Kompetenzentwicklung in der Öffentlichen Verwaltun.pdf:application/pdf},
}

@article{nagy_measuring_2023,
	title = {Measuring efficiency and effectiveness of knowledge transfer in e-learning},
	volume = {9},
	issn = {24058440},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2405844023047102},
	doi = {10.1016/j.heliyon.2023.e17502},
	abstract = {With e-learning rapidly gaining popularity, evaluating its effectiveness and efficiency has become a challenge in public education, the public sector, and the corporate sector. Measuring knowledge transfer is crucial in any learning process, but e-learning lacks validated methods for this. Here we examine ways to evaluate that particularly in case of e-learning, conducting a literature review to assess available measurement solutions, developing an evaluation method for knowledge transfer, and validating the method. Using logged data from e-courses, it is possible to assess the knowl­ edge transfer in e-learning. We describe a novel method for classifying effectiveness and effi­ ciency with measured values and measurement instruments. The new measurement method was aligned with a data set of an existing learning management system, and the effectiveness and efficiency of knowledge transfer was analysed using quantitative means, including descriptive statistics, regression modelling, and cluster analysis based on a specific e-learning course. This newly elaborated and validated knowledge transfer measurement technique could be a useful tool for anyone wanting to evaluate e-learning courses and can also serve as a baseline for academics to further develop or implement it on larger empirical datasets.},
	language = {en-GB},
	number = {7},
	urldate = {2023-11-22},
	journal = {Heliyon},
	author = {Nagy, Vitéz and Duma, László},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FH},
	pages = {e17502},
	file = {Nagy und Duma - 2023 - Measuring efficiency and effectiveness of knowledg.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IUWAXX8S/Nagy und Duma - 2023 - Measuring efficiency and effectiveness of knowledg.pdf:application/pdf},
}

@article{thorne_nationwide_2023,
	title = {The nationwide impact of {COVID}-19 on life support courses. {A} retrospective evaluation by {Resuscitation} {Council} {UK}},
	volume = {13},
	issn = {26665204},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2666520423000097},
	doi = {10.1016/j.resplu.2023.100366},
	abstract = {Methods: We conducted a before-after study using course data from the Resuscitation Council UK Learning Management System between January 2018 and December 2021, using 23 March 2020 as the cut-off between pre- and post-pandemic periods. Demographics and outcomes were analysed using chi-squared tests and regression models.
Results: There were 90,265 ALS participants (51,464 pre-; 38,801 post-) and 368,140 ILS participants (225,628 pre-; 142,512 post-). There was a sharp decline in participants on ALS/ILS courses due to COVID-19. ALS participant numbers rebounded to exceed pre-pandemic levels, whereas ILS numbers recovered to a lesser degree with increased uptake of e-learning versions. Mean ALS course participants reduced from 20.0 to 14.8 post-pandemic (P {\textless} 0.001). Post-pandemic there were small but statistically significant decreases in ALS Cardiac Arrest Simulation Test pass rates (from 82.1 \% to 80.1 \% (OR = 0.90, 95 \% CI = 0.86–0.94, P {\textless} 0.001)), ALS MCQ score (from 86.6 \% to 86.0 \% (mean difference = -0.35, 95 \% CI À0.44 to À0.26, P {\textless} 0.001)), and overall ALS course results (from 95.2 \%to 94.7 \%, OR = 0.92, CI = 0.85–0.99, P = 0.023). ILS course outcomes were similar post-pandemic (from 99.4 \% to 99.4 \%, P = 0.037).
Conclusion: COVID-19 caused a sharp decline in the number of participants on ALS/ILS courses and an accelerated uptake of e-learning versions, with the average ALS course size reducing significantly. The small reduction in performance on ALS courses requires further research to clarify the contributing factors.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Resuscitation Plus},
	author = {Thorne, C.J. and Kimani, P.K. and Hampshire, S. and Hamilton-Bower, I. and Begum-Ali, S. and Benson-Clarke, A. and Couper, K. and Yeung, J. and Lockey, A. and Perkins, G.D. and Soar, J.},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich},
	pages = {100366},
	file = {Thorne et al. - 2023 - The nationwide impact of COVID-19 on life support .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UW7YTBTQ/Thorne et al. - 2023 - The nationwide impact of COVID-19 on life support .pdf:application/pdf},
}

@article{habib_digital_2023,
	title = {Digital transformation strategy for developing higher education in conflict-affected societies},
	volume = {8},
	issn = {25902911},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2590291123002322},
	doi = {10.1016/j.ssaho.2023.100627},
	abstract = {Armed conflict is an evolution in reverse that significantly damages infrastructure, displaces students and faculty, and limits access to resources, necessitating innovative solutions. This research uses Syria as a case study to investigate the potential of a digital transformation strategy to revitalize the higher education system in warravaged regions. It proposes a digital transformation framework utilizing a mixed-method approach, including literature reviews, expert interviews, and case analysis, to identify critical challenges faced by Syrian higher education institutions. The framework focuses on developing digital infrastructure, capacity building for edu­ cators, e-learning platforms, digital content, and public-private partnerships that increase education access, foster collaboration, enable remote learning and enhance global competitiveness in war-torn areas. The elearning platforms component explores the potential of Massive Open Online Courses (MOOCs), Learning Management Systems (LMS), and blended learning approaches to enhance the quality and accessibility of higher education. The digital content component highlights the importance of open educational resources, digital li­ braries, and virtual labs to support learning. Finally, the capacity building component addresses the need for training and upskilling educators and administrators to implement digital solutions effectively. The proposed framework is a roadmap for policymakers, educators, and international organizations to develop and implement digital solutions supporting long-term recovery and growth in conflict-affected areas.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-22},
	journal = {Social Sciences \& Humanities Open},
	author = {Habib, Maan},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur},
	pages = {100627},
	file = {Habib - 2023 - Digital transformation strategy for developing hig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/936R4ZZ3/Habib - 2023 - Digital transformation strategy for developing hig.pdf:application/pdf},
}

@article{trgalova_affordances_2023,
	title = {Affordances of {Virtual} {Learning} {Environments} to {Support} {Mathematics} {Teaching}},
	volume = {9},
	issn = {2199-3246, 2199-3254},
	url = {https://link.springer.com/10.1007/s40751-023-00127-4},
	doi = {10.1007/s40751-023-00127-4},
	abstract = {The slow uptake of technology by mathematics teachers is in contrast with the rapid growth in the availability of different digital resources specifically designed to help teaching and learning mathematics. We refer to platforms that were designed to permit for mathematical communication between multiple users. We seek to explore the affordances of such digital platforms to support mathematics teachers who wish to integrate technology as part of their practice, when planning and enacting technology-based mathematical activity. Specifically, we ask: What are the affordances and constraints of the platforms that may support instrumentation and instrumentalization processes leading to the development of teacher’s didactic instrument for planning and enacting a mathematical activity in a digital environment? The four platforms we chose for analysis are STEP, DESMOS, WIMS and Labomep. Our analysis shows on the one hand that the platforms afford support to the teacher while enacting technology-based mathematics activities. On the other hand, we suggest several components of didactic instrumental genesis that mathematics teachers need to develop in order to take benefit from digital platform affordances. These components include the ability to base decision-making on data gathered and visualised in dashboard embedded in learning management systems.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-22},
	journal = {Digital Experiences in Mathematics Education},
	author = {Trgalová, Jana and Tabach, Michal},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {444--475},
	file = {Trgalová und Tabach - 2023 - Affordances of Virtual Learning Environments to Su.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PGUFVWG8/Trgalová und Tabach - 2023 - Affordances of Virtual Learning Environments to Su.pdf:application/pdf},
}

@article{eom_learning_2023,
	title = {Learning {Outcomes} and {Learner} {Satisfaction}: {The} {Mediating} {Roles} of {Self}-regulated {Learning} and {Dialogues}},
	volume = {32},
	issn = {1941-6679},
	shorttitle = {Learning {Outcomes} and {Learner} {Satisfaction}},
	url = {https://scholarworks.lib.csusb.edu/jitim/vol32/iss1/1},
	doi = {10/gss62s},
	abstract = {The interdependent learning process is regarded as a crucial part of e-learning success, but it has been largely ignored in e-learning empirical research. Grounded in constructivist and social constructivist theory, we present and test an e-learning success model consisting of eight e-learning critical success factors (CSF) derived from constructivist and social constructivist models. Three hundred seventy-two on-line students from a Midwestern university in the United States participated in the survey. The data collected from the survey was used to examine the partial least squares structural equation model. The results highlight the importance of selfregulated learning and dialogical processes to explain and predict perceived learning outcomes and student satisfaction.},
	language = {en-GB},
	number = {1},
	urldate = {2023-09-30},
	journal = {Journal of International Technology and Information Management},
	author = {Eom, Sean and Ashill, Nicholas Jeremy},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia},
	pages = {1--31},
	file = {Eom und Ashill - 2023 - Learning Outcomes and Learner Satisfaction The Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FVW7EVS9/Eom und Ashill - 2023 - Learning Outcomes and Learner Satisfaction The Me.pdf:application/pdf},
}

@article{alon_working_2023,
	title = {Working towards a ready to implement digital literacy program},
	volume = {9},
	issn = {2306-9740},
	doi = {10.21037/mhealth-23-13},
	abstract = {BACKGROUND: As healthcare continues to expand online and digital care offerings multiply, the importance of digital inclusion and equity is now better recognized. Yet despite impressive regional grassroots efforts, today there remain few readily deployable programs designed to support patient digital literacy.
METHODS: Digital Outreach for Obtaining Resources and Skills (DOORs) is one such digital literacy program that has evolved over the last 5 years to meet the rising demand. Through community partnerships, the DOORs curriculum and delivery has been updated to make the program more accessible and applicable as Coronavirus Disease 2019 (COVID-19) changes healthcare. Participants' experience in the most updated iteration of DOORS was assessed through surveys and semi-structured interviews.
RESULTS: Improvements to DOORs include an updated DOORs curriculum, updated facilitator manual, an online platform with a learning management system, standardized training, patient-facing educational handouts, consolidation of all DOORs materials into a single package that is ready to be shared with other groups, implementation of a single-session intervention model, and Spanish translation. Participants reported improved confidence on 72\% of the digital skills assessed. Thematic analysis resulted in three themes: awareness of divide, patient-centered design, and expanded skills and confidence.
CONCLUSIONS: Combined, these changes and participant outcomes better position DOORS to meet the rising need for digital literacy and offers a scalable model for teams across the world.},
	language = {en-GB},
	journal = {mHealth},
	author = {Alon, Noy and Perret, Sarah and Torous, John},
	year = {2023},
	pmid = {38023777},
	pmcid = {PMC10643183},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, literacy, smartphone, Digital literacy, mobile, equity},
	pages = {32},
	file = {Alon et al. - 2023 - Working towards a ready to implement digital liter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RX7SMQ3D/Alon et al. - 2023 - Working towards a ready to implement digital liter.pdf:application/pdf},
}

@article{venkatesan_impact_2023,
	title = {The {Impact} of {Patient}-{Centric} {Interactive} {E}-{Module} in {Pathology} {Among} {Medical} {Undergraduates}},
	volume = {33},
	issn = {2156-8650},
	doi = {10.1007/s40670-023-01869-x},
	abstract = {INTRODUCTION: COVID pandemic shifted healthcare-related education to digital platforms. With the widespread availability of learning management systems like MOODLE, many opportunities exist to create innovative e-modules. Its success depends on the interactive multimedia resources and structural framework. The present study aims to create two patient-centric e-modules on Diabetes and Alcoholic liver disease in Pathology by a medical undergraduate facilitated by faculty and to assess its impact on learning outcomes and learners' perceptions in relation to student seminars.
METHODOLOGY: This mixed-method intervention study combines quantitative and qualitative research methods to gain deeper insight into learners' experiences. By random allocation, half of the second-year medical undergraduates (n = 60) attended an e-module, and the other half listened to a student seminar on the same topic with the same specific learning objectives. Pre- and post-test scores and feedback questionnaires were quantitatively analysed. Student-led focus group discussions (FGD) for learners' experiences underwent thematic analysis.
RESULTS: Pre- and post-tests for both learning techniques were statistically significant, while the feedback questionnaire's responses favoured e-module. Four focus group discussions yielded six themes for the e-module: Patient-driven holistic learning experience, Inquiry-based learning, Immersive learning, Higher level cognitive skills, Flexibility, repeatability and accessibility, and No human involvement. The five themes for the seminar were: Peer-driven camaraderie learning dynamic, Teacher-centric synchronous learning, Active vs passive listening, Basic learning, and Teacher-student interaction.
CONCLUSION: While both learning techniques had comparable effects on test scores, they have merits and demerits. Hence, blending both techniques where seminars impart basic knowledge and e-module for deeper reinforcement will benefit the students.},
	language = {en-GB},
	number = {6},
	journal = {Medical Science Educator},
	author = {Venkatesan, Jayaprakash and Manickam, Niraimathi and Madasamy, Balamurugan and Rajagopal, Meyyappa Devan and Karthikeyan, Arun Kumar},
	month = dec,
	year = {2023},
	pmid = {38188400},
	pmcid = {PMC10767029},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Mixed-method study, MOODLE, Patient-centric e-module, Seminar, Student-led focus group discussion},
	pages = {1347--1358},
	file = {Venkatesan et al. - 2023 - The Impact of Patient-Centric Interactive E-Module.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RNNFJHJM/Venkatesan et al. - 2023 - The Impact of Patient-Centric Interactive E-Module.pdf:application/pdf},
}

@article{scheidig_prognose_2023,
	title = {Prognose von {Studienabbrüchen} angehender {Lehrkräfte} mit {Maschinellem} {Lernen}: {Potenziale} der {Nutzung} von {Studierenden}- und {Studienverlaufsdaten} aus dem {Campus}-{Management}-{System}},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	shorttitle = {Prognose von {Studienabbrüchen} angehender {Lehrkräfte} mit {Maschinellem} {Lernen}},
	url = {https://link.springer.com/10.1007/s42010-023-00182-1},
	doi = {10.1007/s42010-023-00182-1},
	abstract = {The unmet need for teachers draws attention to student teachers’ dropout. In this context, interest is both focused on clarifying the reasons and on reducing dropouts in teacher education programmes. With regard to the analysis of dropouts, new possibilities for the use of student and study progress data (learning analytics) are emerging in the context of digitalisation. The paper presents a study in which dropout predictions were calculated based on campus management data of 4601 student teachers. Two machine learning methods, logistic regression and random forest, were used and their application and results are presented. With both methods, all students could be correctly assigned to either the group of successful graduates or dropouts with about 80\% accuracy. The most important predictor was the examination performance in the ﬁrst three semesters (grade and percentage of passed examinations). The article discusses possibilities and challenges of dropout prediction in teacher education programmes as well as implications of data use.},
	language = {de-DE},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Scheidig, Falk and Holmeier, Monika},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, DRK-Bildungszentrum Düsseldorf, Krisenreaktion im Bildungsbereich, Assessment},
	pages = {489--509},
	file = {Scheidig und Holmeier - 2023 - Prognose von Studienabbrüchen angehender Lehrkräft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QRWLCRPZ/Scheidig und Holmeier - 2023 - Prognose von Studienabbrüchen angehender Lehrkräft.pdf:application/pdf},
}

@article{mefferd_tracing_2023,
	title = {Tracing {Undergraduate} {Science} {Learners}’ {Digital} {Cognitive} {Strategy} {Use} and {Relation} to {Performance}},
	volume = {32},
	issn = {1059-0145, 1573-1839},
	url = {https://link.springer.com/10.1007/s10956-022-10018-9},
	doi = {10.1007/s10956-022-10018-9},
	abstract = {Digital environments like learning management systems can afford opportunities for students to engage in cognitive learning strategies including preparatory reading of advance organizers including lecture outlines and self-testing using ungraded quizzes. When timed appropriately, self-testing can afford distributed practice, an optimal approach to self-testing that confers additional benefits. At a large, public university in the southwestern USA, we examined the frequency and timing of digital learning behaviors that reflect these practices in a large gateway science course and how these event types predicted exam performance of 220 undergraduates’ exam grades in the first unit of a 16-week anatomy and physiology course. Coursework over this 31-day span included lessons on cytology, histology, the integumentary system, and osteology; we observed the timing and frequency of students’ use of the lecture outline, ungraded self-testing quizzes, and hypothesized that those who self-regulated by downloading advance organizers before lecture (i.e., pre-reading) and utilizing quizzes to self-test (i.e., retrieval practice) and distributed this practice would achieve superior performances. Whereas students massed self-testing prior to the exam, a regression model that also included pre-reading, self-testing, and its distribution predicted achievement over and above massed practice. In authentic contexts, students used digital resources and benefitted from early lecture access or pre-reading advance organizers, and self-testing despite challenges to distribute practice and to self-test frequently and on recommended schedules.},
	language = {en-GB},
	number = {6},
	urldate = {2023-11-22},
	journal = {Journal of Science Education and Technology},
	author = {Mefferd, Kyle Castro and Bernacki, Matthew L.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Advance organizers},
	pages = {837--857},
	file = {Mefferd und Bernacki - 2023 - Tracing Undergraduate Science Learners’ Digital Co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NMQB82T4/Mefferd und Bernacki - 2023 - Tracing Undergraduate Science Learners’ Digital Co.pdf:application/pdf},
}

@article{chamnankij_intelligent_2023,
	title = {An {Intelligent} {Teaching} and {Learning} {Management} {System} to {Support} the {Needs} of {Individual} {Learners}},
	volume = {1},
	abstract = {Intelligent learning management system to support the needs of individual learners it is a combination of science in many fields to apply. To help students learn as expected. It is a concept of bringing innovative features of Intelligent Tutoring Systems (ITS) and Synchronous Online Collaborative Intelligent Tutoring System (SOCITS) combined to link knowledge together in a consistent manner as a Web Application system with a database system on the Cloud have a total of 4 parts, consisting of: (1) The registration system, (2) The intelligent teaching system (ITS), (3) The reporting system and (4) The Academic Advisory System. System design taking into account the different knowledge between students according to the aptitude of the user the learning environment and learning content are organized to suit the abilities of each student. It also helps students organize teaching materials. For learning, tracking, and evaluating students' learning activities with artificial intelligence capabilities. There is also a results reporting system used to report teaching results through the Dashboard and the academic advisory system. The author conducted a study to assess the need for the system by sampling 80 personnel from the Military Science Division of the Chulachomklao Royal Military Academy. The study found that the majority of the respondents had a " want a lot " (x̅ = 3.83, S.D. = 0.84) level of overall opinion towards the system, indicating a strong need for its development.},
	language = {en-GB},
	journal = {International Journal of Digital Media Technology and Design},
	author = {Chamnankij, Poonnakan},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur},
	pages = {11--14},
	file = {Chamnankij - 2023 - An Intelligent Teaching and Learning Management Sy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G2T9GKVJ/Chamnankij - 2023 - An Intelligent Teaching and Learning Management Sy.pdf:application/pdf},
}

@article{grospietsch_phasenubergreifende_2023,
	title = {Phasenübergreifende {Zusammenarbeit} durch {Service} {Learning}},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	issn = {2625-0675},
	url = {https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/6298},
	doi = {https://doi.org/10.11576/hlz-6298},
	abstract = {Der Orientierungsrahmen Digitale Kompetenzen für das Lehramt in den Naturwissenschaften (kurz: DiKoLAN) ermöglicht das Ableiten von Curricula für die universitäre Phase der Lehrkräftebildung und bietet eine theoretische Hintergrundfolie für die Evaluierung der Kompetenzstände und Entwicklungsprozesse von Lehramtsstudierenden. An Hochschulen entsteht eine entsprechende Fülle an naturwissenschaftsdidaktisch begründeten Lehr-Lern-Szenarien und Unterrichtsideen für den Einsatz digitaler Medien, die praktizierende Lehrkräfte als Innovationsträger*innen von heute nicht in gleichem Maß erreicht. In den Projekten Methoden und Medien im Biologieunterricht (MuM) und Methoden des Biologieunterrichts digital umsetzen (MeBiDi) konnten angehende Biologielehrkräfte in hochschulischen Lehrveranstaltungen der Universitäten Kassel und Hamburg Erfahrungen mit digitalen Tools sammeln und erproben, wie sich darüber Methoden ihres Fachunterrichts digital umsetzen bzw. unterstützen lassen. Ihr Wissen und die dazugehörigen Umsetzungstipps gaben die Studierenden im Rahmen von Erklärvideos, Mikrofortbildungen und Praxisartikeln an praktizierende Biologielehrkräfte weiter. Hinter diesem didaktischen Konzept steht das Bildungsprogramm Service Learning (Lernen durch Engagement): Biologielehramtsstudierende verknüpfen ihr theoretisches Lernen an der Universität mit der Durchführung praktischer Projekte, die dem Gemeinwohl dienen. Zugleich bieten sie Praxispartner*innen aus dem Bereich Bildung eine Dienstleistung, die besonders in Zeiten von Distanz- und Hybridunterricht einem echten gesellschaftlichen Bedarf entsprach. In der hier präsentierten Studie wurden zwei Durchführungsvarianten eines digitalisierungsbezogenen Service-Learning-Seminars in einem Eingruppen-Pretest-Posttest-Design (N = 78 Biologielehramtsstudierende) mit quantitativen Forschungsmethoden untersucht. Bei beiden Studierendengruppen zeigen sich auf Ebene des Lernerfolgs positive Effekte auf selbsteingeschätzte Kompetenzen zum technologisch-pädagogischen Inhaltswissen, technologischen und technologisch-pädagogischen Wissen sowie zu unterrichtlichen Selbstwirksamkeitserwartungen.},
	language = {de-DE},
	urldate = {2023-10-22},
	journal = {Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion},
	author = {Grospietsch, Finja},
	month = oct,
	year = {2023},
	note = {Artwork Size: 10-30 Seiten
Publisher: Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning},
	pages = {10--30 Seiten},
	file = {Grospietsch - 2023 - Phasenübergreifende Zusammenarbeit durch Service L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G9HAZ83H/Grospietsch - 2023 - Phasenübergreifende Zusammenarbeit durch Service L.pdf:application/pdf},
}

@article{kapo_enhancing_2023,
	title = {Enhancing e-learning effectiveness: analyzing extrinsic and intrinsic factors influencing students’ use, learning, and performance in higher education},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Enhancing e-learning effectiveness},
	url = {https://link.springer.com/10.1007/s10639-023-12224-3},
	doi = {10/gss62w},
	abstract = {As a result of the pandemic, but also of the rapid advancement of technology in general, e-learning has emerged as a popular method of education, providing students with flexibility and accessibility. Understanding the factors that influence students’ levels of learning and accomplishment in this digital learning environment is therefore critical for teachers and institutions seeking to increase the effectiveness of teaching and knowledge transfer via e-learning platforms. A number of variables that might improve or impair student use, learning, and performance affect how successful e-learning actually is. In order to maximize the benefits of e-learning and guarantee successful student results, educators and policymakers must have a thorough understanding of these elements. The purpose of this study is to investigate the impact of extrinsic and intrinsic factors on students’ use, learning level, and performance in the setting of e-learning in higher education in two countries. This study evaluates the impact of extrinsic elements such as course content, e-learning system quality, institutional and teacher support, as well as intrinsic aspects such as personal innovativeness, self-efficacy, and information sharing in two countries. The study takes a quantitative approach, and the analysis was carried out using the structural equations method to examine the combined influence of numerous extrinsic and intrinsic elements on the use of e-learning, as well as learning level and performance.The research results show that the course content and e-learning system, personal innovativeness, self-efficacy, and knowledge sharing have a positive influence on the intention to use e-learning. Also, the intention of using an e-learning system will increase the actual use of e-learning technologies, which will ultimately result in better learning performance. The findings of this study will help educators, policymakers, and e-learning platform developers create effective ways for optimizing student experiences and promoting good learning outcomes in higher education settings.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Education and Information Technologies},
	author = {Kapo, Amra and Milutinovic, Lena Djordjevic and Rakovic, Lazar and Maric, Slobodan},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Datenschutz und IT-Sicherheit, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning, Kernstudie},
	file = {Kapo et al. - 2023 - Enhancing e-learning effectiveness analyzing extr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QL779NGK/Kapo et al. - 2023 - Enhancing e-learning effectiveness analyzing extr.pdf:application/pdf},
}

@article{tibbe_medienunterstutztes_2023,
	title = {Medienunterstütztes {Lernen} in der inklusiven beruflichen {Bildung} für {Auszubildende} mit {Beeinträchtigungen}: {Ein} 10-{Stufen}-{Modell} zur {Einführung} von {Lernplattformen} in der teilhabeorientierten beruflichen {Bildung}},
	issn = {1424-3636},
	shorttitle = {Medienunterstütztes {Lernen} in der inklusiven beruflichen {Bildung} für {Auszubildende} mit {Beeinträchtigungen}},
	url = {https://www.medienpaed.com/article/view/1728},
	doi = {10/gsr7pf},
	abstract = {The Berufsbildungswerk Bethel (BBW) would like to introduce the MoodleWorkplace learning platform in order to anchor digitally supported learning in vocational training. For the management of the BBW, this means that technical, personal and conceptual prerequisites must be created. In order to support the instructors during the launch, conceptual indications will be formulated based on the content-analytical evaluation of qualitative interviews with the instructors. The study examines the question of how Moodle-Workplace can be implemented in vocational training at BBW Bethel – and, in the future, in other institutions of inclusive vocational education – in a meaningful and target group-oriented way. The results show that a structured launch is necessary for both the participants and the instructors, as there is a great deal of uncertainty about the launch and its use. The 10-step-model, which was developed by the authors, offers an orientation framework to implement learning platforms progressively and successively in inclusive vocational education. It serves as an example to illustrate a step-by-step approach, which first focuses on the training of the trainers and then on the participants.},
	language = {de-DE},
	urldate = {2023-09-19},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Tibbe, Tim and Kamin, Anna-Maria},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Lernsystemarchitektur},
	pages = {439--460},
	file = {Tibbe und Kamin - 2023 - Medienunterstütztes Lernen in der inklusiven beruf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2JF4WNWN/Tibbe und Kamin - 2023 - Medienunterstütztes Lernen in der inklusiven beruf.pdf:application/pdf},
}

@article{setiadi_e-character_2023,
	title = {E-{Character} {Education} among {Online} {Learning}: {Focusing} on {Performance}, {Collaborative}, and {Spiritual} {Character}},
	volume = {10},
	issn = {2410-1869},
	shorttitle = {E-{Character} {Education} among {Online} {Learning}},
	url = {https://cosmosscholars.com/phms/index.php/ijmst/article/view/1529},
	doi = {10/gskbj3},
	abstract = {Abstracts: Character development is one of the goals of the teaching and learning process. On the other side, teachers are still looking for an effective way to instill good character in the students through online learning. According to the survey, this research focuses on the students' characters of individual performance, collaborative and spiritual character. The transition from conventional to e-learning because of the Covid-19 pandemic significantly affects the readiness of lecturers and students to get involved in learning activities, which affects the development of the students' characters. This is a mixed method case study, conducted in seven university. Seven hundred forty-six students of public and private higher educations in Indonesia were investigated in this research. Data collected through observation, field journals and interviews. Data were analyzed through quantitatively and qualitatively. The result showed that the students' performance and collaboration characteristics were not as good as their spiritual character. The students did assignments without paying too much attention to the quality of the content. The students tended to finish the assignments independently, they were rarely involved in the discussion, felt the changing of the academic climate because of the difficulties in accessing the platform to fulfill the needs of remote interaction among the students. The lecturers' readiness was unfamiliar with the teaching platform, and they needed time for converting teaching material into digital form and gave them many assignments.},
	language = {en-GB},
	number = {3},
	urldate = {2023-07-25},
	journal = {International Journal of Membrane Science and Technology},
	author = {Setiadi, Samsi and Zulharby, Puti and Fahmi, Ari Khairurrijal and Pratama, Aditya},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Datenschutz und IT-Sicherheit, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	pages = {284--297},
	file = {Setiadi et al. - 2023 - E-Character Education among Online Learning Focus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U4WZ97PA/Setiadi et al. - 2023 - E-Character Education among Online Learning Focus.pdf:application/pdf},
}

@article{johannsen_hno-wissen_2023,
	title = {{HNO}-{Wissen} bei {HNO}-Ärzten: {Eine} {Analyse} der {Quizfragen} in der {HNO}-{App}},
	issn = {0935-8943, 1438-8685},
	shorttitle = {{HNO}-{Wissen} bei {HNO}-Ärzten},
	url = {http://www.thieme-connect.de/DOI/DOI?10.1055/a-2036-7843},
	doi = {10/gr2xdv},
	abstract = {Background The ORL-App, a smartphone app for further education and training for ORL doctors and those interested in ORL, complements existing offers in medical education and training. The principle of game-based e-learning can open up new perspectives in times of digitalisation and pandemic. The heart of the app is a large ORL quiz, in which app users compete against each other. This paper analyses the performance of app users in the quiz module, taking into account the questions’ categories and the usersʼ level of education.},
	language = {de-DE},
	urldate = {2023-04-01},
	journal = {Laryngo-Rhino-Otologie},
	author = {Johannsen, Jannik and Shabli, Sami and Klußmann, Jens Peter and Guntinas-Lichius, Orlando and Lüers, Jan-Christoffer},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning},
	pages = {a--2036--7843},
	file = {Johannsen et al. - 2023 - HNO-Wissen bei HNO-Ärzten Eine Analyse der Quizfr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4N3WMD2J/Johannsen et al. - 2023 - HNO-Wissen bei HNO-Ärzten Eine Analyse der Quizfr.pdf:application/pdf},
}

@book{koop_lineare_2023,
	address = {Berlin, Heidelberg},
	title = {Lineare {Optimierung} – eine anwendungsorientierte {Einführung} in {Operations} {Research}: {Mit} {Python}-{Programmen}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-662-66386-8 978-3-662-66387-5},
	shorttitle = {Lineare {Optimierung} – eine anwendungsorientierte {Einführung} in {Operations} {Research}},
	url = {https://link.springer.com/10.1007/978-3-662-66387-5},
	language = {de-DE},
	urldate = {2024-05-01},
	publisher = {Springer Berlin Heidelberg},
	author = {Koop, Andreas and Moock, Hardy},
	year = {2023},
	doi = {10.1007/978-3-662-66387-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buch:MOOC},
	file = {Koop und Moock - 2023 - Lineare Optimierung – eine anwendungsorientierte E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GNMBCGWX/Koop und Moock - 2023 - Lineare Optimierung – eine anwendungsorientierte E.pdf:application/pdf},
}

@book{rohs_digitalisierung_2023,
	address = {Bielefeld},
	series = {Erwachsenen- und {Weiterbildung}. {Befunde} – {Diskurse} – {Transfer}},
	title = {Digitalisierung in der {Erwachsenen}- und {Weiterbildung}: {Lehrbücher} für die {Erwachsenen}- und {Weiterbildung}},
	isbn = {978-3-8385-6026-7 978-3-8252-6026-2},
	shorttitle = {Digitalisierung in der {Erwachsenen}- und {Weiterbildung}},
	abstract = {Gegenstand dieses Lehrbuchs ist der Einfluss der digitalen Transformation auf die Erwachsenen- und Weiterbildung. Anhand eines Fallbeispiels bereiten die vier Autor:innen aktuelle Entwicklungen der Digitalisierung auf und verbinden sie mit Fragen von Bildungs- und Lernprozessen Erwachsener, mit Anforderungen an Lehrende, Planende und Beratende, mit organisationalen Veränderungen und gesellschaftlichen Rahmenbedingungen. Hierbei werden folgende Schwerpunkte behandelt: Lernen und Lehren, digitale Medien und Technologien, Weiterbildungspolitik und -steuerung, Weiterbildungsanbieter und -angebote, erwachsenenpädagogisches Handeln auf Programmplanungs- und Organisationsebene, Lehre und Beratung, medienpädagogische Professionalisierung des Lehrpersonals sowie Aspekte einer digital gestützten Weiterbildungsforschung.Das Buch richtet sich an Studierende und Lehrende, die sich mit der Frage beschäftigen, welche Rolle die digitale Transformation in der Erwachsenen- und Weiterbildung spielt. Alle Kapitel beinhalten Lektüretipps und Übungsaufgaben für ein vertiefendes Selbststudium},
	language = {de-DE},
	number = {7},
	publisher = {UTB},
	author = {Rohs, Matthias and Bernhard-Skala, Christian and Bonnes, Johannes and Koller, Julia},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Rohs et al. - 2023 - Digitalisierung in der Erwachsenen- und Weiterbild.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2ARK5KFG/Rohs et al. - 2023 - Digitalisierung in der Erwachsenen- und Weiterbild.pdf:application/pdf},
}

@book{kuhn_erwachsenenpadagogische_2023,
	title = {Erwachsenenpädagogische {Digitalisierungsforschung}!? {Kritische} {Betrachtungen} zum {Selbstverständnis} der {Erwachsenenbildung} im modernen {Wissenschaftssystem}},
	copyright = {Creative Commons Namensnennung - Keine kommerzielle Nutzung-Keine Bearbeitung 3.0 Deutschland},
	shorttitle = {Erwachsenenpädagogische {Digitalisierungsforschung}!?},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=27698},
	abstract = {Die Entwicklung und der Einsatz digitaler Technologien führen zu tiefgreifenden Veränderungen der Arbeits- und Alltagswelten. Dem Lebenslangen Lernen und der Bildung Erwachsener werden dabei vielfältige Funktionen zur Bearbeitung und Gestaltung digitaler Transformationsprozesse zugeschrieben, z. B. Anpassung beruflicher Qualifikationen, Aufbau von Medien- und Digitalkompetenzen, Ermöglichung demokratischer Meinungsbildung und Teilhabe. Trotz (oder gerade aufgrund) dieses artikulierten Bedeutungszuwachses tut sich die Erwachsenenbildung als Disziplin bislang schwer, eine eigene Perspektive für eine systematische Wissensproduktion zur Digitalisierung zu finden. Christian Kühn argumentiert, dass eine solche „Erwachsenenpädagogische Digitalisierungsforschung“ Antworten auf zwei Fragen geben muss: Was zeichnet das genuin Erwachsenenpädagogische in Differenz zu anderen Disziplinen aus? Wie kann Digitalisierung als komplexes Verhältnis von technischem und sozial-kulturellem Wandel beforscht werden? In einem wissenschaftstheoretischen und historischen Zugang zur Disziplinentwicklung werden zentrale Charakteristika der Identität der Erwachsenenbildung im modernen Wissenschaftssystem herausgearbeitet. Mit Blick auf aktuelle Ordnungsversuche einer Digitalisierungsforschung wird eine eher praxisorientierte, medienpädagogische Auslegung von Digitalisierung diagnostiziert. Für den Autor führt dieser Zuschnitt zu grundlegenden erkenntnistheoretischen Problemen. Er fordert deswegen eine Digitalisierungsforschung, die interdisziplinäres Arbeiten und Forschen als identitätsstiftende Merkmale der Erwachsenenbildung etabliert. Eine reflexive Auseinandersetzung mit dem eigenen disziplinären Selbstverständnis ist als Daueraufgabe unvermeidlich. Das Erkenntnispotential einer solchen „Erwachsenenpädagogischen Digitalisierungsforschung“ wird zum Schluss an den Beispielen der Programmforschung sowie an digitalisierungsspezifischen Funktionen der Kulturellen Erwachsenenbildung diskutiert.},
	language = {de-DE},
	urldate = {2023-09-30},
	author = {Kühn, Christian},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}},
	year = {2023},
	note = {Artwork Size: 337 pages
Publisher: Verlag Dr. Kovac : Hamburg},
	keywords = {Forschung, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Research, Sciences of education, Adult training, Erwachsenenbildung, Media pedagogics, Medienpädagogik, Interdisciplinarity, Interdisziplinarität, Erziehungswissenschaft, Adult education, \#6:Buch:Bildung:Technologie, Media education, Adult pedagogics, Dissertationsschrift, Disziplin, Disziplinarität, Doctoral Theses, Erwachsenenpädagogik, Pedagogics for adults, Science of science, Wissenschaftsforschung, Wissenschaftssystem},
	file = {Kühn - 2023 - Erwachsenenpädagogische Digitalisierungsforschung!.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FFR2H7BF/Kühn - 2023 - Erwachsenenpädagogische Digitalisierungsforschung!.pdf:application/pdf},
}

@incollection{zaphiris_exploring_2023,
	address = {Cham},
	title = {Exploring the {Factors} {Affecting} {Learning} {Satisfaction} in {MOOC}: {A} {Case} {Study} of {Higher} {Education} in a {Developing} {Country}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Exploring the {Factors} {Affecting} {Learning} {Satisfaction} in {MOOC}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_39},
	abstract = {Massive Open Online Courses (MOOCs) are regarded as an educational revolution in the present digital era, particularly in the context of COVID19. Although students worldwide enroll in MOOCs, a high dropout rate is typically an issue, at least when compared with traditional education. In developing countries, MOOCs have become essential for higher education as a solution to continue providing their curriculums for students during the COVID-19 outbreak. However, under the pandemic context, it is vital to understand the inﬂuencing factors which drive learners to use MOOCs successfully. This research proposed a conceptual model for examining the inﬂuential factors of Learner Satisfaction in improving MOOC learner retention rate during COVID-19. This research reports the online survey with open-end questions of 1,122 university students enrolled in Thai MOOC as the mandatory part of the curriculum. The results showed that Video Design, Course Content, Assessment, and Learner to Learner Interaction signiﬁcantly positively affect Learner Satisfaction. In contrast, Instructor Feedback, Instructor Support, Instructor to Learner Interaction, and course structure have no signiﬁcant inﬂuence on Learner Satisfaction. In addition, the proposed conceptual model correctly predicted Learner Satisfaction by over 78\%.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Suriyapaiboonwattana, Kanitsorn and Hone, Kate},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_39},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {551--569},
	file = {Suriyapaiboonwattana und Hone - 2023 - Exploring the Factors Affecting Learning Satisfact.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LQY8E8E9/Suriyapaiboonwattana und Hone - 2023 - Exploring the Factors Affecting Learning Satisfact.pdf:application/pdf},
}

@incollection{frasson_joint_2023,
	address = {Cham},
	title = {Joint {Topic} {Model} with {Selected} {Side} {Information} for {Inter}-{University} {Syllabus} {Analysis} {Focusing} on the {Variety} of {Instructional} {Approaches}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_56},
	abstract = {In recent university education, instructional approaches such as active learning have been varied, and inter-university opportunities to take classes have expanded due to the spread of MOOCs. Therefore, students have to refer to many syllabi, which signiﬁcantly increases their burden when taking classes. In order to support syllabus browsing, a method of inter-university analysis of syllabi should be useful. However, the way universities describe the course syllabus and its related instructional approaches are not uniform among universities, it is not suﬃcient to simply search by apparent words in the syllabus texts, and it is necessary to capture latent relationships among words. In order to solve these problems, the authors propose Joint Topic Model with Selected Side Information (SS-JTM) to obtain relationships between the contents and instructional approaches of classes of several universities by selecting instructional approaches to be used as side information from syllabi. Functional extension of topic models has the possibility of performance degradation, but the results of evaluation experiments using Web syllabi from several universities have conﬁrmed that SS-JTM performs as well as the baseline topic models such as LDA or JTM, and thus the functionality has been successfully extended.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Shiga, Kentaro and Morimoto, Naoyuki},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_56},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {638--650},
	file = {Shiga und Morimoto - 2023 - Joint Topic Model with Selected Side Information f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GW3AE3UZ/Shiga und Morimoto - 2023 - Joint Topic Model with Selected Side Information f.pdf:application/pdf},
}

@incollection{frasson_learning_2023,
	address = {Cham},
	title = {Learning {Engagement} and {Peer} {Learning} in {MOOC}: {A} {Selective} {Systematic} {Review}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	shorttitle = {Learning {Engagement} and {Peer} {Learning} in {MOOC}},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_29},
	abstract = {Massive open online courses (MOOCs) improve learning; but their low completion rate remain problematic. Peer learning has been proposed as a method to increase learning engagement in MOOCs, thereby decreasing the dropout rate. However, the effectiveness of peer learning in promoting learning engagement in MOOCs remains underexplored. This systematic review aimed to examine the effect of peer learning on learning engagement in MOOCs. Eight articles met the inclusion and quality assurance criteria using the PRISMA method. We found that: (1) limited research has analyzed learner engagement within peer learning; (2) learner engagement can be measured through analysis of log, text, and survey data; and (3) peer learning can positively impact learning outcomes in MOOCs (completion rates, quiz completion rates, and quiz scores).},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Miladi, Fatma and Lemire, Daniel and Psyché, Valéry},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_29},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {324--332},
	file = {Miladi et al. - 2023 - Learning Engagement and Peer Learning in MOOC A S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T44MHXCT/Miladi et al. - 2023 - Learning Engagement and Peer Learning in MOOC A S.pdf:application/pdf},
}

@incollection{frasson_using_2023,
	address = {Cham},
	title = {Using {Feature} {Interaction} for {Mining} {Learners}’ {Hidden} {Information} in {MOOC} {Dropout} {Prediction}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_45},
	abstract = {Massive open online courses (MOOC) are increasingly prevalent as a result of the rise in internet usage in recent years. However, the current development of MOOC is being severely hampered by the high dropout rates. The primary research goal of this work is to develop prediction models to identify students who are likely to exhibit dropout behavior in advance. In this paper, we propose the Cross-TabNet, which eﬃciently learns feature-hidden information by explicit feature interaction and uses sequential attention-based TabNet for classiﬁcation. The experimental results demonstrate that it outperforms existing machine learning and deep learning methods.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Pan, Tingfeng and Feng, Guang and Liu, Xin and Wu, Wenyan},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_45},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {507--517},
	file = {Pan et al. - 2023 - Using Feature Interaction for Mining Learners’ Hid.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CRDINEFP/Pan et al. - 2023 - Using Feature Interaction for Mining Learners’ Hid.pdf:application/pdf},
}

@incollection{frasson_plug_2023,
	address = {Cham},
	title = {Plug \& {Play} with {Deep} {Neural} {Networks}: {Classifying} {Posts} that {Need} {Urgent} {Intervention} in {MOOCs}},
	volume = {13891},
	isbn = {978-3-031-32882-4 978-3-031-32883-1},
	shorttitle = {Plug \& {Play} with {Deep} {Neural} {Networks}},
	url = {https://link.springer.com/10.1007/978-3-031-32883-1_57},
	abstract = {Urgent intervention in learner forum posts have recently occupied a very important role in research in Massive Open Online Course (MOOC) environments. Intervening in time may make the difference between a learner dropping out or staying on a course. However, due to the typical extremely high learner-toinstructor ratio in MOOCs, it is very challenging – if not sometimes impossible for the instructor to monitor all the existing posts and identify which need immediate intervention, to encourage retention. Current approaches are based on shallow machine learning and deep learning. Whilst deep learning methods have been shown to be most accurate in many domains, the exact architecture can be very domain-dependent. In spite of their sheer size and representation power, deep neural networks are known to perform better when a problem is divided into the right sub-problems. These sub-problems can be further assembled together, to answer to the original problem, in what we intuitively call a ‘plug \& play’-like fashion, similarly to puzzles – via hybrid (deep) neural networks. Hence, in this paper, we address this problem by proposing a classiﬁcation model for identifying when a given post needs intervention from an instructor, based on hybrid neural networks. We represent words using two different methods; word2vec: that capture the word’s semantic and syntactic characteristics; and transformer model (BERT): which represents each word according to its context. Then we construct different architectures, integrating various deep neural networks (DNNs) -‘word-based’ or ‘word-character based’, as we expected that adding additional character-sequence information may increase performance. For word-based, we apply convolutional neural network (CNN) and/or different types of recurrent neural networks (RNN); in some scenarios we added attention. This is to present a comprehensive answer to the character-sequence question in particular, as well as to the urgency of intervention need prediction in MOOC forums, in general. Experimental results demonstrate that using BERT rather than word2vec as a word embedding enhances performance in different models (the optimal result is the CNN + LSTM + Attention model based on BERT at word-level). Interestingly, adding word-character input does not improve the performance, as it does for word2vec.},
	language = {en-GB},
	urldate = {2023-05-27},
	booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}},
	publisher = {Springer Nature Switzerland},
	author = {Alrajhi, Laila and Cristea, Alexandra I.},
	editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos},
	year = {2023},
	doi = {10.1007/978-3-031-32883-1_57},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {651--666},
	file = {Alrajhi und Cristea - 2023 - Plug & Play with Deep Neural Networks Classifying.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/24NHPD9U/Alrajhi und Cristea - 2023 - Plug & Play with Deep Neural Networks Classifying.pdf:application/pdf},
}

@article{schiefner-rohs_medienbezogene_2023,
	title = {Medienbezogene {Praktiken} von {Lehramtsstudierenden}. {Erkenntnisse} aus {Sicht} von {Studierenden}},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-023-00187-w},
	doi = {10.1007/s42010-023-00187-w},
	abstract = {Teacher education is faced with the task of appropriately integrating digitization into (early) teacher training in order to prepare students for living and teaching in the course of current social developments. Based on a recent research project, this article focuses on student teachers and their practices and the reasons why they (do not) use digital media in their academic studies. The results of our qualitative analyses indicate that student teachers rarely perceive digital media as being the content of their teaching studies. Instead, digital media are relevant for students mainly in connection with (1) practices of organizing (study) activities, (2) practices of (collaborative) work, and (3) didactically induced work practices. Prospective teachers cite distraction potential, digital communication challenges, and infrastructural issues as reasons for not using digital media. Based on these ﬁndings, implications for the training of prospective teachers in the ﬁrst stage of teacher education are developed and discussed.},
	language = {de-DE},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Schiefner-Rohs, Mandy and Krein, Ulrike},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {623--642},
	file = {Schiefner-Rohs und Krein - 2023 - Medienbezogene Praktiken von Lehramtsstudierenden..pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DJY8MUHY/Schiefner-Rohs und Krein - 2023 - Medienbezogene Praktiken von Lehramtsstudierenden..pdf:application/pdf},
}

@article{horst_digital-differenzierte_2023,
	title = {Digital-differenzierte {Lernmodule} im {Schülerlabor}: eine {Pilotstudie}},
	copyright = {all rights reserved},
	shorttitle = {Digital-differenzierte {Lernmodule} im {Schülerlabor}},
	url = {https://www.db-thueringen.de/receive/dbt_mods_00059413},
	doi = {10.22032/DBT.59413},
	abstract = {An der Friedrich-Schiller-Universität Jena wird eine Plattform namens digitalchemlab etabliert, welche sich dem Einsatz von und der Forschung an digitalen Medien im Chemieunterricht verschrieben hat. Ein erstes Forschungsprojekt widmet sich dabei der Integration digitaler Medien in das Schülerlabor. Das dafür entwickelte Konzept digitaldifferenzierender Lernmodule wurde anhand des Themas „Haushaltsreiniger“ im Sommer 2022 zum ersten Mal getestet und evaluiert. Die Pilotierung erfolgte mit drei Schulklassen der 8. Klasse des Gymnasiums (N=65). Quantitative und qualitative Methoden wurden genutzt, um Wissenszuwachs, thematisches Interesse, sowie Leistungsemotionen zu untersuchen, das Lernmodul durch die Teilnehmenden bewerten zu lassen, sowie das Nutzungsverhalten zu erfassen. Das grundlegende Konzept sowie erste Ergebnisse der Pilotstudie sollen in diesem Artikel kurz vorgestellt werden.},
	language = {de-DE},
	urldate = {2024-03-11},
	journal = {DiCE-Tagung 2023 - Digitalisation in Chemistry Education},
	author = {Horst, Nicolai ter and Wilke, Timm},
	collaborator = {{Thüringer Universitäts- Und Landesbibliothek Jena}},
	year = {2023},
	note = {Publisher: [object Object]},
	keywords = {370, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#7:Zeitschriftenartikel:digital:Medien, Digitalisierung, 540, Interesse, Differenzierungsmatrix, Emotionen, Schülerlabor},
	pages = {vol. Vortrag},
	file = {ter Horst und Wilke - 2023 - Digital-differenzierte Lernmodule im Schülerlabor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PR4URKNV/ter Horst und Wilke - 2023 - Digital-differenzierte Lernmodule im Schülerlabor.pdf:application/pdf},
}

@book{friedrich-hasauer_effizienz_2023,
	address = {Wiesbaden},
	title = {Effizienz und {Effektivität} von {Blended}-{Learning}-{Lernverfahren} in der beruflichen {Weiterbildung}: {Eine} {Analyse} aus der {Sicht} der {Lernenden}},
	isbn = {978-3-658-42000-0 978-3-658-42001-7},
	shorttitle = {Effizienz und {Effektivität} von {Blended}-{Learning}-{Lernverfahren} in der beruflichen {Weiterbildung}},
	url = {https://link.springer.com/10.1007/978-3-658-42001-7},
	language = {de-DE},
	urldate = {2024-03-10},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friedrich-Haßauer, Jennifer},
	year = {2023},
	doi = {10.1007/978-3-658-42001-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buch:blended:learning},
	file = {Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YWPWYU82/Friedrich-Haßauer - 2023 - Effizienz und Effektivität von Blended-Learning-Le.pdf:application/pdf},
}

@incollection{appel_lernen_2023,
	address = {Berlin, Heidelberg},
	title = {Lernen mit digitalen {Medien}},
	isbn = {978-3-662-66607-4 978-3-662-66608-1},
	url = {https://link.springer.com/10.1007/978-3-662-66608-1_9},
	language = {de-DE},
	urldate = {2024-01-03},
	booktitle = {Digital ist besser?! {Psychologie} der {Online}- und {Mobilkommunikation}},
	publisher = {Springer Berlin Heidelberg},
	author = {Mengelkamp, Christoph},
	editor = {Appel, Markus and Hutmacher, Fabian and Mengelkamp, Christoph and Stein, Jan-Philipp and Weber, Silvana},
	year = {2023},
	doi = {10.1007/978-3-662-66608-1_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {125--138},
	file = {Mengelkamp - 2023 - Lernen mit digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6H9IRN2L/Mengelkamp - 2023 - Lernen mit digitalen Medien.pdf:application/pdf},
}

@article{leineweber_zukunft_2023,
	title = {‹{Die} {Zukunft} kann nicht beginnen›: {Temporalität}, {Digitalität}, {Bildung}},
	volume = {53},
	issn = {1424-3636},
	shorttitle = {‹{Die} {Zukunft} kann nicht beginnen›},
	url = {https://www.medienpaed.com/article/view/1623},
	doi = {10.21240/mpaed/53/2023.06.11.X},
	abstract = {This contribution is based on two diagnoses of the dissolution of boundaries: (1) Digital media cause a dissolution of the boundaries of space and time. (2) Digitality is related to a dissolution of the boundaries of action and experience. Based on these two diagnoses, it is argued that digitality implies a change in the subjective relationship to the future because algorithmic operations enable a processing of contingency through calculability and predictability. This argumentation will be developed from the perspective of educational science and explored with a focus on the temporality of digitality. Subsequently, the first consequences of the results for media pedagogical theory and media pedagogical action will be discussed.},
	language = {de-DE},
	urldate = {2023-11-24},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Leineweber, Christian},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Krisenreaktion im Bildungsbereich},
	pages = {35--54},
	file = {Leineweber - 2023 - ‹Die Zukunft kann nicht beginnen› Temporalität, D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M3DIAU3E/Leineweber - 2023 - ‹Die Zukunft kann nicht beginnen› Temporalität, D.pdf:application/pdf},
}

@book{goersch_personliche_2023,
	address = {Essen},
	title = {Persönliche {Notfall}- und {Katastrophenvorsorge} 2.0 {Kompetenzentwicklung} durch kollaboratives {E}-{Learning}},
	isbn = {978-3-89275-317-9},
	abstract = {Die Zunahme globaler und lokaler Krisen und Katastrophen erfordert, dass die Kenntnisse, Fähigkeiten und Ausrüstung in der persönlichen Notfallvorsorge in der Bevölkerung auf- und ausgebaut werden. Die persönliche Notfallvorsorge umfasst Wissen über die Vorbeugung von und die Vorbereitung auf Gefahren sowie die Bewältigung dieser. Das Ziel dieses Beitrags ist die Konzipierung eines Lernarrangements im E-Learning zum Erlernen verschiedener Kompetenzen in der persönlichen Notfallvorsorge. Dazu werden zunächst die Bestandteile der persönlichen Notfallvorsorge erläutert, wie sie von verschiedenen Behörden empfohlen werden. Des Weiteren wird auf den Begriff der Kompetenz, Kompetenzentwicklung sowie Kompetenzmessung eingegangen und vorgestellt, was unter E-Learning zu verstehen ist. Anschließend wird mittels eines Analyseinstruments ermittelt, in welchem Lernsetting die Kompetenzen der persönlichen Notfallvorsorge am besten entwickelt werden können, und es werden Ansatzpunkte für die Umsetzung in einem Lernarrangement gegeben. Die Analyse ergibt, dass die Kompetenzen aus dem Bereich der Vorbeugung und Vorsorge vorwiegend über E-Learning entwickelt werden können, während die Kompetenzen, die der konkreten, akuten Bewältigung von Gefahren dienen, besser im Blended Learning erlernt werden können. Die Ergebnisse münden in einen Musterablauf eines Konzepts eines Lernsettings zur Entwicklung von Kompetenzen in der persönlichen Notfallvorsorge},
	language = {de-DE},
	publisher = {MA Akademie Verlags- und Druck-Gesellschaft mbH},
	collaborator = {Goersch, Henning Goetz},
	year = {2023},
	note = {OCLC: 1381119503},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {Goersch - 2023 - Persönliche Notfall- und Katastrophenvorsorge 2.0 .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8CIEP4D4/Goersch - 2023 - Persönliche Notfall- und Katastrophenvorsorge 2.0 .pdf:application/pdf},
}

@article{karsch_messenger_2023,
	title = {Messenger in der {Schule}: ({Digitale}) {Räume} als {Referenzsysteme} für die {Bearbeitung} einer {Antinomie} von {Nähe} und {Distanz}?},
	volume = {53},
	issn = {1424-3636},
	shorttitle = {Messenger in der {Schule}},
	url = {https://www.medienpaed.com/article/view/1632},
	doi = {10/gsv82f},
	abstract = {This article deals with the use of digital messengers in school communication. Based on a dissertation project, the question is explored, how this new form of communication affects the possibility of reflexively dealing with an antinomy of closeness and distance. For this purpose, various examples from the interview analysis will be presented, in which it becomes apparent that the school space is de-bounded by digital communication. School space is digitally extended and suddenly also takes place in private or completely different, public spaces. For the discussion of the interview excerpts, the significance of a material space for humans, their thought patterns and the possibilities of a representation of culture will be addressed. Based on this, the material school space is understood as a reference system that can support the reflection of oneʼs own teaching actions. Within communication via Messenger, however, topics and content are dealt with in different spaces – both material and digital. This often happens without the material school building being able to provide structural support. Teachers are faced with the challenge of making this digital space, which is new and unfamiliar to them, tangible as a reference system and linguistically and reflectively processable. They need new ways of acting in order to be able to maintain desired boundaries, but also to be able to meet new possibilities professionally. Therefore, the article also pleads for a more determined media-pedagogical examination of material and digital spatial structures.},
	language = {de-DE},
	urldate = {2023-10-15},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Karsch, Philip},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, \#7:Zeitschriftenartikel:digital:Medien, Krisenreaktion im Bildungsbereich},
	pages = {169--186},
	file = {Karsch - 2023 - Messenger in der Schule (Digitale) Räume als Refe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q9LW8Y3X/Karsch - 2023 - Messenger in der Schule (Digitale) Räume als Refe.pdf:application/pdf},
}

@article{ulber_rezension_2023,
	title = {Rezension zu: {Bamberg}, {E}., {Ducki}, {A}. \& {Janneck}, {M}. ({Hrsg}.). (2022). {Digitale} {Arbeit} gestalten. {Herausforderungen} der {Digitalisierung} für die {Gestaltung} gesunder {Arbeit}: {Wiesbaden}: {Springer} {Fachmedien}. https://doi.org/10.1007/978-3-658-34647-8, {Electronic} {ISBN}: 978-3-658-34647-8; {Print} {ISBN}: 978-3-658-34646-1},
	volume = {54},
	issn = {2366-6145, 2366-6218},
	shorttitle = {Rezension zu},
	url = {https://link.springer.com/10.1007/s11612-023-00677-6},
	doi = {10/gss637},
	language = {de-DE},
	number = {1},
	urldate = {2023-09-30},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Ulber, Daniela},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Krisenreaktion im Bildungsbereich, Promotion:FU4b},
	pages = {137--138},
	file = {Ulber - 2023 - Rezension zu Bamberg, E., Ducki, A. & Janneck, M..pdf:/Users/jochenhanisch-johannsen/Zotero/storage/98LNNJMQ/Ulber - 2023 - Rezension zu Bamberg, E., Ducki, A. & Janneck, M..pdf:application/pdf},
}

@article{weinhold_einfuhrung_2023,
	title = {Einführung in die {Messung} digitaler {Kompetenzen} im {Alter}: {Bestandsaufnahme} und erste {Ableitungen} zur {Erfassung} der digitalen {Kompetenz} bei älteren {Menschen}},
	issn = {1424-3636},
	shorttitle = {Einführung in die {Messung} digitaler {Kompetenzen} im {Alter}},
	url = {https://www.medienpaed.com/article/view/1736},
	doi = {10/gsr7pj},
	abstract = {As a result of the increasing mediatization of all areas of life and age, digital skills are playing an increasingly important role in social and societal participation. Older generations in particular face major challenges here, as their media biographies provide them with different prerequisites for competent use. Support is now provided by a wide range of formal and informal educational offerings for older adults aimed at strengthening digital skills. In order to test the effectiveness of these educational formats, a measurement of digital competencies is needed. However, in many cases the effect is not adequately evaluated or not evaluated at all. There is a lack of theoretically and conceptually derived and empirically and methodologically valid measurement instruments for the target group of older people. The author group of this article has therefore been meeting since March 2022 to discuss current models of digital literacy and measurement tools based on them. An overview of our findings will be presented in this paper. Due to the need for evaluation in the course of research projects, an already existing measurement instrument (DigCompSAT based on the Digital Competence Framework for Citizens, DigComp) was further developed in such a way that a first attempt for a reduced and reliable measurement instrument for the evaluation of digital competencies of older adults can be proposed, which requires further testing and improvement.},
	language = {de-DE},
	urldate = {2023-09-19},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Weinhold, Niklas and Barczik, Kristina and Jokisch, Mario and Doh, Michael and Göbl, Linda},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {581--618},
	file = {Weinhold et al. - 2023 - Einführung in die Messung digitaler Kompetenzen im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AN8GM23I/Weinhold et al. - 2023 - Einführung in die Messung digitaler Kompetenzen im.pdf:application/pdf},
}

@book{ahuja_sustainable_2023,
	address = {Singapore},
	series = {Contributions to {Environmental} {Sciences} \& {Innovative} {Business} {Technology}},
	title = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3},
	language = {en-GB},
	urldate = {2023-09-14},
	publisher = {Springer Nature Singapore},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {Ahuja et al. - 2023 - Sustainable Blended Learning in STEM Education for.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VISIFGPW/Ahuja et al. - 2023 - Sustainable Blended Learning in STEM Education for.pdf:application/pdf},
}

@incollection{schiefner-rohs_unterrichtsvorbereitung_2023,
	title = {Unterricht(svorbereitung) als (medien-)kulturelle {Krise}. {Praxistheoretische} Überlegungen zu {Unterricht} als {Teil} mediatisierter {Lernkultur}},
	isbn = {978-3-7815-2578-8},
	url = {https://www.pedocs.de/volltexte/2023/27005/pdf/Schiefner-Rohs_NetoCarvalho_2023_Unterrichtsvorbereitung_als.pdf},
	language = {de-DE},
	urldate = {2023-07-31},
	booktitle = {Ethnographie und {Videographie} pädagogischer {Praktiken}. "{Ein}-{Blicke}" in {Projekte} der {Schul}- und {Unterrichtsforschung} in einer {Kultur} der {Digitalität}},
	publisher = {Verlag Julius Klinkhardt},
	author = {Schiefner-Rohs, Mandy and Neto Carvalho, Isabel},
	editor = {Schiefner-Rohs, Mandy and Heymann, Carina and Neto Carvalho, Isabel},
	year = {2023},
	doi = {10.35468/6020-10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung},
	pages = {155--172},
	file = {Schiefner-Rohs und Neto Carvalho - 2023 - Unterricht(svorbereitung) als (medien-)kulturelle .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3AK4ILND/Schiefner-Rohs und Neto Carvalho - 2023 - Unterricht(svorbereitung) als (medien-)kulturelle .pdf:application/pdf},
}

@book{vogelpohl_fortbildung_2023,
	address = {Oldenburg},
	title = {Fortbildung von {Lehrkräften} im {Blended}-{Learning}-{Format} eine {Interviewstudie} mit {Fortbildungsteilnehmer}:innen},
	isbn = {978-3-8142-2410-7},
	shorttitle = {Fortbildung von {Lehrkräften} im {Blended}-{Learning}-{Format} eine {Interviewstudie} mit {Fortbildungsteilnehmer}},
	abstract = {Die Gestaltung von Lehrkräftefortbildungen reagiert auf die strukturellen Besonderheiten des Lehrberufs und die damit verbundenen, zielgruppenspezifischen Bedürfnisse. Das Finden und Weiterentwickeln geeigneter Formate für diese Fortbildungen stellt ein besonders relevantes Untersuchungsfeld dar, da es eine große Berufsgruppe erreicht, während eine zeitgemäße Weiterentwicklung nötig ist. Insbesondere digitale Lernformate, wie das Blended Learning, bieten hier gegenüber reinen Präsenzveranstaltungen neue und flexiblere Möglichkeiten zur Ausrichtung an den Bedürfnissen der Lehrkräfte. Die vorliegende Dissertation untersucht daher Merkmale von digital gestützten Fortbildungen, die zu einer höheren Akzeptanz durch die Teilnehmenden führen. Es wird dazu einer übergeordneten Forschungsfrage nachgegangen: Welche Merkmale begünstigen die Akzeptanz von Fortbildungen im Blended- Learning-Format aus der Perspektive von Lehrkräften?},
	language = {de-DE},
	publisher = {BIS-Verlag der Carl von Ossietzky Universität Oldenburg},
	author = {Vogelpohl, Karen A. and Krause, Ulrike-Marie and Zawacki-Richter, Olaf},
	year = {2023},
	note = {OCLC: 1376978850},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning},
	file = {Vogelpohl et al. - 2023 - Fortbildung von Lehrkräften im Blended-Learning-Fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YTK93Z3/Vogelpohl et al. - 2023 - Fortbildung von Lehrkräften im Blended-Learning-Fo.pdf:application/pdf},
}

@article{weich_bildungsauftrag_2023,
	title = {Bildungsauftrag. {Was} {Medienwissenschaft} im {Kontext} von {Medien} und {Bildung} tut, tun könnte und tun sollte},
	issn = {1869-1722},
	url = {https://mediarep.org/handle/doc/20585},
	doi = {10/gr6vw3},
	abstract = {Der Konnex von Medien und Bildung ist kontinuierlich Teil wissenschaftlicher und gesellschaftlicher Debatten, in deren Rahmen wichtige Entscheidungen über die Zukunft der Bildung über, mit und durch Medien getroffen werden. Die medienwissenschaftliche Perspektive ist in dieser Debatte jedoch bedingt wahrnehmbar: Die Medienwissenschaft setzt ihr Potenzial nicht in allen Facetten um und überlässt das Feld anderen Akteur*innen. Dabei ist sie in der Lage, die Reflexion der Relationen von Medien und Bildung zu bereichern. Der Beitrag fragt nach den Gründen einer zurückhaltenden Position der Medienwissenschaft sowie danach, inwiefern sich Medienwissenschaftler*innen in die wissenschaftliche, politische und gesellschaftliche Auseinandersetzung mit Medien und Bildung einbringen können und sollen.},
	language = {de-DE},
	urldate = {2023-04-30},
	author = {Weich, Andreas and Hlukhovych, Adriana},
	collaborator = {Mediarep.Org and Mediarep.Org},
	year = {2023},
	note = {Publisher: transcript},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Digitale Bildung, 300, Medienpädagogik, Medienkompetenz, Medienbildung},
	file = {Weich und Hlukhovych - 2023 - Bildungsauftrag. Was Medienwissenschaft im Kontext.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYINAZ6B/Weich und Hlukhovych - 2023 - Bildungsauftrag. Was Medienwissenschaft im Kontext.pdf:application/pdf},
}

@article{wiedel_digital_2023,
	title = {Digital {Streetwork}: {Entwurf} einer begleitenden {Medienpädagogik} am {Beispiel} virtueller {Spielwelten}},
	issn = {1424-3636},
	shorttitle = {Digital {Streetwork}},
	url = {https://www.medienpaed.com/article/view/1504},
	doi = {10/grz2kk},
	abstract = {This article at first defines essential chances and risk factors in mediated communication. Then, active media literacy training is established as an important component in adolescents’ lives. However, practical media education faces a number of substantial challenges: Especially teachers and parents on a broad scale lack knowledge, resources and motivation to act. This is why a comparatively big emphasis lies on rehabilitation, when (strongly) negative user experiences have to be processed positively. Beyond this, media educators cannot access the young digital media usage itself, because adolescents strategically lock and block adults from their virtual shelters. Therefore, it is proposed to transfer the methods of analog outreach social work to digital spheres for media education purposes. For digital networks and communities trained social workers can accompany adolescents in long-term relationships. Media education thus may become more efficient, since demand can be defined from the inside and ideal support can be activated. Digital outreach social work thus is not just a tool of media literacy training, but might become a coordinating key factor in society’s network of media education actors and measures. Empirical testing in this study focuses on gaming and video game addiction as fields of action, and includes 20 in-depth interviews with media education practitioners.},
	language = {de-DE},
	urldate = {2023-03-26},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wiedel, Fabian},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Promotion:},
	pages = {365--391},
	file = {Wiedel - 2023 - Digital Streetwork Entwurf einer begleitenden Med.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEZDZWWY/Wiedel - 2023 - Digital Streetwork Entwurf einer begleitenden Med.pdf:application/pdf},
}

@article{heinz_bildungsgerechtigkeit_2023,
	title = {Bildungsgerechtigkeit in einer digitalen {Gesellschaft}},
	volume = {52},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1723},
	doi = {10/grsntn},
	abstract = {bleiben auch in einer digitalen Gesellschaft bestehen und werden von neuen Ungleichheitsdimensionen überlagert. Digitale Kompetenzen, insbesondere die in einer digitalen Gesellschaft an Bedeutung gewinnenden Schlüsselkompetenzen, wie Kommunikation, Kreativität, Problemlösen und Kollaboration unterscheiden sich, wie auch analoge Kompetenzen je nach sozioökonomischer Herkunft der Kinder – und zwar zum Nachteil von Kindern aus weniger privilegierten Familien. Die soziale Herkunft beeinflusst zudem eine unterschiedliche Ausstattung mit digitalen Medien sowie die medialen Nutzungsmuster und den unterschiedlichen Nutzen, den Kinder aus der Verwendung digitaler Medien und sozialer Netzwerke für die Verfolgung eigener Ziele ziehen. Bildungsungleichheiten reproduzieren sich bei einem gleichzeitig gewachsenen problematisierenden Bewusstsein für die dahintersteckenden Ungerechtigkeiten auch in einer digitalen Gesellschaft. Dennoch ist bisher kaum untersucht, wie sich Bildungsungleichheiten in digitalen Gesellschaften darstellen. Um sich der Beantwortung dieser Frage zu nähern, werden zunächst wesentliche Diskursstränge zu Bildungsgerechtigkeit zusammengefasst. Im Anschluss wird definiert, was unter Digitalisierung als gesellschaftlicher Transformation verstanden wird, wie sich Digitalität, Bildung und Bildungsinstitutionen gegenseitig beeinflussen und schließlich, wie Bildungs(un)gerechtigkeiten in einer digitalen Gesellschaft adressiert werden können. 
Im Ergebnis wird deutlich, dass Bildungsgerechtigkeit auch in einer digitalen Gesellschaft nur dann ermöglicht werden kann, wenn gerechte Zugangsschancen zum Kompetenzerwerb, insbesondere zum Erwerb von Schlüsselkompetenzen in Schulen hergestellt werden und vor allem Kinder aus weniger privilegierten Familien zusätzliche Unterstützung erhalten. Die Ermöglichung von Bildungsgerechtigkeit ist auch in einer digitalen Gesellschaft äußerst voraussetzungsvoll und benötigt Akteure, die für die Ursachen von Bildungsungleichheiten sensibilisiert sind. Weiterhin sind übergreifende gesellschaftliche Strukturen auf mehreren Ebenen notwendig, um Bildungsungleichheiten zu minimieren.},
	language = {de-DE},
	urldate = {2023-02-16},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Heinz, Jana},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Promotion:FU1},
	pages = {191--216},
	file = {Heinz - 2023 - Bildungsgerechtigkeit in einer digitalen Gesellsch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QB57Q59J/Heinz - 2023 - Bildungsgerechtigkeit in einer digitalen Gesellsch.pdf:application/pdf},
}

@article{weihmayer_herumdoppeln_2023,
	title = {Herumdoppeln oder {Zuhören}?: {Organisationskulturelle} {Betrachtungen} zum {Einsatz} digitaler {Bilderbücher} in der {Kita}},
	volume = {52},
	issn = {1424-3636},
	shorttitle = {Herumdoppeln oder {Zuhören}?},
	url = {https://www.medienpaed.com/article/view/1549},
	doi = {10/grrq7b},
	abstract = {Im Zuge der Veränderungen gesellschaftlicher Lebensformen infolge der Digitalisierung stehen Kindertageseinrichtungen vor der Herausforderung, sich mit der digitalen Durchdringung der familialen Lebenswelt junger Kinder auseinanderzusetzen. Zusätzlich werden ihnen, aufgrund ihres Bildungsauftrags und ihrer gewachsenen Bedeutung als Teil der Normalbiografie des Kindes, Erwartungen im Hinblick auf den frühzeitigen Ausgleich von Bildungsungleichheit gestellt. Vor diesem Hintergrund diskutiert der Beitrag das Potenzial einer organisationstheoretischen Betrachtung des Umgangs mit dem Digitalen in der Kindertageseinrichtung. Unter Rückgriff auf ein Konzept von «Organisationskultur» wird anhand eines empirischen Beispiels mithilfe von Videodaten und Interviewmaterial dargestellt, wie organisationskulturelle Rahmungen und der alltägliche Umgang mit digitalen Bilderbüchern miteinander verschränkt sind. Vor allem im institutionellen Alltag der Kinder schlagen sich die im Team ausgehandelten Orientierungen und Haltungen zum Thema digitale Medien nieder und beeinflussen ihre Möglichkeiten zur Partizipation. Die Ergebnisse zeigen darüber hinaus, wie die Kinder an der Herstellung und Aufrechterhaltung (organisations-)kultureller Rahmungen beteiligt sind und diese durch Integration in ihre Peerkultur modifizieren. Daher plädiert der Beitrag für eine höhere Sensitivität gegenüber den Beiträgen junger Kinder zur digital geprägten Kultur. Zudem zeigt sich der organisationskulturelle Zugang als gewinnbringend für die Auseinandersetzung mit theoretischen und praktischen Verknüpfungen von Digitalität und Nachhaltigkeit.},
	language = {de-DE},
	urldate = {2023-02-11},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Weihmayer, Lena Sophie and Flämig, Katja and Groth, Katarina},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia},
	pages = {85--107},
	file = {Weihmayer et al. - 2023 - Herumdoppeln oder Zuhören Organisationskulturell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EAEFTSH4/Weihmayer et al. - 2023 - Herumdoppeln oder Zuhören Organisationskulturell.pdf:application/pdf},
}

@incollection{darmann-finck_lehren_2023,
	address = {Berlin, Heidelberg},
	title = {Lehren und {Lernen} mit (digitalen) {Medien}},
	isbn = {978-3-662-61428-0},
	url = {https://link.springer.com/10.1007/978-3-662-61428-0_25-2},
	language = {de-DE},
	urldate = {2023-02-08},
	booktitle = {Pädagogik im {Gesundheitswesen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Darmann-Finck, Ingrid and Stephanow, Valeska and Schepers, Claudia},
	editor = {Darmann-Finck, Ingrid and Sahmel, Karl-Heinz},
	year = {2023},
	doi = {10.1007/978-3-662-61428-0_25-2},
	note = {Series Title: Springer Reference Pflege – Therapie – Gesundheit},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--19},
	file = {Darmann-Finck et al. - 2023 - Lehren und Lernen mit (digitalen) Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4VDGAHZI/Darmann-Finck et al. - 2023 - Lehren und Lernen mit (digitalen) Medien.pdf:application/pdf;Darmann-Finck et al. - 2023 - Lehren und Lernen mit (digitalen) Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZ5FZFT9/Darmann-Finck et al. - 2023 - Lehren und Lernen mit (digitalen) Medien.pdf:application/pdf},
}

@article{grzeszczyk_can_2023,
	title = {Can gamification reduce the burden of self-reporting in {mHealth} applications? {A} feasibility study using machine learning from smartwatch data to estimate cognitive load},
	volume = {2023},
	issn = {1942-597X},
	shorttitle = {Can gamification reduce the burden of self-reporting in {mHealth} applications?},
	abstract = {The effectiveness of digital treatments can be measured by requiring patients to self-report their state through applications, however, it can be overwhelming and causes disengagement. We conduct a study to explore the impact of gamification on self-reporting. Our approach involves the creation of a system to assess cognitive load (CL) through the analysis of photoplethysmography (PPG) signals. The data from 11 participants is utilized to train a machine learning model to detect CL. Subsequently, we create two versions of surveys: a gamified and a traditional one. We estimate the CL experienced by other participants (13) while completing surveys. We find that CL detector performance can be enhanced via pre-training on stress detection tasks. For 10 out of 13 participants, a personalized CL detector can achieve an F1 score above 0.7. We find no difference between the gamified and non-gamified surveys in terms of CL but participants prefer the gamified version.},
	language = {en-GB},
	journal = {AMIA ... Annual Symposium proceedings. AMIA Symposium},
	author = {Grzeszczyk, Michal K. and Adamczyk, Paulina and Marek, Sylwia and Pręcikowski, Ryszard and Kuś, Maciej and Lelujko, M. Patrycja and Blanco, Rosmary and Trzciński, Tomasz and Sitek, Arkadiusz and Malawski, Maciej and Lisowska, Aneta},
	year = {2023},
	pmid = {38222421},
	pmcid = {PMC10785949},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Humans, Telemedicine, Cognition, Machine Learning, Gamification, Feasibility Studies},
	pages = {389--396},
	file = {Grzeszczyk et al. - 2023 - Can gamification reduce the burden of self-reporti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MR54E3YH/Grzeszczyk et al. - 2023 - Can gamification reduce the burden of self-reporti.pdf:application/pdf},
}

@incollection{buddeberg_forderung_2023,
	title = {Förderung von didaktischen {Reflexionsprozessen} bei der {Gestaltung} von digital gestütztem {Lernmaterial}},
	abstract = {Wie nicht zuletzt der pandemiebedingte Distanzunterricht deutlich gemacht hat, besteht ein Bedarf an der Förderung von Medienkompetenzen bei (angehenden) Lehrkräften. Diesbezügliche Lerngelegenheiten in der Lehrkräftebildung werden als essenziell angesehen, um eine lernförderliche Anwendung digitaler Medien im Unterricht zu erlernen und dahingehende didaktische Reflexionsprozesse anzustoßen. Hieran anknüpfend wird ein Projekt vorgestellt, in dem ein Selbstlernkurs für Lehramtsstudierende zur digital gestützten Gestaltung von interaktivem Lernmaterial entwickelt und eingesetzt wird. Eingebettet in die uni­versitäre Lehre erhalten Lehramtsstudierende Lerngelegenheiten zum Einüben mediendidaktischer Kompetenzen, indem sie eigenständig Themen als digitale Lerneinheiten aufbereiten und dazu direktes Feedback bekommen. Ziel ist es, dass die Studierenden nicht nur in der technischen Aufbereitung von Lerninhalten unterstützt werden, sondern – verknüpft mit kognitionspsychologischen Lerntheorien und didaktischen Konzepten – interaktive Lernmaterialien derart reflektieren und digital-gestützt aufbereiten können, dass sie adaptiv, motivierend und lernunterstützend eingesetzt werden können.},
	language = {de-DE},
	booktitle = {Reflexion in der {Lehrkräftebildung} – {Empirisch}, {Phasenübergreifend}, {Interdisziplinär}},
	author = {Buddeberg, Magdalena and Sonnenburg, Nadine},
	editor = {Mientus and Klempin and Nowak},
	year = {2023},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {335--341},
	file = {Buddeberg und Sonnenburg - Förderung von didaktischen Reflexionsprozessen bei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IP3D2BA3/Buddeberg und Sonnenburg - Förderung von didaktischen Reflexionsprozessen bei.pdf:application/pdf},
}

@article{liao_application_2023,
	title = {Application of a new multi-element integrated teaching mode based on bite-sized teaching, flipped classroom, and {MOOC} in clinical teaching of obstetrics and gynaecology},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04494-9},
	doi = {10/gs566m},
	abstract = {Methods  A Two-stage crossover design study was conducted of a multi-element teaching mode compared to traditional teaching mode in an academic year. Participants included Ninety-six medical students practicing obstetrics and gynecology in our hospital, randomly divided into two groups respectively underwent multi-element teaching mode and traditional teaching mode. After each semester, a final test (including theoretical and clinical practical test) was conducted.When an academic year was completed, post intervention survey assessed learner perceptions of the intervention.
Result  In order to comprehensively test students’ performance after study, we take theoretical and practical examinations. The theoretical examination mainly tests students’ grasp of basic knowledge points, while the practical examination focuses on the examination of students’ diagnosis and treatment of diseases. There were statistically significant differences both in the theoretical and clinical practical scores between the new multi-element integrated teaching mode and the traditional teaching mode, specifically as follows: In the end of first semester, the theoretical scores of the two groups were respective 43.75 ± 3.42 vs. 42.07 ± 2.90, and clinic practical test scores were respective 44.93 ± 2.42 vs. 43.37 ± 2.52; In the end of second semester, the theoretical scores of the two groups were respective 44.30 ± 2.69 vs. 42.25 ± 3.39, and clinic practical test scores were respective 43.79 ± 2.25 vs. 41.93 ± 2.80.(p {\textless} 0.05). The results of questionnaires demonstrated that 80.21\% of the students showed preference for the new multi-element integrated teaching mode comparing to traditional teaching methods.
Conclusion  The new multi-element integrated teaching mode is well accepted by the students and can improve the students’ mastery of knowledge, and can improve the students’ clinical comprehensive ability. The new multi-element},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Liao, Wenyan and He, Jun and Yang, Chunfen and Qi, Shuo and Chen, Guodong and Ding, Chengming},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC},
	pages = {820},
	file = {Liao et al. - 2023 - Application of a new multi-element integrated teac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PCZNYLJ9/Liao et al. - 2023 - Application of a new multi-element integrated teac.pdf:application/pdf},
}

@book{zumbach_digitale_2023,
	title = {Digitale {Medienbildung}},
	language = {de-DE},
	author = {Zumbach, Jörg and Trültzsch-Wijnen, Christine W and Deibl, Ines},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, \#7:Zeitschriftenartikel:digital:Medien, ⛔ No DOI found, Promotion:todo},
	file = {Zumbach et al. - 2023 - Digitale Medienbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3K97X42I/Zumbach et al. - 2023 - Digitale Medienbildung.pdf:application/pdf},
}

@book{schiefner-rohs_ethnographie_2023,
	title = {Ethnographie und {Videographie} pädagogischer {Praktiken}. "{Ein}-{Blicke}" in {Projekte} der {Schul}- und {Unterrichtsforschung} in einer {Kultur} der {Digitalität}},
	isbn = {978-3-7815-2578-8},
	url = {https://www.pedocs.de/volltexte/2023/26995/pdf/Schiefner-Rohs_et_al_2023_Ethnographie_und_Videographie.pdf},
	abstract = {Schule und Unterricht können ohne die Verwobenheit mit digitalen Medien kaum mehr gedacht werden. Über die Frage der Nutzungsweisen von Medien hinaus helfen praxistheoretisch informierte Feldbeobachtungen dabei, pädagogische Praktiken (nicht nur) des Medienhandelns in situ und in actu zu erfassen. Der Sammelband vereint Beiträge mit genau diesem theoretischen und methodologischen Zugang. Aus medienpädagogischer, schulpädagogischer und soziologischer Perspektive wird in ethnographischem bzw. videographischem Stil Zugriff auf Praktiken der Schule in einer Kultur der Digitalität genommen. So werden wortwörtlich „Ein-Blicke“ in unterschiedliche Projekte und Zugänge der Unterrichtsforschung gegeben. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-07-31},
	publisher = {Verlag Julius Klinkhardt},
	editor = {Schiefner-Rohs, Mandy and Heymann, Carina and Neto Carvalho, Isabel},
	year = {2023},
	doi = {10.35468/6020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung},
	file = {Schiefner-Rohs et al. - 2023 - Ethnographie und Videographie pädagogischer Prakti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WG532BSV/Schiefner-Rohs et al. - 2023 - Ethnographie und Videographie pädagogischer Prakti.pdf:application/pdf},
}

@incollection{meier_seminar_2023,
	address = {Wiesbaden},
	title = {Das {Seminar} ‚{Digitale} {Aufgaben}‘: {Konzeption} und {Ergebnisse} eines digitalen {Lehr}-{Lern}-{Labors}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Das {Seminar} ‚{Digitale} {Aufgaben}‘},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_24},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Speer, Annabelle and Eichler, Andreas},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_24},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--253},
	file = {Speer und Eichler - 2023 - Das Seminar ‚Digitale Aufgaben‘ Konzeption und Er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RPKD4PUC/Speer und Eichler - 2023 - Das Seminar ‚Digitale Aufgaben‘ Konzeption und Er.pdf:application/pdf},
}

@incollection{de_witt_lernpfade_2023,
	address = {Wiesbaden},
	title = {Lernpfade in adaptiven und künstlich-intelligenten {Lernprogrammen}. {Eine} kritische {Analyse} aus mediendidaktischer {Sicht}},
	isbn = {978-3-658-40078-1 978-3-658-40079-8},
	url = {https://link.springer.com/10.1007/978-3-658-40079-8_6},
	abstract = {Der Beitrag kontrastiert interaktive, adaptive sowie künstlich-intelligente Lernprogramme. Adaptive und KI-basierte Anwendungen erweisen sich in der Entwicklung als aufwändiger und haben sich bislang nicht durchsetzen können. Um die Chancen dieser Technologien abzuschätzen, werden ihre Möglichkeiten verglichen. Adaptive Lernprogramme eignen sich vor allem für den Erwerb von Fertigkeiten, KI-basierte Lösungen, wenn sich ein Expertisemodell nicht explizieren lässt. Benannt werden didaktische und pädagogische Herausforderungen, denen sich KI-basierte Lernanwendungen künftig stellen müssen.},
	language = {de-DE},
	urldate = {2024-03-22},
	booktitle = {Künstliche {Intelligenz} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kerres, Michael and Buntins, Katja and Buchner, Josef and Drachsler, Hendrik and Zawacki-Richter, Olaf},
	editor = {De Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth},
	year = {2023},
	doi = {10.1007/978-3-658-40079-8_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {109--131},
	file = {Kerres et al. - 2023 - Lernpfade in adaptiven und künstlich-intelligenten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6ZIBZLEK/Kerres et al. - 2023 - Lernpfade in adaptiven und künstlich-intelligenten.pdf:application/pdf},
}

@incollection{wittpahl_auf_2023,
	address = {Berlin, Heidelberg},
	title = {Auf dem {Weg} zu resilienten {Pflegesettings}: {Soziotechnische} {Faktoren} digitaler {Transformationsprozesse}},
	isbn = {978-3-662-66056-0 978-3-662-66057-7},
	shorttitle = {Auf dem {Weg} zu resilienten {Pflegesettings}},
	url = {https://link.springer.com/10.1007/978-3-662-66057-7_3},
	abstract = {Zusammenfassung
            Um bessere Arbeitsbedingungen in der Pflege zu schaffen, bietet die Digitalisierung eine Fülle neuer Chancen. Bei der Einführung digitaler Technologien, die Resilienz in der Pflege stärken können, gilt es jedoch zu vermeiden, dass deren Anwendung zu einer zusätzlichen Belastungsquelle für das Pflegepersonal wird. Eine Analyse der komplexen Beziehungen in der Pflege verdeutlicht das Ausmaß der Herausforderung, eine pflegespezifische Resilienz zu verwirklichen. Denn der bisherige Fokus, der auf die Ausbildung individueller Resilienz liegt, ist unzureichend und muss um organisationale und systemische Aspekte ergänzen werden.},
	language = {de-DE},
	urldate = {2023-12-21},
	booktitle = {Resilienz},
	publisher = {Springer Berlin Heidelberg},
	author = {Lutze, Maxie and Schmietow, Bettina and Müller, Marius},
	editor = {Wittpahl, Volker},
	year = {2023},
	doi = {10.1007/978-3-662-66057-7_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {47--66},
	file = {Lutze et al. - 2023 - Auf dem Weg zu resilienten Pflegesettings Soziote.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K4K7SLBP/Lutze et al. - 2023 - Auf dem Weg zu resilienten Pflegesettings Soziote.pdf:application/pdf},
}

@incollection{kruse_learning_2023,
	address = {Cham},
	title = {Learning {Management} {Systems} ({LMSs})},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_11},
	abstract = {This chapter provides a brief overview of the history of Learning Management Systems before turning to those currently in widespread use. While surveying these systems, the chapter will focus on the extent of the ability of these platforms to contribute to writing instruction, writing analytics, and learning analytics. It will also discuss the development of LMSs designed speciﬁcally for writing instruction.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Lang, Susan},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_11},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Lernsystemarchitektur, \#6:Buchteil:Bildung:Technologie},
	pages = {173--182},
	file = {Lang - 2023 - Learning Management Systems (LMSs).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2P5RSPXD/Lang - 2023 - Learning Management Systems (LMSs).pdf:application/pdf},
}

@incollection{kruse_electronic_2023,
	address = {Cham},
	title = {The {Electronic} {Portfolio}: {Self}-{Regulation} and {Reflective} {Practice}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	shorttitle = {The {Electronic} {Portfolio}},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_16},
	abstract = {This chapter focuses on the potential of ePortfolios as a tool for selfregulated learning and writing. What changes in the practice of academic writers when they include ePortfolios and reﬂective writing into their daily routines as students? Portfolios have been known for a long time as a complex modality in the construction of knowledge. Since the emergence of digital platforms (CMS/LMS) in education in the early 1990’s portfolio work transferred into the digital space being used for multiple purposes and audiences. As a consequence, ePortfolios became both mode and medium for adjusting the author’s intention toward the addressees’ expectations. This chapter will provide an overview of different ePortfolio designs and tools that have the potential to relieve the mental stress created by the complex nature of writing and reﬂection. ePortfolio work will be shown as a construct being organized and designed around both the different phases of mental recognition and the rhetorical steps in putting reﬂection into language. The chapter closes with some recommendations how to start, maintain, and reﬂect upon ePortfolio work in teaching as well as in institutional development.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Bräuer, Gerd and Ziegelbauer, Christine},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_16},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {245--259},
	file = {Bräuer und Ziegelbauer - 2023 - The Electronic Portfolio Self-Regulation and Refl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MYY68L4T/Bräuer und Ziegelbauer - 2023 - The Electronic Portfolio Self-Regulation and Refl.pdf:application/pdf;Bräuer und Ziegelbauer - 2023 - The Electronic Portfolio Self-Regulation and Refl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6NK9HIB6/Bräuer und Ziegelbauer - 2023 - The Electronic Portfolio Self-Regulation and Refl.pdf:application/pdf},
}

@incollection{ahuja_integration_2023,
	address = {Singapore},
	title = {Integration of {Blended} {Mode} of {Technologies} in {Teaching} and {Learning} of {Engineering} {Content} at {Higher} {Education} {Institutions}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_13},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Asad, Muhammad Mujtaba and Aftab, Kanwal and Khand, Zahid Hussain and Datoo, Alkarim and Syed, Hassan and Churi, Prathamesh},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_13},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {303--316},
	file = {Asad et al. - 2023 - Integration of Blended Mode of Technologies in Tea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MKQVUVJS/Asad et al. - 2023 - Integration of Blended Mode of Technologies in Tea.pdf:application/pdf},
}

@incollection{zaphiris_3d_2023,
	address = {Cham},
	title = {{3D} {Geography} {Course} {Using} {AR}: {The} {Case} of the {Map} of {Greece}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {{3D} {Geography} {Course} {Using} {AR}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_12},
	abstract = {Augmented reality (AR) is utilized alongside game-based learning to increase student engagement in blended learning environments. This paper describes an AR-based edugame designed to improve learning the geography curriculum in Greek elementary schools. The game utilizes two interaction techniques: via a virtual hand model and via a touch screen. Moreover, 3D objects represent prefectures and geographic regions to provide a more extensive presentation of a map. The game is a puzzle-like game with an additional phase of matching names to the puzzle pieces. Players move the 3D objects to complete the puzzle and choose provinces to continue the game by locating counties. Furthermore, this paper investigates the impact of Felder Silverman learning style and tests learning outcomes with the use of AR-based edugame as a learning object.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Logothetis, Ilias and Katsaris, Iraklis and Sfyrakis, Myron and Vidakis, Nikolas},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_12},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {170--182},
	file = {Logothetis et al. - 2023 - 3D Geography Course Using AR The Case of the Map .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8CXT27U7/Logothetis et al. - 2023 - 3D Geography Course Using AR The Case of the Map .pdf:application/pdf},
}

@incollection{zaphiris_blended_2023,
	address = {Cham},
	title = {Blended {Learning} and {Higher} {Education}: {A} {Bibliometric} {Analysis}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Blended {Learning} and {Higher} {Education}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_33},
	abstract = {Blended learning is deﬁned as an educational model or a way of teaching that combines in-person education with online education. In recent years, due to its great potential, this type of teaching applied to higher education has aroused great interest on the part of professionals and academics. This growing interest has been reﬂected in the rapid growth in the number of publications on blended learning and higher education. This article seeks to contribute to the knowledge base by presenting an integrated overview of this growing body of literature, and to this end the authors use bibliometric techniques. As a basis for the analysis, 2,477 relevant articles in the Scopus database were selected. The descriptive results obtained show rapid growth in the number of articles published over the years, a dominance of publications associated with developing and emerging countries, and the leading role of social sciences. An analysis of the co-occurrence of terms allows us to establish four areas of interest: 1) Covid-19 and the challenges and opportunities it poses, 2) the effectiveness and performance of blended learning, 3) the organization and design of blended learning, and 4) the technological tools and forms of delivery of blended learning. An analysis of the overlay visualization of terms makes it possible to establish the evolution of the topics of interest in the research over the years. Initially, interest focused on issues relating to the organization and design of blended learning. Currently, interest is focused on Covid-19 and the challenges it poses.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Cruz-Cárdenas, Jorge and Parra-Domínguez, Javier and Zabelina, Ekaterina and Deyneka, Olga and Ramos-Galarza, Carlos},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_33},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {456--465},
	file = {Cruz-Cárdenas et al. - 2023 - Blended Learning and Higher Education A Bibliomet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QLDX4SBK/Cruz-Cárdenas et al. - 2023 - Blended Learning and Higher Education A Bibliomet.pdf:application/pdf},
}

@incollection{zaphiris_preliminary_2023,
	address = {Cham},
	title = {Preliminary {Validation} of {ENGAME}: {Fostering} {Civic} {Participation} and {Social} {Inclusion} {Through} an {E}-{Learning} {Game}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	shorttitle = {Preliminary {Validation} of {ENGAME}},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_34},
	abstract = {INGAME project has as its aim, directly and indirectly, improve the users’ digital, language, reading, communication and collaboration skills. It will also introduce and integrate gaming into school teaching methods and practices, speciﬁcally those relating to the ﬁelds of civic literacy and pedagogy. The game developed, under the name ENGAME, is a journey to gain knowledge about today’s society. The avatar (without gender) arrives from space and grows up meanwhile, learning about gender equality and equity, inclusion, civic engagement, environment, climate change, global issues and crises. This work describes the pilots with users carried out as part of the project to validate the game and produce a ﬁnal version considering the main issues detected during the testing. According to the results, women have better results than men regarding enjoyment. Moreover, users who play every day get worst immersion results while playing the game.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {García-Holgado, Alicia and Vázquez-Ingelmo, Andrea and Verdugo-Castro, Sonia and García-Peñalvo, Francisco José and Kiourti, Elisavet and Gudoniene, Daina and Kyriakidou, Maria and Romaniuc, Liliana and Rak, Katarzyna and Kraus, Leo and Fruhmann, Peter},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_34},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {466--481},
	file = {García-Holgado et al. - 2023 - Preliminary Validation of ENGAME Fostering Civic .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9L9B6IT6/García-Holgado et al. - 2023 - Preliminary Validation of ENGAME Fostering Civic .pdf:application/pdf},
}

@incollection{zaphiris_assessing_2023,
	address = {Cham},
	title = {Assessing the {Impact} of {Using} {Python} to {Teach} {Computational} {Thinking} for {Remote} {Schools} in a {Blended} {Learning} {Environment}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_35},
	abstract = {As the demand for programming in STEM education continues to grow, computational thinking skills are becoming even more important for students. Research indicates Python is an eﬀective language to teach computational thinking. In spite of its popularity, there are only a few schools that oﬀer Python courses. This is often due to a lack of teaching resources especially in remote schools. This paper aims to integrate computational thinking methods utilizing Python, while bridging the gap between block-based and text-based programming. The eﬀectiveness of the curriculum was evaluated using established computational thinking and blended learning surveys. The results of our study show that this newly developed course with the assessment tool identiﬁes computationally talented students, creates an interest in computational thinking development, and encourages students to perform in a blended learning course. This paper lays out a comprehensive curriculum aligned with Ontario learning outcomes with the mission to remove geographical barriers to build sustainability in First Nation Schools in Northwestern communities of Canada.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Kamak, Lakshmi Preethi and Mago, Vijay},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_35},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {482--500},
	file = {Kamak und Mago - 2023 - Assessing the Impact of Using Python to Teach Comp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V4CUYV9G/Kamak und Mago - 2023 - Assessing the Impact of Using Python to Teach Comp.pdf:application/pdf},
}

@incollection{beskopylny_communicative_2023,
	address = {Cham},
	title = {Communicative {Space} of {Didactics} in the {Context} of the {Implementation} of {Information} and {Communication} {Technologies}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_47},
	abstract = {Communicative space is a set of various types of communication (external, internal) and interhuman relations (trusting, negative), which are established between the subjects of the communicative space in the process of their interaction. The communicative space of didactics is understood as a set of conditions and mean of professional training of a communicative personality in the process of communication. Communicative space is considered as a system of interrelated educational and educational situations aimed at the formation of communicative competence, including speech activity and speech behavior. Pedagogical (teaching) communication involves the establishment of interpersonal contact, in which a dialogue arises. Various forms of dialogue communication are used as a means of teaching a person, an active participant in joint activities, as well as a means of enhancing the activities of students in the process of mastering certain educational content. The dialogical approach in the communicative space is the basis for the teacher’s preparation for competent interaction in the educational environment. Modern teaching tools are based not only on interaction, but also on the active use of various forms of e-learning, including information and communication technologies (ICT). Particular attention is paid to the characteristics of information and communication technologies in the areas of methodological, educational purpose. The use of new technical means in the educational process adjusts the goals and form of vocational training.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Mikheeva, Tatiana},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_47},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {462--467},
	file = {Mikheeva - 2023 - Communicative Space of Didactics in the Context of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U66NWH6J/Mikheeva - 2023 - Communicative Space of Didactics in the Context of.pdf:application/pdf},
}

@incollection{beskopylny_developing_2023,
	address = {Cham},
	title = {Developing {Communicative} {Skills} of {Specialists} of the {Agro}-{Industrial} {Complex} by {Means} of {Information} {Technologies}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_246},
	abstract = {This paper analyses the effectiveness of modern information technologies application in foreign language teaching for preparation of specialists of the agro-industrial complex. This article shows a great variety of ICT usage in higher education. One of the advantages of their application in language teaching is that these technologies contribute to developing speaking, listening, writing and lexical skills of students. Another beneﬁt of digital resources implementation is that they motivate trainees in learning a foreign language independently. The conducted research gives the detailed analysis of different e-learning tools and proves that information technologies help to form communicative competence of learners. The communicative competence is one of the main as it supposes to use a language correctly in a professional sphere with the purpose of solving special professional tasks including the agro-industrial complex. The analysis of digital means is interesting and relevant for educational system and can be taken into account by teachers of foreign languages.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Kolesnichenko, Alvina and Kotliarenko, Iuliia and Nikolaeva, Elena},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_246},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {2249--2258},
	file = {Kolesnichenko et al. - 2023 - Developing Communicative Skills of Specialists of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7HPWVCV/Kolesnichenko et al. - 2023 - Developing Communicative Skills of Specialists of .pdf:application/pdf},
}

@incollection{beskopylny_digital_2023-2,
	address = {Cham},
	title = {Digital {Learning} {Tools} and {Devices} for the {Implementation} of an {Electronic} {Educational} {Resource}},
	volume = {574},
	isbn = {978-3-031-21431-8 978-3-031-21432-5},
	url = {https://link.springer.com/10.1007/978-3-031-21432-5_149},
	abstract = {The combination of digital tools and services considered in this article, as a means for the implementation of an electronic educational resource, provides the educational process with a variety of unique methods that affect the motivation and cognitive interest of students. We presented a classiﬁcation of digital services with an indication of a brief characteristic of the direct purpose of the tool. The material of the article is based on the experience of teachers of Mathematics and Informatics Department of Naberezhnye Chelny State Pedagogical University (Russian Federation). The example of the Zoom service, designed for video conferencing, is used to examine the technology of organizing a training lesson for students on a speciﬁc topic of a geometry lesson. On the basis of the digital tool LearningApps and other similar services there are demonstrated methods of organizing didactic material within the framework of a training session. The practical part of the article gives some recommendations for working in virtual environments when developing interactive tasks. Recommendations for the organization of e-learning and application of distance learning technologies are focused on a user who implements an e-learning course in accordance with the academic subject. The use of various digital services and tools allows us to minimize the labor costs of educational organizations and provides a sufﬁcient range of new opportunities to increase the level of information competence of a teacher.},
	language = {en-GB},
	urldate = {2023-02-10},
	booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”},
	publisher = {Springer International Publishing},
	author = {Filatova, Zulfiya and Galyamova, Elmira and Burkhanova, Yuliya},
	editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor},
	year = {2023},
	doi = {10.1007/978-3-031-21432-5_149},
	note = {Series Title: Lecture Notes in Networks and Systems},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {1403--1411},
	file = {Filatova et al. - 2023 - Digital Learning Tools and Devices for the Impleme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZACR9PQT/Filatova et al. - 2023 - Digital Learning Tools and Devices for the Impleme.pdf:application/pdf},
}

@incollection{krick_verankerung_2023,
	address = {Wiesbaden},
	title = {Verankerung des {Kompetenzbereichs} „{Digitale} {Pflegetechnologien}“ in {Bildungsangeboten} für {Pflegefachpersonen}: {Erfahrungen} aus der {Praxis} und {Implikationen} für strukturelle {Rahmenbedingungen}},
	isbn = {978-3-658-39301-4 978-3-658-39302-1},
	shorttitle = {Verankerung des {Kompetenzbereichs} „{Digitale} {Pflegetechnologien}“ in {Bildungsangeboten} für {Pflegefachpersonen}},
	url = {https://link.springer.com/10.1007/978-3-658-39302-1_12},
	language = {de-DE},
	urldate = {2023-08-08},
	booktitle = {Pflegeinnovationen in der {Praxis}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Landherr, Jan and Westerholt, Stefan and Gockel, Julia},
	editor = {Krick, Tobias and Zerth, Jürgen and Rothgang, Heinz and Klawunn, Ronny and Walzer, Stefan and Kley, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-39302-1_12},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {207--227},
	file = {Landherr et al. - 2023 - Verankerung des Kompetenzbereichs „Digitale Pflege.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DVNF7GJP/Landherr et al. - 2023 - Verankerung des Kompetenzbereichs „Digitale Pflege.pdf:application/pdf},
}

@incollection{roth_vorbereitung_2023,
	address = {Berlin, Heidelberg},
	title = {Vorbereitung auf ein {Physiklehren} in der digitalen {Welt}: {Weiterentwicklung} eines lehramtsspezifischen {Elektronikpraktikums}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	shorttitle = {Vorbereitung auf ein {Physiklehren} in der digitalen {Welt}},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_10},
	abstract = {Zusammenfassung
            Der digitale Wandel stellt Lehrkräfte im Unterricht vor neue Anforderungen. Insbesondere Physiklehrkräfte müssen für das schulische Experimentieren nicht nur spezifische Messtechnik und Software nutzen können, sondern auch Grundkenntnisse des Programmierens beherrschen. Hinzu kommt, dass die (Physik-)Lehrkräfte sich in kurzen Zeitspannen immer wieder selbstständig neue digitale Technologien erschließen müssen. In diesem Buchkapitel wird das neu konzipierte lehramtsspezifische Elektronikpraktikum der Christian-Albrechts-Universität zu Kiel vorgestellt, in dem Physiklehramtsstudierende am Beispiel des Mikrocontrollers Arduino neben den Grundlagen der Elektronik auch diese digitalen Kompetenzen für ihre spätere Lehrtätigkeit entwickeln sollen. Durch die Begleitforschung im Design-based-Research-Ansatz konnte eine Reihe an konsistenten Indizien gesammelt werden, welche die Konzeption des lehramtsspezifischen Elektronikpraktikums stützen. Eine explorativ angelegte Interviewstudie zeigt, dass die Studierenden die wahrgenommene Relevanz aus einer schulpraktischen Perspektive beurteilen, Lerninhalte zur Förderung digitaler Kompetenzen erfolgreich integriert werden konnten und das Einüben selbstständigen Arbeitens das Selbstvertrauen der Studierenden fördert, sich in neue digitale Technologien einzuarbeiten.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Andersen, Jasmin and Block, Dietmar and Neumann, Irene and Neumann, Knut and Volker, Arne},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {169--180},
	file = {Andersen et al. - 2023 - Vorbereitung auf ein Physiklehren in der digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CMY7A6AN/Andersen et al. - 2023 - Vorbereitung auf ein Physiklehren in der digitalen.pdf:application/pdf},
}

@incollection{roth_zukunft_2023,
	address = {Berlin, Heidelberg},
	title = {Die {Zukunft} des {MINT}-{Unterrichts} aus der {Perspektive} der {Schulpraxis}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_3},
	abstract = {Zusammenfassung
            Angesichts der rasanten technologischen Entwicklungen der letzten Jahre können wir heute nur erahnen, wie sich unsere Lebenswelt und damit auch der Unterricht entwickeln. Sicher ist jedoch, dass digitale Technologien die Zukunft des Unterrichts mitbestimmen. Ein von Politik und Wissenschaft initiiertes Modell zur Beschreibung der notwendigen Kompetenzen stellt der Europäische Referenzrahmen für die digitale Kompetenz von Lehrenden (DigCompEdu) dar. Ziel des Beitrags ist es, die Vorstellung von Akteuren der Schulpraxis über den Unterricht der Zukunft mit diesem Modell abzugleichen. In drei Online-Workshops wurden daher von insgesamt 26 Lehrkräften, 18 Lehramtsstudierenden und 9 Bildungsadministratorinnen und -administratoren in Kleingruppen Szenarien für eine wünschenswerte Zukunft des Unterrichts im Jahr 2030 entwickelt und anschließend inhaltsanalytisch ausgewertet. Unsere Ergebnisse zeigen, dass Lehrkräfte insbesondere Innovationen im Bereich der Organisation von Schule und der Gestaltung des Unterrichts identifizieren. Die so identifizierten Themen lassen sich drei der insgesamt sechs DigCompEdu-Kompetenzbereiche zuordnen. Eine Konkretisierung des Einsatzes digitaler Technologien im Unterricht hingegen findet sich in den Vorstellungen nicht. Es ist daher notwendig, für die Zukunft verstärkt den konkreten Transfer von der Entwicklung in die Unterrichtspraxis zu betrachten, damit ein Einsatz digitaler Technologien unterstützt wird.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Ghomi, Mina and Sorge, Stefan and Mühling, Andreas},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {59--72},
	file = {Ghomi et al. - 2023 - Die Zukunft des MINT-Unterrichts aus der Perspekti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UBEPND8Z/Ghomi et al. - 2023 - Die Zukunft des MINT-Unterrichts aus der Perspekti.pdf:application/pdf},
}

@incollection{roth_untersuchung_2023-1,
	address = {Berlin, Heidelberg},
	title = {Eine {Untersuchung} der {Selbstwirksamkeitserwartung} von {Lehramtsstudierenden} bezogen auf den {Einsatz} digitaler {Technologien} im {Mathematikunterricht} aus {Perspektive} der {Control}-{Value} {Theory}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_5},
	abstract = {Zusammenfassung
            
              Der lernzielorientierte Einsatz digitaler Technologien im Mathematikunterricht stellt eine Anforderung an Lehrkräfte dar, die in der jüngeren Vergangenheit an Bedeutung gewonnen hat (Dede, 2010; Voogt \& Roblin, 2012). Zugleich berichten viele Lehrkräfte in Deutschland, dass sie sich unzureichend auf die Erfüllung dieser Anforderung vorbereitet sehen (Autorengruppe Bildungsberichterstattung, 2020). Insbesondere im internationalen Vergleich zeigt sich, dass Lehrkräfte in Deutschland eine niedrige Selbstwirksamkeitserwartung bezogen auf den Einsatz digitaler Technologien aufweisen (Fraillon et al., 2019). Die vorliegende quantitative Studie knüpft an diese Befunde an und untersucht die Selbstwirksamkeitserwartung hinsichtlich des Einsatzes digitaler Technologien im Mathematikunterricht anhand der Aussagen von
              n
               = 249 Lehramtsstudierenden: Auf Grundlage der Control-Value Theory (Pekrun, 2006) werden die Effekte subjektiver Kontroll- und Werteinschätzung auf das Erleben von Freude beim Einsatz digitaler Technologien untersucht und aufbauend auf der Theorie von Bandura (1997) wird der Zusammenhang dieser drei Faktoren mit der Selbstwirksamkeitserwartung in den Blick genommen. Die Ergebnisse der Studie weisen darauf hin, dass der wahrgenommenen Kontrolle über digitale Technologien erheblich größere Bedeutung zukommt als der Beurteilung des Wertes und dass das Erleben von Freude zwischen diesen beiden Einschätzungen und der Selbstwirksamkeitserwartung vermittelt. Die Bedeutung der Ergebnisse für die Aus- und Fortbildung von Lehrkräften wird diskutiert.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Grave-Gierlinger, Frederik and Jenßen, Lars and Eilerts, Katja},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {91--104},
	file = {Grave-Gierlinger et al. - 2023 - Eine Untersuchung der Selbstwirksamkeitserwartung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SDKXL259/Grave-Gierlinger et al. - 2023 - Eine Untersuchung der Selbstwirksamkeitserwartung .pdf:application/pdf},
}

@incollection{buck_bildung_2023,
	address = {Berlin, Heidelberg},
	title = {Bildung als {Imaginierung}. {Zur} {Humantechnologie} des {Digitalen} mit {Eugen} {Fink}},
	isbn = {978-3-662-66122-2 978-3-662-66123-9},
	url = {https://link.springer.com/10.1007/978-3-662-66123-9_3},
	language = {de-DE},
	urldate = {2023-03-07},
	booktitle = {Digitalisierte {Lebenswelten}},
	publisher = {Springer Berlin Heidelberg},
	author = {Brinkmann, Malte},
	editor = {Buck, Marc Fabian and Zulaica y Mugica, Miguel},
	year = {2023},
	doi = {10.1007/978-3-662-66123-9_3},
	note = {Series Title: Kindheit – Bildung – Erziehung. Philosophische Perspektiven},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {47--72},
	file = {Brinkmann - 2023 - Bildung als Imaginierung. Zur Humantechnologie des.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q7Z7EYS6/Brinkmann - 2023 - Bildung als Imaginierung. Zur Humantechnologie des.pdf:application/pdf;Brinkmann - 2023 - Bildung als Imaginierung. Zur Humantechnologie des.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YD4UFJ5I/Brinkmann - 2023 - Bildung als Imaginierung. Zur Humantechnologie des.pdf:application/pdf},
}

@book{moring_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} und {Intuition}: {Robuste} und nachhaltige {Entscheidungen} in digitalen {Arbeitswelten}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-42017-8 978-3-658-42018-5},
	shorttitle = {Künstliche {Intelligenz} und {Intuition}},
	url = {https://link.springer.com/10.1007/978-3-658-42018-5},
	language = {de-DE},
	urldate = {2024-04-25},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Moring, Andreas},
	year = {2023},
	doi = {10.1007/978-3-658-42018-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Moring - 2023 - Künstliche Intelligenz und Intuition Robuste und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICN59G59/Moring - 2023 - Künstliche Intelligenz und Intuition Robuste und .pdf:application/pdf},
}

@book{spengler_kunstpadagogik_2023,
	address = {Wiesbaden},
	title = {Kunstpädagogik im {Fokus} von {Digitalisierung}, {Künstlerkooperation} und {Lernortwechsel}: {Eine} empirische {Studie} zur {Professionalisierung} kunstgemäßen {Handelns} {Jugendlicher} in intermedialen {Lernsettings}},
	isbn = {978-3-658-42110-6 978-3-658-42111-3},
	shorttitle = {Kunstpädagogik im {Fokus} von {Digitalisierung}, {Künstlerkooperation} und {Lernortwechsel}},
	url = {https://link.springer.com/10.1007/978-3-658-42111-3},
	language = {de-DE},
	urldate = {2024-02-11},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spengler, Stefan},
	year = {2023},
	doi = {10.1007/978-3-658-42111-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Spengler - 2023 - Kunstpädagogik im Fokus von Digitalisierung, Künst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NUA8YDGS/Spengler - 2023 - Kunstpädagogik im Fokus von Digitalisierung, Künst.pdf:application/pdf},
}

@book{jeanrenaud_teaching_2023,
	address = {Wiesbaden},
	series = {Edition {Fachdidaktiken}},
	title = {Teaching {Gender} in {MINT} in der {Pandemie}: {Chancen} und {Herausforderungen} digitaler {Transformation}},
	isbn = {978-3-658-43374-1 978-3-658-43375-8},
	shorttitle = {Teaching {Gender} in {MINT} in der {Pandemie}},
	url = {https://link.springer.com/10.1007/978-3-658-43375-8},
	language = {en-GB},
	urldate = {2024-02-03},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Jeanrenaud, Yves},
	year = {2023},
	doi = {10.1007/978-3-658-43375-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Jeanrenaud - 2023 - Teaching Gender in MINT in der Pandemie Chancen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DWGZSTRI/Jeanrenaud - 2023 - Teaching Gender in MINT in der Pandemie Chancen u.pdf:application/pdf},
}

@book{puppis_medienpolitik_2023,
	address = {Stuttgart, Deutschland},
	edition = {3},
	title = {Medienpolitik: {Grundlagen} für {Wissenschaft} und {Praxis} -},
	isbn = {978-3-8385-4378-9},
	shorttitle = {Medienpolitik},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838543789},
	abstract = {Mit Übungen und Lösungen
Digitalisierung, Transnationalisierung und Kommerzialisierung stellen die Medienpolitik vor große Herausforderungen. Wie kann sichergestellt werden, dass Medien und Plattformen ihre wichtige Funktion in einer demokratischen Gesellschaft erfüllen?
In diese Thematik führt Manuel Puppis systematisch und umfassend ein. Er vermittelt die Grundlagen für eine kritische Auseinandersetzung mit Medienpolitik, Medienregulierung und Media Governance. Problemorientiert und international vergleichend diskutiert er die verschiedenen Themenbereiche der Medienpolitik in Europa – von Medienkonzentration über den öffentlichen Rundfunk, Medienförderung, Plattformen und Algorithmen bis hin zu Medienkompetenz und Datenschutz.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Puppis, Manuel},
	month = feb,
	year = {2023},
	doi = {10.36198/9783838543789},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Puppis - 2023 - Medienpolitik Grundlagen für Wissenschaft und Pra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3CN4QRLP/Puppis - 2023 - Medienpolitik Grundlagen für Wissenschaft und Pra.pdf:application/pdf},
}

@book{braunecker_how_2023,
	address = {Stuttgart, Deutschland},
	edition = {2},
	title = {How to do {Statistik} und {SPSS}: {Eine} {Gebrauchsanleitung}},
	isbn = {978-3-8385-6161-5},
	shorttitle = {How to do {Statistik} und {SPSS}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838561615},
	abstract = {Wie erfasse und codiere ich die Daten meiner empirischen Erhebung? Welches Grundlagenwissen in Statistik benötige ich für eine Datenanalyse? Wie werte ich Daten forschungsfragen- bzw. hypothesengerecht aus? Und wie interpretiere ich Ergebnisse richtig? Nach einer kurzen Einführung in die Konzeption empirischer Studien erklärt diese praxisnahe Gebrauchsanleitung die wichtigsten statistischen Kennzahlen und skizziert schrittweise den Ablauf einer SPSS- (bzw. PSPP-) Auswertung. Als Basis dient ein eigens entwickelter Fragebogen mit korrespondierendem Datenfile zum kostenlosen Download (howtodo.at bzw. utb.de). Der Band enthält 95 Abbildungen, viele Querverweise, ein schlagwortoptimiertes Stichwortverzeichnis sowie zusätzliche digitale Materialien.
Zielgruppen sind Studierende der Publizistik-, Medien- und Kommunikationswissenschaft, der Sozial- und Wirtschaftswissenschaften sowie Praktiker:innen.
utb+: Als digitale Ergänzung erhalten Leser:innen einen Beispiel-Fragebogen mit korrespondierendem SPSS-Datenfile, Good-Practice-Beispiele sowie frei (um)gestaltbare Muster für Ergebnisdarstellungen und Foliensätze für Vortragszwecke.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Braunecker, Claus},
	month = oct,
	year = {2023},
	doi = {10.36198/9783838561615},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Braunecker - 2023 - How to do Statistik und SPSS Eine Gebrauchsanleit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9VZXFH6A/Braunecker - 2023 - How to do Statistik und SPSS Eine Gebrauchsanleit.pdf:application/pdf},
}

@book{braunecker_how_2023-1,
	address = {Stuttgart, Deutschland},
	edition = {2},
	title = {How to do empirische {Sozialforschung}: {Eine} {Gebrauchsanleitung}},
	isbn = {978-3-8385-6160-8},
	shorttitle = {How to do empirische {Sozialforschung}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838561608},
	abstract = {Was unterscheidet empirische Forschungsfragen von Hypothesen? Wie erstelle ich dazu passend einen Fragebogen, ein Codebuch, einen Gesprächsleitfaden? Wie definiere ich eine Grundgesamtheit? Wie ziehe ich eine gute (gesetzeskonforme) Stichprobe? Was sind Schwankungsbreiten? Und welches Auswertungsverfahren passt zu welchem Messniveau? Dieses Buch erläutert Schritt für Schritt die Planung und Durchführung von empirischen Erhebungen sowie die Grundlagen von Datenanalyseverfahren. Neben vielen Beispielen enthält die praxisnahe Gebrauchsanleitung 41 Abbildungen, zahlreiche Querverweise, ein schlagwortoptimiertes Stichwortverzeichnis und digitales Zusatzmaterial.
Zielgruppen sind Studierende der Publizistik-, Medien- und Kommunikationswissenschaft, der Sozial- und Wirtschaftswissenschaften sowie Praktiker:innen.
utb+: Als digitale Ergänzung erhalten Leser:innen einen Beispiel-Fragebogen mit korrespondierendem SPSS-Datenfile, Good-Practice-Beispiele sowie frei (um)gestaltbare Muster für Ergebnisdarstellungen und Foliensätze für Vortragszwecke. In der digitalen Version des Buches sind außerdem sämtliche internen Querverweise und externen Quellen verlinkt.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Braunecker, Claus},
	month = oct,
	year = {2023},
	doi = {10.36198/9783838561608},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Braunecker - 2023 - How to do empirische Sozialforschung Eine Gebrauc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NP7ZG3DR/Braunecker - 2023 - How to do empirische Sozialforschung Eine Gebrauc.pdf:application/pdf},
}

@book{brandhofer_didaktik_2023,
	address = {Bad Heilbrunn},
	title = {Didaktik in einer {Kultur} der {Digitalität}: wirkmächtige {Mediendidaktik}, zukunftsorientierte {Pädagogik}},
	isbn = {978-3-7815-2603-7},
	shorttitle = {Didaktik in einer {Kultur} der {Digitalität}},
	language = {de-DE},
	publisher = {Verlag Julius Klinkhardt},
	editor = {Brandhofer, Gerhard and Wiesner, Christian},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Brandhofer und Wiesner - 2023 - Didaktik in einer Kultur der Digitalität wirkmäch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RSEFU7PF/Brandhofer und Wiesner - 2023 - Didaktik in einer Kultur der Digitalität wirkmäch.pdf:application/pdf},
}

@book{bohnet-joschko_handbuch_2023,
	address = {Wiesbaden},
	title = {Handbuch {Digitale} {Gesundheitswirtschaft}: {Analysen} und {Fallbeispiele}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9},
	language = {de-DE},
	urldate = {2024-01-04},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Bohnet-Joschko und Pilgrim - 2023 - Handbuch Digitale Gesundheitswirtschaft Analysen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YA84CFDZ/Bohnet-Joschko und Pilgrim - 2023 - Handbuch Digitale Gesundheitswirtschaft Analysen .pdf:application/pdf},
}

@book{kutz_systemik_2023,
	address = {Wiesbaden},
	series = {essentials},
	title = {Systemik für ganzheitliche {Resilienz} im permanenten {Wandel} der agilen {VUCA}/{BANI}-{Welt}: {Wieso} der systemische {Ansatz} so heil- und wirksam ist für die nötigen {Anpassungen} in der digitalen {VUCA}/{BANI}- und {KI}-{Welt}},
	isbn = {978-3-658-43005-4 978-3-658-43006-1},
	shorttitle = {Systemik für ganzheitliche {Resilienz} im permanenten {Wandel} der agilen {VUCA}/{BANI}-{Welt}},
	url = {https://link.springer.com/10.1007/978-3-658-43006-1},
	language = {de-DE},
	urldate = {2023-12-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kutz, Angelika},
	year = {2023},
	doi = {10.1007/978-3-658-43006-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kutz - 2023 - Systemik für ganzheitliche Resilienz im permanente.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LN34MXLP/Kutz - 2023 - Systemik für ganzheitliche Resilienz im permanente.pdf:application/pdf},
}

@book{schrape_digitale_2023,
	address = {Wiesbaden},
	series = {essentials},
	title = {Digitale {Medien} und {Wirklichkeit}: {Eine} aktuelle {Einführung} in den operativen {Konstruktivismus}},
	isbn = {978-3-658-43020-7 978-3-658-43021-4},
	shorttitle = {Digitale {Medien} und {Wirklichkeit}},
	url = {https://link.springer.com/10.1007/978-3-658-43021-4},
	language = {de-DE},
	urldate = {2023-11-18},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schrape, Jan-Felix},
	year = {2023},
	doi = {10.1007/978-3-658-43021-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Schrape - 2023 - Digitale Medien und Wirklichkeit Eine aktuelle Ei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DRDJDG73/Schrape - 2023 - Digitale Medien und Wirklichkeit Eine aktuelle Ei.pdf:application/pdf},
}

@book{jaggi_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung in {Wirtschaft} und {Gesellschaft}: Ökonomische, soziale und ökologische {Auswirkungen}, {Fragen} und {Perspektiven}},
	isbn = {978-3-658-42205-9 978-3-658-42206-6},
	shorttitle = {Digitalisierung in {Wirtschaft} und {Gesellschaft}},
	url = {https://link.springer.com/10.1007/978-3-658-42206-6},
	language = {de-DE},
	urldate = {2023-10-03},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jäggi, Christian J.},
	year = {2023},
	doi = {10.1007/978-3-658-42206-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Multimedia},
	file = {Jäggi - 2023 - Digitalisierung in Wirtschaft und Gesellschaft Ök.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ZKL72XV/Jäggi - 2023 - Digitalisierung in Wirtschaft und Gesellschaft Ök.pdf:application/pdf},
}

@book{ganguin_digitalisierung_2023,
	address = {Wiesbaden},
	series = {Medienbildung und {Gesellschaft}},
	title = {Digitalisierung in der {Lehrer}:innenbildung: {Praxis} digital gestalten},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Digitalisierung in der {Lehrer}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9},
	language = {de-DE},
	urldate = {2023-08-27},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Bildung, Multimedia},
	file = {Ganguin et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/55JZRI9K/Ganguin et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:application/pdf;Ganguin et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z8X6ZWVL/Ganguin et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:application/pdf},
}

@book{zeyer-gliozzo_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung und die {Rolle} von {Weiterbildung}: {Teilnahme} und {Erträge} von {Beschäftigten} mit hohem {Automatisierungsrisiko}},
	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
	isbn = {978-3-658-41721-5 978-3-658-41722-2},
	shorttitle = {Digitalisierung und die {Rolle} von {Weiterbildung}},
	url = {https://link.springer.com/10.1007/978-3-658-41722-2},
	language = {de-DE},
	urldate = {2023-08-27},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zeyer-Gliozzo, Birgit},
	year = {2023},
	doi = {10.1007/978-3-658-41722-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Zeyer-Gliozzo - 2023 - Digitalisierung und die Rolle von Weiterbildung T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/49TFVTYH/Zeyer-Gliozzo - 2023 - Digitalisierung und die Rolle von Weiterbildung T.pdf:application/pdf},
}

@book{endres_medienethische_2023,
	address = {Wiesbaden},
	title = {Medienethische {Bildung} im digitalen {Zeitalter}: Überlegungen und {Impulse} zur {Förderung} medienethischer {Kompetenzen} im {Rahmen} offener {Online}-{Kurse}},
	isbn = {978-3-658-42186-1 978-3-658-42187-8},
	shorttitle = {Medienethische {Bildung} im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-42187-8},
	language = {de-DE},
	urldate = {2023-08-01},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Endres, Susanna},
	year = {2023},
	doi = {10.1007/978-3-658-42187-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Endres - 2023 - Medienethische Bildung im digitalen Zeitalter Übe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9L8GNYKU/Endres - 2023 - Medienethische Bildung im digitalen Zeitalter Übe.pdf:application/pdf},
}

@book{fasnacht_offene_2023,
	address = {Wiesbaden},
	title = {Offene und digitale Ökosysteme: {Mehrwert} durch {Branchen}- und {Technologiekonvergenz}},
	isbn = {978-3-658-42493-0 978-3-658-42494-7},
	shorttitle = {Offene und digitale Ökosysteme},
	url = {https://link.springer.com/10.1007/978-3-658-42494-7},
	language = {de-DE},
	urldate = {2023-11-04},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fasnacht, Daniel},
	year = {2023},
	doi = {10.1007/978-3-658-42494-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Fasnacht - 2023 - Offene und digitale Ökosysteme Mehrwert durch Bra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IXAPN2ST/Fasnacht - 2023 - Offene und digitale Ökosysteme Mehrwert durch Bra.pdf:application/pdf},
}

@book{scheiter_bildung_2023,
	address = {Wiesbaden},
	series = {Edition {ZfE}},
	title = {Bildung für eine digitale {Zukunft}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0},
	language = {de-DE},
	urldate = {2023-09-22},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Scheiter und Gogolin - 2023 - Bildung für eine digitale Zukunft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NAITTCZM/Scheiter und Gogolin - 2023 - Bildung für eine digitale Zukunft.pdf:application/pdf},
}

@book{miebach_soziologische_2023,
	address = {Wiesbaden},
	title = {Soziologische {Theorien} der {Digitalisierung}: {Eine} {Einführung}},
	isbn = {978-3-658-41065-0 978-3-658-41066-7},
	shorttitle = {Soziologische {Theorien} der {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-41066-7},
	language = {de-DE},
	urldate = {2023-09-22},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Miebach, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41066-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Miebach - 2023 - Soziologische Theorien der Digitalisierung Eine E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XDLIGTTY/Miebach - 2023 - Soziologische Theorien der Digitalisierung Eine E.pdf:application/pdf},
}

@book{weidle_computational_2023,
	title = {Computational {Correspondences}},
	url = {https://dspace.ub.uni-siegen.de/handle/ubsi/2451},
	abstract = {Das Working Paper stellt die vorläufigen Ergebnisse einer Meisterklasse für Medienethnographie dar, die im April 2022 an der Universität Siegen stattgefunden hat und vom SFB 1187 „Medien der Kooperation“ ausgerichtet wurde. Zentral war dabei die Fragestellung, welche Forschungspraktiken entstehen, wenn Ethnograph:innen die digitale Materialität ihrer Forschungsgegenstände, -instrumente und -umgebungen als aktive Partizipient:innen innerhalb des Forschungsprozesses begreifen. Eine Annäherung an solch eine bewusste „Korrespondenz“ mit digitaler Materialität (Weidle 2020) wurde über die Autorensoftware Korsakow initiiert. Das Besondere an Korsakow ist die computergenerierte multilineare Verkettung einzelner Mediendateien. Durch die Arbeit mit Korsakow sollten mögliche neue Zugänge an das eigene Forschungsmaterial exploriert und kritisch diskutiert werden. Exemplarisch stellen zwei Teilnehmer:innen der Meisterklasse ihre Erkenntnisse aus dieser Auseinandersetzung vor. Astrid Vogelpohl betrachtet Korsakow dabei als eine Variante kombinierenden visuellen Forschens, in der Algorithmen als nichtmenschliche Forschungspartner:innen den Analyseprozess unterstützen. Inwieweit sich dabei die Forschungswege von einer Analysearbeit mit vornehmlich menschlichen Partner:innen unterscheiden, steht im Zentrum ihrer Ausführungen. Tobias Leßner hingegen beschreibt zunächst seinen persönlichen Zugang zu Korsakow sowie die damit einhergehenden Irritationen, Fragen und Überlegungen vor dem Hintergrund seiner ethnographischen Arbeit zu demokratischen Schulen und deren Darstellung mittels Virtual Reality. Daran anschließend fokussiert er, was sich für pragmatische aber auch methodologische Implikationen aus der Verschiebung der Autor:innenschaft des/der Ethnograph:in in Richtung Algorithmus und der Interpretationsmacht in Richtung der Rezipient:innen ergeben. Letztlich sind die vorgestellten Ansätze Ausgangspunkte für weitere Suchbewegungen nach dem Digitalen und seinem (Mit-)Wirken in einer (medien-) ethnographischen Forschungsarbeit, die sich im Sinne des ontologischen Turns diffraktiv rekonfiguriert (Mellander/Wiszmeg 2016). Als Teil der Wissensproduktion geht es dabei auch darum, wie sich die Korrespondenz mit digitaler Materialität in die Vermittlung wissenschaftlicher Ergebnisse einschreibt und transparent gemacht werden kann.},
	language = {de-DE},
	urldate = {2023-09-21},
	publisher = {Universitätsbibliothek Siegen},
	author = {Weidle, Franziska and Schein, Judith and Vogelpohl, Astrid and Leßner, Tobias},
	collaborator = {{Universitätsbibliothek Siegen} and {Universitätsbibliothek Siegen}},
	year = {2023},
	doi = {10.25819/UBSI/10258},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Medien, E-Science, Ethnographie, Materialität, Medienethnographie, Wissenschaftliche Software},
	file = {Weidle et al. - 2023 - Computational Correspondences.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SPLB7FNG/Weidle et al. - 2023 - Computational Correspondences.pdf:application/pdf},
}

@book{pflaum_kompass_2023,
	address = {Wiesbaden},
	title = {Kompass {Digitale} {Bewerbung}: {Für} {Student}*innen und {Absolvent}*innen},
	isbn = {978-3-658-41690-4 978-3-658-41691-1},
	shorttitle = {Kompass {Digitale} {Bewerbung}},
	url = {https://link.springer.com/10.1007/978-3-658-41691-1},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pflaum, Stephan},
	year = {2023},
	doi = {10.1007/978-3-658-41691-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pflaum - 2023 - Kompass Digitale Bewerbung Für Studentinnen und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GBRZ2QBY/Pflaum - 2023 - Kompass Digitale Bewerbung Für Studentinnen und .pdf:application/pdf},
}

@book{kaiser_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Mindsets}: {Chancen} und {Herausforderungen} für {Individuum} und {Organisation}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Digitale {Mindsets}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6},
	language = {de-DE},
	urldate = {2023-08-03},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kaiser und Ertl - 2023 - Digitale Mindsets Chancen und Herausforderungen f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PUL33MGE/Kaiser und Ertl - 2023 - Digitale Mindsets Chancen und Herausforderungen f.pdf:application/pdf},
}

@book{heinlein_digital_2023-1,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit}: {Merkmale} und {Anforderungen} eines neuen {Typus} von {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Digital vernetzte {Arbeit}},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8},
	language = {de-DE},
	urldate = {2023-08-03},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Heinlein et al. - 2023 - Digital vernetzte Arbeit Merkmale und Anforderung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RISNAKZD/Heinlein et al. - 2023 - Digital vernetzte Arbeit Merkmale und Anforderung.pdf:application/pdf},
}

@book{schmid_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung des {Bauschaffens}: {Grundlagen} für eine souveräne, nachhaltige und wissenszentrierte {Anwendung} von {IT}},
	isbn = {978-3-658-39088-4 978-3-658-39089-1},
	shorttitle = {Digitalisierung des {Bauschaffens}},
	url = {https://link.springer.com/10.1007/978-3-658-39089-1},
	language = {de-DE},
	urldate = {2023-07-31},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmid, Fabian C.},
	year = {2023},
	doi = {10.1007/978-3-658-39089-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Schmid - 2023 - Digitalisierung des Bauschaffens Grundlagen für e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L2WY2L8L/Schmid - 2023 - Digitalisierung des Bauschaffens Grundlagen für e.pdf:application/pdf},
}

@book{bruckner_elementarpadagogik_2023,
	edition = {1},
	title = {Elementarpädagogik: {Frühkindliche} {Bildungsprozesse} verstehen und begleiten},
	isbn = {978-3-8017-3115-1 978-3-8409-3115-4},
	shorttitle = {Elementarpädagogik},
	url = {https://elibrary.hogrefe.com/book/10.1026/03115-000},
	abstract = {Frühkindliche Bildungsprozesse sind bedeutsam für die weiteren (lern-)biografischen Lebensabschnitte von Kindern. Wie diese Bildungsprozesse in verschiedenen elementarpädagogischen Handlungsfeldern und Einrichtungen bestmöglich angeregt und begleitet werden können, ist Hauptanliegen dieses Bandes. Die Beiträge decken eine große Bandbreite an inhaltlichen Themenschwerpunkten ab und liefern konkrete Praxisideen, die den Transfer des dargestellten Wissens erleichtern. 
Im ersten Teil werden grundlegende Aspekte der elementaren Bildung erörtert. Neben wesentlichen Fragestellungen in Bezug auf frühe Bildung, Erziehung und Betreuung werden die emotionale und soziale sowie die kognitive Entwicklung thematisiert und aktuelle Diskurse in den Bereichen Menschen- und Kinderrechte, Inklusion, Diversität mit Fokus auf das Geschlecht und digitale Medienbildung aufgezeigt. Der zweite Teil des Bandes legt besonderes Augenmerk auf die Analyse und Diskussion fachspezifischer Inhalte. Die von erfahrenen Pädagog\_innen verfassten Beiträge zu den Bildungsbereichen Sprache, Mathematik, Natur und Technik, Musik, Bewegung sowie Rhythmik/Musik und Bewegung bieten hier wertvolle und praxisrelevante Anregungen. Der Schwerpunkt des dritten Teils liegt auf der religionssensiblen Bildung und Erziehung von Kindern. Dabei wird exemplarisch aufgezeigt, welche Kenntnisse über religiöse Praktiken, Bräuche und Rituale, Werte und Erziehungsfragen für eine achtsame Begleitung notwendig sind.
Insgesamt ermöglicht der Sammelband mit seinen umfangreichen Betrachtungen eine fundierte Diskussion von zeitgemäßen Maßnahmen und Handlungsempfehlungen im Bereich der frühen Bildung.
Audioaufnahmen und Notenblätter der in dem Band vorgestellten Lieder können zudem nach erfolgter Registrierung von der Hogrefe Website heruntergeladen werden.},
	language = {de-DE},
	urldate = {2023-07-28},
	publisher = {Hogrefe Verlag},
	editor = {Bruckner, Johanna and Lindner, Doris},
	month = mar,
	year = {2023},
	doi = {10.1026/03115-000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Bruckner und Lindner - 2023 - Elementarpädagogik Frühkindliche Bildungsprozesse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCH5C3UJ/Bruckner und Lindner - 2023 - Elementarpädagogik Frühkindliche Bildungsprozesse.pdf:application/pdf},
}

@book{jacob_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung der {Arbeitswelt}: {Gegenwart} und {Zukunft}},
	isbn = {978-3-658-40602-8 978-3-658-40603-5},
	shorttitle = {Digitalisierung der {Arbeitswelt}},
	url = {https://link.springer.com/10.1007/978-3-658-40603-5},
	language = {de-DE},
	urldate = {2023-04-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jacob, Michael},
	year = {2023},
	doi = {10.1007/978-3-658-40603-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Jacob - 2023 - Digitalisierung der Arbeitswelt Gegenwart und Zuk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GJG4WGQU/Jacob - 2023 - Digitalisierung der Arbeitswelt Gegenwart und Zuk.pdf:application/pdf},
}

@book{meier_lehr-lern-labore_2023,
	address = {Wiesbaden},
	series = {Edition {Fachdidaktiken}},
	title = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2},
	language = {de-DE},
	urldate = {2023-04-05},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TG5A9Q7X/Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung.pdf:application/pdf},
}

@book{nielsen_werbung_2023-2,
	address = {Wiesbaden},
	series = {Europäische {Kulturen} in der {Wirtschaftskommunikation}},
	title = {Werbung und {PR} im digitalen {Zeitalter}: {Grenzen}, Übergänge und neue {Formate}},
	volume = {34},
	isbn = {978-3-658-38936-9 978-3-658-38937-6},
	shorttitle = {Werbung und {PR} im digitalen {Zeitalter}},
	url = {https://link.springer.com/10.1007/978-3-658-38937-6},
	language = {de-DE},
	urldate = {2023-03-12},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe},
	year = {2023},
	doi = {10.1007/978-3-658-38937-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Nielsen et al. - 2023 - Werbung und PR im digitalen Zeitalter Grenzen, Üb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T3QRQ8T2/Nielsen et al. - 2023 - Werbung und PR im digitalen Zeitalter Grenzen, Üb.pdf:application/pdf},
}

@book{asmann_bildung_2023,
	address = {Wiesbaden},
	title = {Bildung und {Digitalität}: {Analysen} – {Diskurse} – {Perspektiven}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	shorttitle = {Bildung und {Digitalität}},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0},
	language = {de-DE},
	urldate = {2023-03-05},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Aßmann und Ricken - 2023 - Bildung und Digitalität Analysen – Diskurse – Per.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/32IPEPDZ/Aßmann und Ricken - 2023 - Bildung und Digitalität Analysen – Diskurse – Per.pdf:application/pdf},
}

@book{schallmo_digitalisierung_2023-1,
	address = {Wiesbaden},
	series = {Schwerpunkt {Business} {Model} {Innovation}},
	title = {Digitalisierung: {Fallstudien}, {Tools} und {Erkenntnisse} für das digitale {Zeitalter}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitalisierung},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6},
	language = {de-DE},
	urldate = {2023-01-16},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Schallmo et al. - 2023 - Digitalisierung Fallstudien, Tools und Erkenntnis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6GSR8AZQ/Schallmo et al. - 2023 - Digitalisierung Fallstudien, Tools und Erkenntnis.pdf:application/pdf},
}

@book{kergel_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Cultures}: {Postmodern} {Media} {Education}, {Subversive} {Diversity} and {Neoliberal} {Subjectivation}},
	isbn = {978-3-658-35249-3 978-3-658-35250-9},
	shorttitle = {Digital {Cultures}},
	url = {https://link.springer.com/10.1007/978-3-658-35250-9},
	language = {en-GB},
	urldate = {2023-01-07},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kergel, David},
	year = {2023},
	doi = {10.1007/978-3-658-35250-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kergel - 2023 - Digital Cultures Postmodern Media Education, Subv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YH6H5BYF/Kergel - 2023 - Digital Cultures Postmodern Media Education, Subv.pdf:application/pdf},
}

@book{wagener_digitalisierung_2023,
	address = {Wiesbaden},
	series = {Sozialwissenschaften und {Berufspraxis}},
	title = {Die {Digitalisierung} des {Politischen}: {Theoretische} und praktische {Herausforderungen} für die {Demokratie}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Die {Digitalisierung} des {Politischen}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1},
	language = {de-DE},
	urldate = {2023-01-07},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Wagener und Stark - 2023 - Die Digitalisierung des Politischen Theoretische .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MNT3YSSQ/Wagener und Stark - 2023 - Die Digitalisierung des Politischen Theoretische .pdf:application/pdf},
}

@incollection{harwardt_digitales_2023,
	address = {Wiesbaden},
	title = {Digitales {Lernen} ist kein {Selbstläufer} – individuelle und organisationale {Voraussetzungen} für digitales {Lernen}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_3},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gramß, Denise and Pillath, Patricia},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {41--50},
	file = {Gramß und Pillath - 2023 - Digitales Lernen ist kein Selbstläufer – individue.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S5RQ6Q8P/Gramß und Pillath - 2023 - Digitales Lernen ist kein Selbstläufer – individue.pdf:application/pdf;Gramß und Pillath - 2023 - Digitales Lernen ist kein Selbstläufer – individue.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GWIFRJ6C/Gramß und Pillath - 2023 - Digitales Lernen ist kein Selbstläufer – individue.pdf:application/pdf},
}

@incollection{harwardt_digital_2023,
	address = {Wiesbaden},
	title = {„{Digital} erlernen – {Digitaler} lernen!“},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_4},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bartscher, Thomas and Nissen, Regina},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--62},
	file = {Bartscher und Nissen - 2023 - „Digital erlernen – Digitaler lernen!“.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EXYP5MIS/Bartscher und Nissen - 2023 - „Digital erlernen – Digitaler lernen!“.pdf:application/pdf;Bartscher und Nissen - 2023 - „Digital erlernen – Digitaler lernen!“.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4W4L5IJ2/Bartscher und Nissen - 2023 - „Digital erlernen – Digitaler lernen!“.pdf:application/pdf},
}

@incollection{harwardt_talentmanagement_2023,
	address = {Wiesbaden},
	title = {Talentmanagement durch {Digitalisierung}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_7},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaß, Philipp},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--112},
	file = {Kaß - 2023 - Talentmanagement durch Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JSSYJZU5/Kaß - 2023 - Talentmanagement durch Digitalisierung.pdf:application/pdf;Kaß - 2023 - Talentmanagement durch Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AKR4HGA7/Kaß - 2023 - Talentmanagement durch Digitalisierung.pdf:application/pdf},
}

@incollection{schallmo_aus_2023,
	address = {Wiesbaden},
	title = {Aus {Big} {Data} wird {Big} {Value}: {Warum} es eine {Daten}-dominante {Logik} braucht},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Aus {Big} {Data} wird {Big} {Value}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_21},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kugler, Petra},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_21},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {553--568},
	file = {Kugler - 2023 - Aus Big Data wird Big Value Warum es eine Daten-d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M7JZ5V56/Kugler - 2023 - Aus Big Data wird Big Value Warum es eine Daten-d.pdf:application/pdf},
}

@incollection{schallmo_stellen_2023,
	address = {Wiesbaden},
	title = {Stellen {Sie} sich vor, die {Digitalisierung} funktioniert!: {Digitalisierung} von {Geschäftsprozessen} am {Beispiel} des {Auftragsmanagementprozesses}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Stellen {Sie} sich vor, die {Digitalisierung} funktioniert!},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_22},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fusaro, Francesco},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_22},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {569--612},
	file = {Fusaro - 2023 - Stellen Sie sich vor, die Digitalisierung funktion.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FTLBH35X/Fusaro - 2023 - Stellen Sie sich vor, die Digitalisierung funktion.pdf:application/pdf},
}

@incollection{schallmo_mehr_2023,
	address = {Wiesbaden},
	title = {Mehr „{Anarchie}“ wagen? – {Kooperationsmuster} in {Innovationsnetzwerken} und deren {Entwicklung} im {Zuge} der {Digitalisierung} der {Automobilbranche}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Mehr „{Anarchie}“ wagen?},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_23},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reck, Fabian and Posset, Sebastian},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_23},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {613--642},
	file = {Reck und Posset - 2023 - Mehr „Anarchie“ wagen – Kooperationsmuster in Inn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SU2WYTXY/Reck und Posset - 2023 - Mehr „Anarchie“ wagen – Kooperationsmuster in Inn.pdf:application/pdf},
}

@incollection{schallmo_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Wertschöpfungspotenziale} in Ökosystemen am {Beispiel} {Pay}-per-{Part}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_24},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Werth, Daniel and Hiller, Simon and Lasi, Heiner and Rygl, David},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_24},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {643--663},
	file = {Werth et al. - 2023 - Digitale Wertschöpfungspotenziale in Ökosystemen a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F6ILN39A/Werth et al. - 2023 - Digitale Wertschöpfungspotenziale in Ökosystemen a.pdf:application/pdf},
}

@incollection{schallmo_status_2023,
	address = {Wiesbaden},
	title = {Status {Quo} und {Hürden} der {Digitalisierung} im {Supply} {Chain} {Management} bei {KMU}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_25},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grinninger, Jürgen and Kaiser, Philipp and Lieb, Christian},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_25},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {665--689},
	file = {Grinninger et al. - 2023 - Status Quo und Hürden der Digitalisierung im Suppl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZE72S22G/Grinninger et al. - 2023 - Status Quo und Hürden der Digitalisierung im Suppl.pdf:application/pdf},
}

@incollection{schallmo_digitalisierung_2023-2,
	address = {Wiesbaden},
	title = {Digitalisierung der {Produktion} im {Mittelstand}: {Status} quo und {Handlungsempfehlungen} für eine erfolgreiche {Umsetzung}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Digitalisierung der {Produktion} im {Mittelstand}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_17},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bayer, Marc and Bauer, Fabian},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_17},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {469--485},
	file = {Bayer und Bauer - 2023 - Digitalisierung der Produktion im Mittelstand Sta.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EFWV8SNW/Bayer und Bauer - 2023 - Digitalisierung der Produktion im Mittelstand Sta.pdf:application/pdf},
}

@incollection{schallmo_technologiebasierte_2023,
	address = {Wiesbaden},
	title = {Technologiebasierte {Konzepte} der digitalen {Wertschöpfung} unter besonderer {Berücksichtigung} von {Künstlicher} {Intelligenz}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_19},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köppl, Sonja},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_19},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {513--527},
	file = {Köppl - 2023 - Technologiebasierte Konzepte der digitalen Wertsch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WVN52GU3/Köppl - 2023 - Technologiebasierte Konzepte der digitalen Wertsch.pdf:application/pdf},
}

@incollection{schallmo_reporting_2023,
	address = {Wiesbaden},
	title = {Reporting im {Zeitalter} der {Digitalisierung}: {Ein} {Ansatz} zur {Effizienzsteigerung} im {Reporting} durch {Self} {Services}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	shorttitle = {Reporting im {Zeitalter} der {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_20},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stirzel, Martin and Yaldiran, Selcuk},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_20},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {529--551},
	file = {Stirzel und Yaldiran - 2023 - Reporting im Zeitalter der Digitalisierung Ein An.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SNEI6IYF/Stirzel und Yaldiran - 2023 - Reporting im Zeitalter der Digitalisierung Ein An.pdf:application/pdf},
}

@incollection{schallmo_digitale_2023-2,
	address = {Wiesbaden},
	title = {Digitale {Transformation} und {Technologien}, {Strategien} und {Geschäftsmodelle} – {Ergebnisse} einer systematischen {Literaturanalyse}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_12},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ulrich, Patrick and Becker, Wolfgang and Fibitz, Alexandra},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_12},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--343},
	file = {Ulrich et al. - 2023 - Digitale Transformation und Technologien, Strategi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HAGS6J7K/Ulrich et al. - 2023 - Digitale Transformation und Technologien, Strategi.pdf:application/pdf},
}

@incollection{schallmo_soziotechnisches_2023,
	address = {Wiesbaden},
	title = {Soziotechnisches {Risikomanagement} als {Erfolgsfaktor} für die {Digitale} {Transformation}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_14},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Menzefricke, Jörn Steffen and Gabriel, Stefan and Gundlach, Thomas and Hobscheidt, Daniela and Kürpick, Christian and Schnasse, Felix and Scholtysik, Michel and Seif, Heiko and Koldewey, Christian and Dumitrescu, Roman},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_14},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {375--408},
	file = {Menzefricke et al. - 2023 - Soziotechnisches Risikomanagement als Erfolgsfakto.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IWGX4972/Menzefricke et al. - 2023 - Soziotechnisches Risikomanagement als Erfolgsfakto.pdf:application/pdf},
}

@incollection{schallmo_geschaftsmodellinnovations-roadmap_2023,
	address = {Wiesbaden},
	title = {Der {Geschäftsmodellinnovations}-{Roadmap} {Ansatz} für die digitale {Transformation}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_16},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schaller, Amaury-Alexandre and Vatananan-Thesenvitz, Ronald},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_16},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {437--466},
	file = {Schaller und Vatananan-Thesenvitz - 2023 - Der Geschäftsmodellinnovations-Roadmap Ansatz für .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZZ8V97LN/Schaller und Vatananan-Thesenvitz - 2023 - Der Geschäftsmodellinnovations-Roadmap Ansatz für .pdf:application/pdf},
}

@incollection{schallmo_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} für die industrielle {Produktion} – {Ein} kontextorientierter {Bewertungsrahmen}},
	isbn = {978-3-658-36633-9 978-3-658-36634-6},
	url = {https://link.springer.com/10.1007/978-3-658-36634-6_18},
	language = {de-DE},
	urldate = {2023-01-16},
	booktitle = {Digitalisierung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haag, Christoph and Pyschny, Nicolas},
	editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara},
	year = {2023},
	doi = {10.1007/978-3-658-36634-6_18},
	note = {Series Title: Schwerpunkt Business Model Innovation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {487--512},
	file = {Haag und Pyschny - 2023 - Künstliche Intelligenz für die industrielle Produk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HXK7YA6G/Haag und Pyschny - 2023 - Künstliche Intelligenz für die industrielle Produk.pdf:application/pdf},
}

@incollection{wagener_schneller_2023,
	address = {Wiesbaden},
	title = {Schneller, weiter, besser? {Legitimationssicherung} der digitalisierten {Verwaltung}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Schneller, weiter, besser?},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_6},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Boos, Pauline and Geckil, Celine and Muster, Judith},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_6},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--140},
	file = {Boos et al. - 2023 - Schneller, weiter, besser Legitimationssicherung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LIF64HF9/Boos et al. - 2023 - Schneller, weiter, besser Legitimationssicherung .pdf:application/pdf},
}

@incollection{wagener_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} als {Herausforderung} für demokratische {Sicherheitspolitik}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_4},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Varwick, Johannes and Prust, Oscar},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_4},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--84},
	file = {Varwick und Prust - 2023 - Künstliche Intelligenz als Herausforderung für dem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6XX23RNP/Varwick und Prust - 2023 - Künstliche Intelligenz als Herausforderung für dem.pdf:application/pdf},
}

@incollection{wagener_technokratischer_2023,
	address = {Wiesbaden},
	title = {Technokratischer e-{Staat}. {Estland} als best-practice-{Beispiel} in der {Digitalisierungsdebatte}?},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_5},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hartleb, Florian},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_5},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {87--118},
	file = {Hartleb - 2023 - Technokratischer e-Staat. Estland als best-practic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M8SNPR83/Hartleb - 2023 - Technokratischer e-Staat. Estland als best-practic.pdf:application/pdf},
}

@incollection{wagener_legitimationsprobleme_2023,
	address = {Wiesbaden},
	title = {Legitimationsprobleme analoger {Staatlichkeit}. {Zur} {Exklusionsproblematik} liberaler {Demokratien} und den {Chancen} eines digitalen politischen {Raums}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_1},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stark, Carsten},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_1},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--22},
	file = {Stark - 2023 - Legitimationsprobleme analoger Staatlichkeit. Zur .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D864J82S/Stark - 2023 - Legitimationsprobleme analoger Staatlichkeit. Zur .pdf:application/pdf},
}

@incollection{wagener_computer_2023,
	address = {Wiesbaden},
	title = {„{Computer} sagt nein“ – {Gesellschaftliche} {Teilhabe} und strukturelle {Diskriminierung} im {Zeitalter} {Künstlicher} {Intelligenz}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_2},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rentsch, Susanne},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_2},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {23--44},
	file = {Rentsch - 2023 - „Computer sagt nein“ – Gesellschaftliche Teilhabe .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L22DE6KI/Rentsch - 2023 - „Computer sagt nein“ – Gesellschaftliche Teilhabe .pdf:application/pdf},
}

@incollection{wagener_krise_2023,
	address = {Wiesbaden},
	title = {Krise und technologischer {Solutionismus}: {Die} politische {Dimension} des digitalisierten {Umgangs} mit {Unsicherheit}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Krise und technologischer {Solutionismus}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_3},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bartl, Gabriel},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_3},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {45--62},
	file = {Bartl - 2023 - Krise und technologischer Solutionismus Die polit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D45LUATY/Bartl - 2023 - Krise und technologischer Solutionismus Die polit.pdf:application/pdf},
}

@incollection{wagener_online-partizipation_2023,
	address = {Wiesbaden},
	title = {Online-{Partizipation} in ({Verkehrs}-){Planungsprozessen}: {Warum} die {Digitalisierung} dem {Grundbaustein} der {Demokratie} bisher nicht zum {Besseren} verhelfen konnte},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Online-{Partizipation} in ({Verkehrs}-){Planungsprozessen}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_7},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Raddatz, Nicole},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_7},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {143--166},
	file = {Raddatz - 2023 - Online-Partizipation in (Verkehrs-)Planungsprozess.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2PFPYPIU/Raddatz - 2023 - Online-Partizipation in (Verkehrs-)Planungsprozess.pdf:application/pdf},
}

@incollection{wagener_algorithmic_2023,
	address = {Wiesbaden},
	title = {„{Algorithmic} {Regulation}“ und {Dateneigentum}: ökonomische und gesellschaftliche {Handlungsoptionen} der {Plattformregulierung}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {„{Algorithmic} {Regulation}“ und {Dateneigentum}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_8},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wagener, Andreas},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_8},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--192},
	file = {Wagener - 2023 - „Algorithmic Regulation“ und Dateneigentum ökonom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QMNNQSKN/Wagener - 2023 - „Algorithmic Regulation“ und Dateneigentum ökonom.pdf:application/pdf},
}

@incollection{wagener_schone_2023,
	address = {Wiesbaden},
	title = {Schöne, neue vernetzte {Welt}? – Über die {Fragmentierungsproblematik} der Öffentlichkeit und ihre {Folgen} für {Prozesse} der (politischen) {Meinungsbildung}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Schöne, neue vernetzte {Welt}?},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_10},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Settles, Kevin W.},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_10},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {213--237},
	file = {Settles - 2023 - Schöne, neue vernetzte Welt – Über die Fragmentie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CJPJ7RTQ/Settles - 2023 - Schöne, neue vernetzte Welt – Über die Fragmentie.pdf:application/pdf},
}

@incollection{wagener_transaktionale_2023,
	address = {Wiesbaden},
	title = {Transaktionale {Politik}. {Marktförmige} {Handlungskoordination} in digitalen politischen Öffentlichkeiten},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_11},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Langenohl, Andreas},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_11},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--259},
	file = {Langenohl - 2023 - Transaktionale Politik. Marktförmige Handlungskoor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8938SAM2/Langenohl - 2023 - Transaktionale Politik. Marktförmige Handlungskoor.pdf:application/pdf},
}

@incollection{wagener_offentlichkeiten_2023,
	address = {Wiesbaden},
	title = {Öffentlichkeiten im {Rahmen} von (digitalen) {Partizipationsprozessen}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_12},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Thiem, Carolin},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_12},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {261--279},
	file = {Thiem - 2023 - Öffentlichkeiten im Rahmen von (digitalen) Partizi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YBMBYMSV/Thiem - 2023 - Öffentlichkeiten im Rahmen von (digitalen) Partizi.pdf:application/pdf},
}

@incollection{wagener_zwischen_2023,
	address = {Wiesbaden},
	title = {Zwischen {Zivilgesellschaft} und {Staat}. {Zur} {Doppelrolle} von {Hackern} angesichts der {Digitalisierung} des {Politischen}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_13},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmoldt, Janine},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_13},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {283--306},
	file = {Schmoldt - 2023 - Zwischen Zivilgesellschaft und Staat. Zur Doppelro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/52KADNMN/Schmoldt - 2023 - Zwischen Zivilgesellschaft und Staat. Zur Doppelro.pdf:application/pdf},
}

@incollection{wagener_politische_2023,
	address = {Wiesbaden},
	title = {Politische {Influencer}:innen, die neuen {Emotionsarbeiter}:innen?},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	shorttitle = {Politische {Influencer}},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_14},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rösch, Viktoria},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_14},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--326},
	file = {Rösch - 2023 - Politische Influencerinnen, die neuen Emotionsarb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2JYQKES/Rösch - 2023 - Politische Influencerinnen, die neuen Emotionsarb.pdf:application/pdf},
}

@incollection{roth_fahigkeit_2023,
	address = {Berlin, Heidelberg},
	title = {Fähigkeit zur {Beurteilung} dynamischer {Arbeitsblätter} – {Wie} lässt sie sich fördern?},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_8},
	abstract = {Zusammenfassung
            Das Potenzial eines adäquaten digitalen Medieneinsatzes ist vielfach bestätigt. Im Kontrast dazu stehen Ergebnisse, dass digitale Medien im alltäglichen Schulunterricht, insbesondere für die Schülerhand, kaum genutzt werden. Eine mögliche Ursache liegt in dem mangelnden Wissen seitens der Lehrkräfte, um digitale Technologien zielgerichtet im Unterricht zu nutzen. Im folgenden Beitrag wird die Entwicklung eines Lehr-Lern-Labor-Seminars vorgestellt, in dem Studierenden die Fähigkeit zur Beurteilung interaktiver Arbeitsblätter als Beitrag zu den digitalen Kompetenzen angehender Lehrkräfte vermittelt werden soll. Anhand eines Fallbeispiels eines Studierenden werden Veränderungen in der Fähigkeit im Laufe des Seminars aufgezeigt.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Engelhardt, Alex and Digel, Susanne and Roth, Jürgen},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--154},
	file = {Engelhardt et al. - 2023 - Fähigkeit zur Beurteilung dynamischer Arbeitsblätt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A8QHLMHU/Engelhardt et al. - 2023 - Fähigkeit zur Beurteilung dynamischer Arbeitsblätt.pdf:application/pdf},
}

@incollection{zanger_sind_2023,
	address = {Wiesbaden},
	title = {Sind digitale {Events} per se nachhaltiger…oder worauf kommt es an?},
	isbn = {978-3-658-38365-7 978-3-658-38366-4},
	url = {https://link.springer.com/10.1007/978-3-658-38366-4_8},
	language = {de-DE},
	urldate = {2022-12-30},
	booktitle = {Eventforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Arnold, Clemens},
	editor = {Zanger, Cornelia},
	year = {2023},
	doi = {10.1007/978-3-658-38366-4_8},
	note = {Series Title: Markenkommunikation und Beziehungsmarketing},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {109--117},
	file = {Arnold - 2023 - Sind digitale Events per se nachhaltiger…oder wora.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TBPKBHU8/Arnold - 2023 - Sind digitale Events per se nachhaltiger…oder wora.pdf:application/pdf},
}

@incollection{zanger_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Konferenzformate} – {Auf} dem steinigen {Weg} zu mehr {Nachhaltigkeit}},
	isbn = {978-3-658-38365-7 978-3-658-38366-4},
	url = {https://link.springer.com/10.1007/978-3-658-38366-4_7},
	language = {de-DE},
	urldate = {2022-12-30},
	booktitle = {Eventforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Drengner, Jan},
	editor = {Zanger, Cornelia},
	year = {2023},
	doi = {10.1007/978-3-658-38366-4_7},
	note = {Series Title: Markenkommunikation und Beziehungsmarketing},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {85--107},
	file = {Drengner - 2023 - Digitale Konferenzformate – Auf dem steinigen Weg .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7J67UD9S/Drengner - 2023 - Digitale Konferenzformate – Auf dem steinigen Weg .pdf:application/pdf},
}

@incollection{zanger_rechtliche_2023,
	address = {Wiesbaden},
	title = {Die {RECHTLICHE} {Normalität} bei anlogen, hybriden und digitalen {Events} – {Weiterentwicklungen} von {Vertrags}- {Daten}- und {Haftungspflichten} für {Organisatoren}},
	isbn = {978-3-658-38365-7 978-3-658-38366-4},
	url = {https://link.springer.com/10.1007/978-3-658-38366-4_6},
	language = {de-DE},
	urldate = {2022-12-30},
	booktitle = {Eventforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Risch-Kerst, Mandy},
	editor = {Zanger, Cornelia},
	year = {2023},
	doi = {10.1007/978-3-658-38366-4_6},
	note = {Series Title: Markenkommunikation und Beziehungsmarketing},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--84},
	file = {Risch-Kerst - 2023 - Die RECHTLICHE Normalität bei anlogen, hybriden un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GC2SQDZV/Risch-Kerst - 2023 - Die RECHTLICHE Normalität bei anlogen, hybriden un.pdf:application/pdf},
}

@incollection{zanger_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale und hybride {Events} als {Chance} für die {Erwachsenenbildung}: {Eine} qualitative {Studie}},
	isbn = {978-3-658-38365-7 978-3-658-38366-4},
	shorttitle = {Digitale und hybride {Events} als {Chance} für die {Erwachsenenbildung}},
	url = {https://link.springer.com/10.1007/978-3-658-38366-4_10},
	language = {de-DE},
	urldate = {2022-12-30},
	booktitle = {Eventforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Friehold, Sophia and Winnen, Lothar},
	editor = {Zanger, Cornelia},
	year = {2023},
	doi = {10.1007/978-3-658-38366-4_10},
	note = {Series Title: Markenkommunikation und Beziehungsmarketing},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {139--161},
	file = {Friehold und Winnen - 2023 - Digitale und hybride Events als Chance für die Erw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WWTMTQ4I/Friehold und Winnen - 2023 - Digitale und hybride Events als Chance für die Erw.pdf:application/pdf},
}

@incollection{kruse_towards_2023,
	address = {Cham},
	title = {Towards {Defining} {Digital} {Writing} {Quality}},
	isbn = {978-3-031-36032-9 978-3-031-36033-6},
	url = {https://link.springer.com/10.1007/978-3-031-36033-6_27},
	abstract = {This chapter provides a description of current views towards writing quality and promotes a move toward a deﬁnition of digital writing quality. We argue that, because new digital affordances have changed how writing is learned, taught and delivered, the nature of written products has become increasingly multi-dimensional and interactive. Traditional perspectives toward writing quality offer a foundation for understanding the textual features that are essential to deﬁning digital writing quality, but these views largely disregard non-textual and non-linguistic abilities needed to effectively communicate in digital spaces. We thus address contemporary realia to stimulate discussion about how to consolidate various domains of knowledge for deﬁning digital writing quality. Aligning contemporary writing demands to form a comprehensive deﬁnition of digital writing quality can help transform the design and development of future writing technologies and curriculum for an increasingly technology-adept learning audience.},
	language = {en-GB},
	urldate = {2023-09-19},
	booktitle = {Digital {Writing} {Technologies} in {Higher} {Education}},
	publisher = {Springer International Publishing},
	author = {Link, Stephanie and Cotos, Elena and Dinca, Andreea},
	editor = {Kruse, Otto and Rapp, Christian and Anson, Chris M. and Benetos, Kalliopi and Cotos, Elena and Devitt, Ann and Shibani, Antonette},
	year = {2023},
	doi = {10.1007/978-3-031-36033-6_27},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {435--445},
	file = {Link et al. - 2023 - Towards Defining Digital Writing Quality.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FLRRSHR3/Link et al. - 2023 - Towards Defining Digital Writing Quality.pdf:application/pdf;Link et al. - 2023 - Towards Defining Digital Writing Quality.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4SUGCV6T/Link et al. - 2023 - Towards Defining Digital Writing Quality.pdf:application/pdf},
}

@incollection{zaphiris_exploratory_2023,
	address = {Cham},
	title = {An {Exploratory} {Case} {Study} on {Student} {Teachers}’ {Experiences} of {Using} the {AR} {App} {Seek} by {iNaturalist} {When} {Learning} {About} {Plants}},
	volume = {14041},
	isbn = {978-3-031-34549-4 978-3-031-34550-0},
	url = {https://link.springer.com/10.1007/978-3-031-34550-0_3},
	abstract = {In this case study we explore the use of Augmented Reality (AR) as a pedagogical tool to promote student teachers learning about plants in a biology course module within teacher education. Traditionally, when studying plants in science education, ﬂora books are used. However, digital technology has contributed to new ways of exploring plants, and AR is suggested as an important tool. This requires teacher educators who are familiar with AR and the pedagogical implications of using AR when teaching about plants. Therefore, the aim of this study is to investigate student teachers’ experiences of using the AR app Seek by iNaturalist during an excursion to identify and learn about plants, as well as discuss the pedagogical implications of integrating the app into a biology course module. The student teachers took part in the excursion using the app to practice plant identiﬁcation. Afterwards, semi-structured interviews were conducted with three student teachers. A thematic analysis approach was used to explore the student teachers’ experiences when using Seek. The ﬁndings indicate that Seek increases student teachers’ awareness of plants, which promotes their interest and engagement in plants. The easy accessibility in their phone makes them use Seek in their spare time. The increased interest and easy access support learning. By knowing the name of plants, the student teachers establish relationships with plants, which increases awareness of the importance of caring for nature. Hence, Seek could be seen as a pedagogical tool that promotes student teachers’ learning and interest about plants.},
	language = {en-GB},
	urldate = {2023-06-13},
	booktitle = {Learning and {Collaboration} {Technologies}},
	publisher = {Springer Nature Switzerland},
	author = {Cederqvist, Anne-Marie and Thorén Williams, Alexina},
	editor = {Zaphiris, Panayiotis and Ioannou, Andri},
	year = {2023},
	doi = {10.1007/978-3-031-34550-0_3},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning},
	pages = {33--52},
	file = {Cederqvist und Thorén Williams - 2023 - An Exploratory Case Study on Student Teachers’ Exp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I2W9Y52S/Cederqvist und Thorén Williams - 2023 - An Exploratory Case Study on Student Teachers’ Exp.pdf:application/pdf},
}

@book{strametz_grundwissen_2023,
	address = {Stuttgart, Deutschland},
	edition = {6},
	title = {Grundwissen {Medizin}: für {Nichtmediziner}:innen in {Studium} und {Praxis} -},
	isbn = {978-3-8385-5985-8},
	shorttitle = {Grundwissen {Medizin}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838559858},
	abstract = {Medizin leicht verständlich – ideal für Studium und Praxis
Reinhard Strametz stellt medizinisches Grundwissen fundiert und leicht verständlich vor: Er führt in die medizinische Fachsprache ein, erklärt den Behandlungsprozess von der Anamnese bis zur Therapie und geht zudem auf wichtige Methoden ein, z. B. die evidenzbasierte Medizin und die Prävention. 
Krankheitsbilder wie z. B. Diabetes mellitus, Schlaganfall sowie Krebs erklärt er prägnant. Auch Spannungsfelder lässt er nicht außer Acht, z. B. die Ökonomisierung und die Digitalisierung.
Neu in dieser Auflage sind die Reproduktionsmedizin sowie Gesundheit und Klimawandel (Planetary Health). Ein unverzichtbarer Ratgeber für alle, die sich im Studium oder in der Praxis mit dem Gesundheitssystem und der Medizin beschäftigen.
utb+: Begleitend zum Buch steht den Leser:innen ein eLearning-Kurs zur Verfügung, der aus rund 80 Fragen besteht und die systematische Vertiefung des Stoffs ermöglicht. Er umfasst die Themen Systematik, Methoden, Ansätze und Spannungsfelder der Medizin sowie ausgewählte Krankheitsbilder.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {Strametz, Reinhard},
	month = jun,
	year = {2023},
	doi = {10.36198/9783838559858},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Strametz - 2023 - Grundwissen Medizin für Nichtmedizinerinnen in S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MGTA6QMI/Strametz - 2023 - Grundwissen Medizin für Nichtmedizinerinnen in S.pdf:application/pdf},
}

@book{gillen_reflexiv_2023,
	title = {Reflexiv handlungsfähig: {Entwicklungslinien} und {Ergebnisse} der {Lehrkräftebildung} an der {Leibniz} {Universität} {Hannover}},
	isbn = {978-3-98572-126-9},
	shorttitle = {Reflexiv handlungsfähig},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783985721269},
	abstract = {The volume documents the institutional, cross-phased and teaching and teacher training related reform initiatives of the project "Leibniz-Prinzip" funded by the „Qualitätsoffensive Lehrerbildung“. The variety of reform efforts in teacher education at Leibniz Universität Hannover is presented by means of three virulent requirement areas of university teacher education: 1. heterogeneity and diversity, 2. modern (digitally supported) teaching-learning formats, 3. practice phases and transfer. In orientation to the guiding principle of reflexive action, teaching and teaching concepts, research results as well as institutional developments are discussed and put into perspective.
              With contributions by
              Alena Beck {\textbar} Tabea Becker {\textbar} Andrea Bernholt {\textbar} Anja Binanzer {\textbar}  Marcel Bonorden {\textbar}  Sarah Dannemann {\textbar} Kathleen Ehrhardt {\textbar}  Sarah Fox {\textbar} Monika E. Fuchs {\textbar} Bettina Gautel {\textbar} Julia Gillen {\textbar} Sandra Günter {\textbar} Benjamin Haag {\textbar} Caroline Hagemeier {\textbar} Robert Marten von der Heide {\textbar} Gudrun Heuschen {\textbar} Reinhard Hochmuth {\textbar} Thomas N. Jambor {\textbar} Felix Kappeller, M.A. {\textbar} Sarah Khellaf {\textbar} Melanie Korn {\textbar} Alexandra Krüger {\textbar} Julia Labede {\textbar} Bettina Lindmeier {\textbar} Christiane Meyer {\textbar} Stephanie Mittrach {\textbar} Katharina Müller {\textbar} Andreas Nehring {\textbar} Tjark-Gerit Neugebauer {\textbar} Helene Pachale {\textbar} Johannes Paehr {\textbar} Jutta Papenbrock {\textbar} Andrea Rössler {\textbar} Nina Rothenbusch {\textbar} Alisa Schafferschik {\textbar} Sascha Schanze {\textbar} Claudia Schomaker {\textbar} Heidi Seifert {\textbar} Tabea Taulien {\textbar} Sabine Vogelsang, M.A. {\textbar} Andreas Wernet {\textbar} Rolf Werning {\textbar} Ketevan Zhorzholiani-Metz},
	language = {de-DE},
	urldate = {2023-12-23},
	publisher = {Academia – ein Verlag in der Nomos Verlagsgesellschaft},
	editor = {Gillen, Julia and Labede, Julia and Lindmeier, Bettina and Müller, Katharina and Nehring, Andreas and Schanze, Sascha},
	year = {2023},
	doi = {10.5771/9783985721269},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning},
	file = {Gillen et al. - 2023 - Reflexiv handlungsfähig Entwicklungslinien und Er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KSZ9SPK4/Gillen et al. - 2023 - Reflexiv handlungsfähig Entwicklungslinien und Er.pdf:application/pdf},
}

@incollection{sigl_impulsbericht_2023,
	address = {Berlin, Heidelberg},
	title = {Impulsbericht {Berufliche} {Bildung}: {Digitale} {Kompetenzen} und lebenslanges {Lernen} {Eine} {Standortbestimmung} aus österreichischer {Sicht}},
	isbn = {978-3-662-66814-6 978-3-662-66815-3},
	shorttitle = {Impulsbericht {Berufliche} {Bildung}},
	url = {https://link.springer.com/10.1007/978-3-662-66815-3_19},
	language = {de-DE},
	urldate = {2024-01-03},
	booktitle = {Nachhaltigkeit und {Digitalisierung} – (k)ein unternehmerisches {Dilemma}},
	publisher = {Springer Berlin Heidelberg},
	author = {Domany-Funtan, Ulrike and Schmölz, Alexander and Nárosy, Thomas},
	editor = {Sigl, Katharina},
	year = {2023},
	doi = {10.1007/978-3-662-66815-3_19},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {183--193},
	file = {Domany-Funtan et al. - 2023 - Impulsbericht Berufliche Bildung Digitale Kompete.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WCQ5XJ67/Domany-Funtan et al. - 2023 - Impulsbericht Berufliche Bildung Digitale Kompete.pdf:application/pdf},
}

@incollection{appel_informelles_2023,
	address = {Berlin, Heidelberg},
	title = {Informelles {Lernen} im {Internet}},
	isbn = {978-3-662-66607-4 978-3-662-66608-1},
	url = {https://link.springer.com/10.1007/978-3-662-66608-1_10},
	language = {de-DE},
	urldate = {2024-01-03},
	booktitle = {Digital ist besser?! {Psychologie} der {Online}- und {Mobilkommunikation}},
	publisher = {Springer Berlin Heidelberg},
	author = {Abendroth, Johanna and Richter, Tobias},
	editor = {Appel, Markus and Hutmacher, Fabian and Mengelkamp, Christoph and Stein, Jan-Philipp and Weber, Silvana},
	year = {2023},
	doi = {10.1007/978-3-662-66608-1_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {139--153},
	file = {Abendroth und Richter - 2023 - Informelles Lernen im Internet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VIXXDQ7C/Abendroth und Richter - 2023 - Informelles Lernen im Internet.pdf:application/pdf},
}

@incollection{gruner_einleitung_2023,
	title = {Einleitung: {Lernen} und {Lehren} im {Digitalen}},
	language = {de-DE},
	booktitle = {Bildung und {Medien}: {Theorien}, {Konzepte} und {Innovationen}},
	author = {Grüner, Claudia and Karolyi, Heike and Weßler, Linda},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, ⛔ No DOI found},
	pages = {81--87},
	file = {Grüner et al. - 2023 - Einleitung Lernen und Lehren im Digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N8Q8U3HD/Grüner et al. - 2023 - Einleitung Lernen und Lehren im Digitalen.pdf:application/pdf;Grüner et al. - Einleitung Lernen und Lehren im Digitalen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YY7VLTMK/Grüner et al. - Einleitung Lernen und Lehren im Digitalen.pdf:application/pdf},
}

@incollection{buck_abgrunde_2023,
	address = {Berlin, Heidelberg},
	title = {Die {Abgründe} der {Anwesenheit} und die {Anmaßungen} der {Abwesenden}. {Zur} {Phänomenologie} leiblichen {Lernens} in digitalen {Räumen}},
	isbn = {978-3-662-66122-2 978-3-662-66123-9},
	url = {https://link.springer.com/10.1007/978-3-662-66123-9_2},
	language = {de-DE},
	urldate = {2023-03-07},
	booktitle = {Digitalisierte {Lebenswelten}},
	publisher = {Springer Berlin Heidelberg},
	author = {Redecker, Anke},
	editor = {Buck, Marc Fabian and Zulaica y Mugica, Miguel},
	year = {2023},
	doi = {10.1007/978-3-662-66123-9_2},
	note = {Series Title: Kindheit – Bildung – Erziehung. Philosophische Perspektiven},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {27--46},
	file = {Redecker - 2023 - Die Abgründe der Anwesenheit und die Anmaßungen de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4RTET7I6/Redecker - 2023 - Die Abgründe der Anwesenheit und die Anmaßungen de.pdf:application/pdf;Redecker - 2023 - Die Abgründe der Anwesenheit und die Anmaßungen de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UMHKN5AV/Redecker - 2023 - Die Abgründe der Anwesenheit und die Anmaßungen de.pdf:application/pdf},
}

@incollection{roth_feedbackorientierte_2023,
	address = {Berlin, Heidelberg},
	title = {Feedbackorientierte {Lernumgebungen} zur {Gestaltung} offener {Aufgabenstellungen} mit {Machine} {Learning}, {AR} und {3D}-{Druck}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_13},
	abstract = {Zusammenfassung
            Dieser Artikel beschäftigt sich mit verschiedenen Ansätzen der Entwicklung feedbackorientierter Lernumgebungen zur Gestaltung immer offener gefasster Aufgabenstellungen mit Machine Learning (ML), Augmented Reality und 3D-Druck. Vom Begriff „Feedback“ ausgehend werden Aspekte des computerbasierten Feedbacks dargestellt. Dabei wird die in der Hochschulmathematik sehr beliebte Software STACK als ein aktuelles Beispiel für vielfältige Feedbackmöglichkeiten aufgezeigt. Die konkrete Ausgestaltung von computerbasiertem Feedback mittels STACK führt dann zu Überlegungen, wie Feedback für noch „offenere“ Aufgabenstellungen designt werden kann. Der Hauptteil dieses Artikels zeigt dies an Praxisbeispielen. Für die Mathematikdidaktik sollen Bereiche ausgelotet werden, um vielfältige neue digital gestützte Feedbackansätze zu entwickeln.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Lutz, Tim},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_13},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {211--226},
	file = {Lutz - 2023 - Feedbackorientierte Lernumgebungen zur Gestaltung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W98GW7YF/Lutz - 2023 - Feedbackorientierte Lernumgebungen zur Gestaltung .pdf:application/pdf},
}

@incollection{roth_zukunft_2023-1,
	address = {Berlin, Heidelberg},
	title = {Die {Zukunft} des {MINT}-{Lernens} – {Herausforderungen} und {Lösungsansätze}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_1},
	abstract = {Zusammenfassung
            In diesem Auftaktbeitrag zum Doppelband „Die Zukunft des MINT-Lernens“ werden von den Herausgebenden zentrale Aspekte der Diskussion über die Entwicklung des mathematischen, naturwissenschaftlichen und informatischen Unterrichts im Zeitalter der fortschreitenden Digitalisierung beleuchtet und wichtige Begriffe definiert. Er gibt einen Einblick in Facetten der 21st Century Skills, die für ein Leben in einer zunehmend digitalisierten Gesellschaft als nützlich oder gar notwendig erachtet werden und durch MINT-Unterricht gefördert werden können. Darüber hinaus wird auf Grundlage bekannter Modelle ein eigenes „Kompetenzmodell der Zukunft des MINT-Lernens für Lehrende“ präsentiert, das ausgehend vom vernetzten Professionswissen den Versuch unternimmt, die wesentlichen Facetten der Kompetenzen von Lehrpersonen und des Lehr-Lern-Prozesses abzubilden. Von hier aus wird der Bogen gespannt zu Definitionen für die Begriffe „digitale Technologien“, „digitale Werkzeuge“ und „digitale Lernumgebungen“. Es werden die Anwendung dieser digitalen Aspekte zur Förderung von Lernprozessen reflektiert und Qualitätskriterien sowie Ziele für deren Nutzung beschrieben. Auf dieser Grundlage wird abschließend ein Ausblick auf die Inhalte aller 22 weiteren Beiträge des Doppelbands gegeben.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Roth, Jürgen and Eilerts, Katja and Baum, Michael and Hornung, Gabriele and Trefzger, Thomas},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {1--42},
	file = {Roth et al. - 2023 - Die Zukunft des MINT-Lernens – Herausforderungen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PDM46L97/Roth et al. - 2023 - Die Zukunft des MINT-Lernens – Herausforderungen u.pdf:application/pdf},
}

@incollection{roth_entwicklung_2023,
	address = {Berlin, Heidelberg},
	title = {Entwicklung von {Lernumgebungen} zum {Computational} {Thinking} im {Mathematikunterricht} und ihr {Einsatz} in {Lehrkräftefortbildungen}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_4},
	abstract = {Zusammenfassung
            
              Im folgenden Beitrag werden zwei Projekte vorgestellt, die sich mit der Entwicklung und dem Einsatz von geometriebezogenen Lernumgebungen zur Förderung des fachunabhängigen Konzepts des
              Computational Thinking
              auf der Unterrichts- sowie der Fortbildungsebene im Fach Mathematik befassen. Auf Ebene des Unterrichts wird das Förderpotenzial einer Lernumgebung mit einem Lernroboter untersucht. Auf Ebene der Fortbildung wird das Design theoriebasiert hergeleitet und es werden Ergebnisse ausgewählter Begleitforschung zu Möglichkeiten und Grenzen vorgestellt. Damit werden exemplarisch zwei Handlungsfelder der Implementierung eines im Zuge der Digitalisierung zentralen Konstrukts, dem
              Computational Thinking,
              in der Grundschule fachbezogen in den Blick genommen.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Beyer, Steven and Dreher, Ulrike and Grave-Gierlinger, Frederik and Eilerts, Katja and Schuler, Stephanie},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {73--90},
	file = {Beyer et al. - 2023 - Entwicklung von Lernumgebungen zum Computational T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I3PCWHVM/Beyer et al. - 2023 - Entwicklung von Lernumgebungen zum Computational T.pdf:application/pdf},
}

@incollection{roth_beispielansatz_2023,
	address = {Berlin, Heidelberg},
	title = {Ein {Beispielansatz} zur {Vermittlung} von digitaler {Kompetenz} im {MINT}-{Lehramtsstudium}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4_7},
	abstract = {Zusammenfassung
            Unser Schulsystem braucht digital kompetente Lehrkräfte. Daher ist es unumgänglich, Lehramtsstudierende mit diesen Kompetenzen auszustatten. Dieser Beitrag befasst sich mit der Frage danach, ob die Förderung digitaler Kompetenzen im Lehramtsstudium an deutschen Universitäten stattfindet und wie eine solche Förderung aussehen kann. Dafür wurde eine Dokumentenanalyse durchgeführt und anschließend ein Seminar zur Förderung der berufsbezogenen digitalen Kompetenzen von Lehramtsstudierenden konzipiert und evaluiert. Als Kompetenzrahmen diente dabei der Europäische Rahmen für die digitale Kompetenz von Lehrenden (Redecker, 2017). Das Seminar wurde in einem Pre-Post-Design auf seine Wirksamkeit untersucht. Alle Teilnehmenden schätzten nach Beendigung des Seminars ihre digitale Kompetenz als verbessert ein. Vermutete Effekte in Bezug auf den Einfluss des Faktors MINT-Studium auf die digitale Kompetenz konnten, auch aufgrund der kleinen Stichprobengröße, nicht festgestellt werden. Die Aussagen zur Wirksamkeit sind ebenfalls nur eingeschränkt zu betrachten, da unter den Teilnehmenden keine Anfängerinnen und Anfänger waren. Hier gilt es, weitere Untersuchungen anzustellen.},
	language = {de-DE},
	urldate = {2022-12-29},
	booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	publisher = {Springer Berlin Heidelberg},
	author = {Lachmann, Clarissa and Ghomi, Mina and Pinkwart, Niels},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {123--138},
	file = {Lachmann et al. - 2023 - Ein Beispielansatz zur Vermittlung von digitaler K.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L6IEVVNE/Lachmann et al. - 2023 - Ein Beispielansatz zur Vermittlung von digitaler K.pdf:application/pdf},
}

@book{becker_lehren_2023,
	address = {Bremen},
	title = {Lehren und {Prüfen}: empirische {Ergebnisse} und {Reflexionen} zu {Hochschulen} der {Zukunft}},
	isbn = {978-3-943001-87-7},
	shorttitle = {Lehren und {Prüfen}},
	abstract = {Das Buch ist Ergebnis eines Kooperationsprojektes im Rahmen des Forschungsclusters Lebenslanges und Selbstgesteuertes Lernen (LSL). Angestoßen wurde dieses durch die Veränderungen der Lehre und des Prüfungswesens während der Corona-Pandemie: Mitglieder des Clusters regten im Frühjahr 2021 die qualitative Studie Lehren und Prüfen - Erfahrungen von Studierenden und Lehrenden (LuPE) an, mit Befunden u. a. auf dem Gebiet der Technik, der Kommunikation und der Kompetenzen. Zugleich wurden künftige Entwicklungen und Lernchancen beleuchtet. Dies stieß wiederum die Reflexion vertiefender und weiterführender Themen an, nämlich: Lebenslanges Lernen in sozialwissenschaftlichen Kontexten, Präsenz und Absenz im digitalen Hochschulraum, Künstliche Intelligenz (Lernen und Prüfen), Studieren im digitalen Raum (Isolation oder Vernetzungschance) und Impulse für die Fernhochschuldidaktik. Wichtige Begriffe sind hier u. a. hybride Lehr-/Lernformate und soziale Kommunikation, wie die Ergebnisse von LuPE zeigen.So repräsentiert der Band in neun Beiträgen die Dynamik, die Hochschulen, Lehrende und Studierende aktuell herausfordert. Vielfältige Diskurse der aktuellen Hochschulbildung und zahlreiche Ansatzpunkte für künftige Forschungen werden kompakt und praxisnah skizziert},
	language = {de-DE},
	publisher = {Apollon University Press},
	editor = {Becker, Kurt and Buche, Antje and Graeßner, Gernot},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Becker et al. - 2023 - Lehren und Prüfen empirische Ergebnisse und Refle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T33SSSXJ/Becker et al. - 2023 - Lehren und Prüfen empirische Ergebnisse und Refle.pdf:application/pdf},
}

@book{potempa_lehr-_2023,
	title = {Lehr- und {LernOrte} vernetzen ({Zwischenergebnisse} des {Futur}.{A}-{Projekts})},
	copyright = {Creative Commons - CC BY-NC-ND - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International},
	url = {https://opus.ostfalia.de/1670},
	abstract = {Das anwendungsbezogene Lernen hat für Studierende an Fachhochschulen eine hohe Bedeutung. Es übt nicht nur den Theorie-Praxis-Transfer in den angewandten Wissenschaften, sondern fördert unter persönlicher Anleitung auch motorische sowie interaktive Kompetenzentwicklung und nicht zuletzt die Motivation. Die Erweiterung von Lernumgebungen durch Digitalisierung solcher Lehrveranstaltungen erfordert eine besondere technische und didaktische Qualität, um Lernerfolge trotz der Nicht-Präsenz bestmöglich zu gewährleisten. Sie bietet jedoch auch neue Möglichkeiten für interdisziplinäres Lehren und Lernen. Das Futur.A-Projekt (Future Skills. Apllied) ist ein Verbundprojekt von sechs nieder-sächsischen Fachhochschulen und fokussiert im Teilprojekt 3 die Entwicklung, Erprobung und curriculare Verankerung digital gestützten anwendungsbezogenen Lernens. Erste Ergebnisse aus diesem Teilprojekt werden in diesem Band vorgestellt und beschrieben. Beispielhafte Lernorte sind Labore sowie Lehrveranstaltungen, in denen komplexe Themen mit starkem Anwendungsbezug behandelt werden.},
	language = {de-DE},
	urldate = {2023-11-18},
	publisher = {Ostfalia Hochschule für angewandte Wissenschaften Braunschweig/ Wolfenbüttel},
	author = {Potempa, Thomas and Stroucken, Ilona and Uelzen, Thorsten and Johannsen, Ingo and Sandner, Marvin and Kendelbacher, Björn and Müller, Michael and Lonkai, Yannick and Lamanov, Sergej and Mecke, Kai and Blandfort, Julia and Belaiba, Iheb and Azer, Sebastian and Haupt, Matthias and Kölln, Kristina and Sohn, Martin and Rauschenberger, Maria and Pfeiffer, Thies and Ahlbrecht, Regina and Rempe, Julia and Mehring, Tanja and Weber, Lars and Bertram, Erik and Gouverneur, Dirk and Föste, Sebastian},
	collaborator = {Potempa, Thomas and Stroucken, Ilona},
	year = {2023},
	doi = {10.26271/OPUS-1670},
	note = {Artwork Size: 4933 KB, 90 pages
Medium: application/pdf
Pages: 4933 KB, 90 pages},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, \#9:Buch:digital:lernen, 621.3 Elektrotechnik, Elektronik},
	file = {Potempa et al. - 2023 - Lehr- und LernOrte vernetzen (Zwischenergebnisse d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9BQ2QZMH/Potempa et al. - 2023 - Lehr- und LernOrte vernetzen (Zwischenergebnisse d.pdf:application/pdf},
}

@book{rohl_digital_2023,
	title = {Digital {Leadership} – {Schulen} im digitalen {Wandel} führen},
	isbn = {978-3-0355-2339-3},
	url = {https://www.hep-verlag.ch/digital-leadership-doi},
	abstract = {Wie wir in Schulen kommunizieren, lernen und führen, ist einem grundlegenden Wandel unterworfen. Mit Digital Leadership reagieren Führungspersonen auf die Herausforderungen des digitalen Zeitalters. Der Begriff beinhaltet unterschiedliche Facetten und Perspektiven. Der vorliegende Sammelband greift diese Perspektiven zum ersten Mal konzeptionell und für die Praxis auf und gibt Hinweise für wirkungsvolles Führungshandeln im digitalen Wandel.},
	language = {de-DE},
	urldate = {2023-11-18},
	publisher = {hep Verlag},
	author = {Baumgartner, Gabriele and Breitschaft, Johannes and Burri, Eliane and Fugmann, Martin and Genner, Sarah and Kälin, Karin and Krein, Ulrike and Gut, Alain and Pettersson, Fanny and Rosenberger, Nicole and Schön, Michael and Schiefner-Rohs, Mandy and Seufert, Sabine and Spirgi, Lukas and Schneider Stingelin, Colette and Stühlinger, Marco and Prasse, Doreen and Röhl, Tobias and Wegmüller, Reto and Wespi, Nicole},
	editor = {Röhl, Tobias and Breitschaft, Johannes and Burri, Eliane and Wespi, Nicole},
	month = oct,
	year = {2023},
	doi = {10.36933/9783035523393},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Baumgartner et al. - 2023 - Digital Leadership – Schulen im digitalen Wandel f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D2JNQGW5/Baumgartner et al. - 2023 - Digital Leadership – Schulen im digitalen Wandel f.pdf:application/pdf},
}

@book{newiak_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Bildung} jetzt!: {Innovative} {Konzepte} zur {Digitalisierung} von {Lernen} und {Lehre}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	shorttitle = {Digitale {Bildung} jetzt!},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9},
	language = {de-DE},
	urldate = {2023-10-03},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#9:Buch:digital:lernen},
	file = {Newiak et al. - 2023 - Digitale Bildung jetzt! Innovative Konzepte zur D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RUCPHYFP/Newiak et al. - 2023 - Digitale Bildung jetzt! Innovative Konzepte zur D.pdf:application/pdf},
}

@book{sippl_futures_2023,
	title = {Futures {Literacy}. {Zukunft} lernen und lehren},
	isbn = {978-3-7065-6263-8},
	url = {https://pub.ph-noe.ac.at/id/eprint/16/},
	abstract = {Die UNESCO hat Futures Literacy zur essenziellen Kompetenz des 21. Jahrhunderts erklärt. Jede*r Einzelne soll Strategien zur Bewältigung einer unsicheren Zukunft im Zeichen des Klimawandels entwickeln können. Futures Literacy umfasst die Antizipation und Imagination alternativer Zukünfte, die Akzeptanz von Komple¬xität und ein neues Verständnis unserer Handlungsfähigkeiten, um vorausschauend konkrete Vorstellungen, positive Bilder und kreative Lösungen mitverantwortlich zu ent¬wickeln.  Was genau ist das: Zukunftsgestaltungskompetenz? Welche Bildungsinhalte fokussieren die gesellschaftlichen Herausforderungen? Wie können die digitalen Umbrüche für die Transformation genutzt werden? Welche kreativen, kulturellen, künstlerischen Praktiken öffnen ökologisches Bewusstsein? Welche modell- und beispielhaften Umsetzungen lassen sich in der schulischen Gegenwart gestalten? Welche didaktischen Konzepte verankern Futures Literacy in der Pädagog*innenbildung?  Zukunft gestalten – erzählen – denken: Die interdisziplinären Beiträge in diesem Sammelband zeigen nicht nur das breite Spektrum der Aspekte auf, die im Konzept der Futures Literacy gebündelt sind. Sie machen auch deutlich, wie Zukünftebildung konkret in Bildungspro¬zessen gelingen kann.},
	language = {de-DE},
	urldate = {2023-09-17},
	publisher = {Studienverlag},
	editor = {Sippl, Carmen and Brandhofer, Gerhard and Rauscher, Erwin},
	year = {2023},
	doi = {10.53349/oa.2022.a2.170},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Sippl et al. - 2023 - Futures Literacy. Zukunft lernen und lehren.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DU83NFCE/Sippl et al. - 2023 - Futures Literacy. Zukunft lernen und lehren.pdf:application/pdf},
}

@book{porsch_professionalisierung_2023,
	title = {Professionalisierung von {Lehrkräften} im {Beruf}. {Stand} und {Perspektiven} der {Lehrkräftebildung} und {Professionsforschung}},
	isbn = {978-3-8309-4742-4},
	url = {https://www.waxmann.com/buch4742},
	abstract = {Professionalisierung stellt für Lehrkräfte eine lebenslange Aufgabe dar und findet nach dem Berufseinstieg vielfach neben den beruflichen Tätigkeiten statt. Anlässe für eine Professionalisierung sind schulorganisatorische Veränderungen oder gesamtgesellschaftliche Aufgaben, die für Schulen bedeutsam sind, wie die Einführung von Inklusion an allgemeinbildenden Schulen.   Neben der individuellen Professionalisierung wirft der Sammelband auch einen Blick auf die kollegiale Professionalisierung. Diese kann einen Beitrag zur individuellen Professionalisierung der Lehrkräfte leisten, wenn systematisch das Lernen aller Lehrkräfte als eine Aufgabe verstanden wird. So können im Sinne von ‚Communities of Practice‘ Lehrerkollegien vielfältige Lerngelegenheiten bieten und die Einzelschulen ein Ort des Lernens darstellen.   Drei weitere Themenschwerpunkte der Beiträge bilden die Professionalisierung von Lehrkräften im Kontext der Digitalisierung von Schule und Unterricht, im Rahmen inklusiven Unterrichtens sowie die Professionalisierung alternativ qualifizierter Lehrkräfte wie Seiteneinsteiger:innen.},
	language = {de-DE},
	urldate = {2023-08-08},
	publisher = {Waxmann Verlag GmbH},
	editor = {Porsch, Raphaela and Gollub, Patrick},
	month = jul,
	year = {2023},
	doi = {10.31244/9783830997429},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Fliedner Fachhochschule Düsseldorf, \#9:Buch:digital:lernen},
	file = {Porsch und Gollub - 2023 - Professionalisierung von Lehrkräften im Beruf. Sta.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A5JAJDW3/Porsch und Gollub - 2023 - Professionalisierung von Lehrkräften im Beruf. Sta.pdf:application/pdf},
}

@book{korban_diagnostische_2023,
	address = {Stuttgart, Deutschland},
	edition = {1},
	title = {Diagnostische {Kompetenz} angehender {Sportlehrkräfte} schulen: {Studienkurs} mit {Lehr}-{Lern}-{Material}},
	isbn = {978-3-8385-5612-3},
	shorttitle = {Diagnostische {Kompetenz} angehender {Sportlehrkräfte} schulen},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838556123},
	abstract = {Dieser Studienkurs kann unmittelbar als Semesterangebot eingesetzt werden. Zentrales Ziel des Kurses ist der Erwerb diagnostischer Kompetenz. Die Studierenden arbeiten mit Videoanalyse-Applikationen und Tablet-PC als Feedbackinstrument. In Zusammenarbeit mit Lehrkräften und Dozierenden lernen sie, adaptiven Sportunterricht am Beispiel von Bewegungen aus dem Gerätturnen zu planen und durchzuführen. Im Sinne des „forschenden Lernens“ konzipieren sie eine wissenschaftliche Studie zur Erfassung der Bewegungsvorstellungen von Schüler:innen.
Die Studienkurse der Reihe „Heterogenität in der Lehrer:innenbildung“ sind für den Einsatz in der Lehre konzipiert, erprobt und auch für das vertiefende Selbststudium geeignet. Jeder Studienkurs besteht aus einer didaktisierten Einführung sowie digitalen Materialien (z. B. Arbeitsblätter, Präsentationsfolien, Handouts).},
	language = {de-DE},
	urldate = {2023-08-08},
	publisher = {utb GmbH},
	author = {Korban, Sandra and Brams, Michaela and Künzell, Stefan},
	month = apr,
	year = {2023},
	doi = {10.36198/9783838556123},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Korban et al. - 2023 - Diagnostische Kompetenz angehender Sportlehrkräfte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PJD6JJUN/Korban et al. - 2023 - Diagnostische Kompetenz angehender Sportlehrkräfte.pdf:application/pdf},
}

@book{franken_wissen_2023,
	address = {Wiesbaden},
	title = {Wissen, {Lernen} und {Innovation} im digitalen {Unternehmen}: {Mit} {Fallstudien} und {Praxisbeispielen}},
	isbn = {978-3-658-40821-3 978-3-658-40822-0},
	shorttitle = {Wissen, {Lernen} und {Innovation} im digitalen {Unternehmen}},
	url = {https://link.springer.com/10.1007/978-3-658-40822-0},
	language = {de-DE},
	urldate = {2023-04-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Franken, Rolf and Franken, Swetlana},
	year = {2023},
	doi = {10.1007/978-3-658-40822-0},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Franken und Franken - 2023 - Wissen, Lernen und Innovation im digitalen Unterne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GXUP6SVH/Franken und Franken - 2023 - Wissen, Lernen und Innovation im digitalen Unterne.pdf:application/pdf},
}

@book{grimm_digitalisierung_2023,
	address = {Bielefeld},
	edition = {1. Auflage},
	title = {Digitalisierung und {Nachhaltigkeit} gestalten lernen {Beiträge} der {BAG}-{Tagung} "{All} {Days} {For} {Future} - {Energievielfalt} in der gewerblich-technische {Berufsbildung}“},
	isbn = {978-3-7639-7350-7},
	language = {de-DE},
	publisher = {wbv Media},
	author = {Grimm, Axel and Mahrin, Bernd and Neustock, Uli and Reichwein, Wilko and Schütt-Sayed, Sören and Vollmer, Thomas},
	year = {2023},
	note = {OCLC: 1373030542},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QT4VS7FW/Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:application/pdf;Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PKM2NWVF/Grimm et al. - 2023 - Digitalisierung und Nachhaltigkeit gestalten lerne.pdf:application/pdf},
}

@incollection{herzig_ambivalenzen_2023,
	title = {Ambivalenzen schulischen {Lehrens} und {Lernens} in der {Digitalität} – forschungs-, entwicklungs- und praxisbezogene {Perspektiven}},
	language = {de-DE},
	booktitle = {Bildung und {Medien}: {Theorien}, {Konzepte} und {Innovationen}},
	author = {Herzig, Bardo},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {89--108},
	file = {Herzig - 2023 - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RMZPXJ6Y/Herzig - 2023 - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:application/pdf;Herzig - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KXVUSY9J/Herzig - Ambivalenzen schulischen Lehrens und Lernens in de.pdf:application/pdf},
}

@book{roth_zukunft_2023-2,
	address = {Berlin, Heidelberg},
	title = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1: {Perspektiven} auf (digitalen) {MINT}-{Unterricht} und {Lehrkräftebildung}},
	isbn = {978-3-662-66130-7 978-3-662-66131-4},
	shorttitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1},
	url = {https://link.springer.com/10.1007/978-3-662-66131-4},
	language = {de-DE},
	urldate = {2022-12-29},
	publisher = {Springer Berlin Heidelberg},
	editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas},
	year = {2023},
	doi = {10.1007/978-3-662-66131-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Roth et al. - 2023 - Die Zukunft des MINT-Lernens – Band 1 Perspektive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9KJ2NG9R/Roth et al. - 2023 - Die Zukunft des MINT-Lernens – Band 1 Perspektive.pdf:application/pdf},
}

@incollection{iliadis_-mvsnet_2023,
	address = {Cham},
	title = {{LE}-{MVSNet}: {Lightweight} {Efficient} {Multi}-view {Stereo} {Network}},
	volume = {14261},
	isbn = {978-3-031-44197-4 978-3-031-44198-1},
	shorttitle = {{LE}-{MVSNet}},
	url = {https://link.springer.com/10.1007/978-3-031-44198-1_40},
	abstract = {Multi-view Stereo(MVS) has been studied for decades as a critical algorithm for 3D reconstruction. Lately, many learning-based methods have improved the reconstruction performance of traditional algorithms, but they pay limited attention to memory consumption and runtime. To address this issue, we propose a novel and eﬀective learningbased MVS framework(LE-MVSNet), based on our exploration of the depth hypothesis and cost volume in this work. Firstly, to decrease the number of depth hypotheses, we establish a more reasonable depth hypothesis space based on its sparse point cloud corresponding to the image set, replacing the previous method of randomly depth hypothesis in evenly divided depth layers within a predeﬁned depth range. Secondly, to reduce memory consumption, we design a lightweight group-wise correlation by compressing the channel of the aggregated cost volumes to one. In addition, for acceleration, we propose SE-UNet, which executes U-Net regularization in the width and height direction, and SE-Net for self-attention in the depth direction. Finally, our method achieves competitive performance on DTU and BlendedMVS dataset with signiﬁcantly higher eﬃciency. Compared to MVSNet, our method reduces memory consumption by 52.78\% and runtime by 88.57\%.},
	language = {en-GB},
	urldate = {2023-09-28},
	booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023},
	publisher = {Springer Nature Switzerland},
	author = {Kong, Changfei and Zhang, Ziyi and Mao, Jiafa and Chan, Sixian and Sheng, Weigou},
	editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina},
	year = {2023},
	doi = {10.1007/978-3-031-44198-1_40},
	note = {Series Title: Lecture Notes in Computer Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {484--497},
	file = {Kong et al. - 2023 - LE-MVSNet Lightweight Efficient Multi-view Stereo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4MSHLDZG/Kong et al. - 2023 - LE-MVSNet Lightweight Efficient Multi-view Stereo.pdf:application/pdf},
}

@incollection{ahuja_roles_2023,
	address = {Singapore},
	title = {Roles and {Responsibilities} of a {Virtual} {Teacher}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_1},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Ahluwalia, Divya and Hothi, Navjot and Dutt, Ishwar},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_1},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {1--18},
	file = {Ahluwalia et al. - 2023 - Roles and Responsibilities of a Virtual Teacher.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GLGDFSD9/Ahluwalia et al. - 2023 - Roles and Responsibilities of a Virtual Teacher.pdf:application/pdf},
}

@incollection{ahuja_hybrid_2023,
	address = {Singapore},
	title = {Hybrid {Learning} {System}: {Analysis}, {Opportunities}, {Challenges}, and {Prospects}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	shorttitle = {Hybrid {Learning} {System}},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_2},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Ajagbe, Sunday Adeola and Olagunju, Kazeem M. and Osunade, Oluwaseyitanfunmi and Awokola, Jinmisayo A. and Oladosu, John B. and Omidiora, Elijah O.},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_2},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {19--40},
	file = {Ajagbe et al. - 2023 - Hybrid Learning System Analysis, Opportunities, C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8Y5RZ749/Ajagbe et al. - 2023 - Hybrid Learning System Analysis, Opportunities, C.pdf:application/pdf},
}

@incollection{ahuja_covid-19_2023,
	address = {Singapore},
	title = {{COVID}-19 {Pandemic} and {Changing} {Dynamics} in {Teaching} and {Learning} {Strategies}: {A} {Study} of {Student}-{Centric} {Blended} {Learning} {Approach}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	shorttitle = {{COVID}-19 {Pandemic} and {Changing} {Dynamics} in {Teaching} and {Learning} {Strategies}},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_3},
	abstract = {The year 2020 proved to be a challenging era around the globe. The current pandemic situation completely changed the dynamics of teaching and learning strategies. State governments across the country began temporarily closing schools and universities in the second week of March 2020, as a precaution against the spread of the new coronavirus. The epidemic has also had a considerable impact on higher education, which is a key driver of a country’s economic future. During the post-pandemic environment, a huge shift in mindset is required. The new shift in the existing structure of teaching and learning structure is the need of the hour. In this new online paradigm shift, a new way of teaching is required. In the previous two decades, the teaching and learning environment has changed dramatically with the introduction of new trends in teaching and learning techniques, education is becoming more exciting and simpler. Technology-enhanced learning provides a support system that may make it easier to complete the English curriculum with ease. This chapter examines the ﬁndings of the survey done among technical students regarding the use of Blackboard LMS as an actual teaching and learning approach and a way forward.},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Gupta, Pooja and Vohra, Shalini},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_3},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {41--54},
	file = {Gupta und Vohra - 2023 - COVID-19 Pandemic and Changing Dynamics in Teachin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY5UQX8M/Gupta und Vohra - 2023 - COVID-19 Pandemic and Changing Dynamics in Teachin.pdf:application/pdf},
}

@incollection{ahuja_blended_2023-1,
	address = {Singapore},
	title = {Blended {Learning} in {COVID}-19 {Era}: {Pre} and {Post} {COVID} {Times}, {Lessons} {Learned} and {Way} {Forward}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	shorttitle = {Blended {Learning} in {COVID}-19 {Era}},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_5},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Joshi, Deepa and Jamwal, Aryan},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_5},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {87--112},
	file = {Joshi und Jamwal - 2023 - Blended Learning in COVID-19 Era Pre and Post COV.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3CKNFYJT/Joshi und Jamwal - 2023 - Blended Learning in COVID-19 Era Pre and Post COV.pdf:application/pdf},
}

@incollection{ahuja_blended_2023-2,
	address = {Singapore},
	title = {Blended {Learning} in {COVID}-19 {Era} and {Way}-{Forward}},
	isbn = {978-981-99-3496-6 978-981-99-3497-3},
	url = {https://link.springer.com/10.1007/978-981-99-3497-3_4},
	language = {en-GB},
	urldate = {2023-09-14},
	booktitle = {Sustainable {Blended} {Learning} in {STEM} {Education} for {Students} with {Additional} {Needs}},
	publisher = {Springer Nature Singapore},
	author = {Katal, Avita and Upadhyay, Jyoti and Singh, Vijay Kumar},
	editor = {Ahuja, Neelu Jyothi and Kumar, Adarsh and Nayyar, Anand},
	year = {2023},
	doi = {10.1007/978-981-99-3497-3_4},
	note = {Series Title: Contributions to Environmental Sciences \& Innovative Business Technology},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {55--85},
	file = {Katal et al. - 2023 - Blended Learning in COVID-19 Era and Way-Forward.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JDE44LTH/Katal et al. - 2023 - Blended Learning in COVID-19 Era and Way-Forward.pdf:application/pdf},
}

@inproceedings{breuer_axel_2023,
	title = {{AxEL} - {Eine} modulare {Softwarekomponente} für ein dediziertes {E}-{Prüfungssystem} zur {Generierung} von {xAPI}-{Statements} für {Assessment} {Analytics}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42176},
	doi = {10/gsn7ns},
	abstract = {Um Lehrende zukünftig bei der Qualitätssicherung digitaler Prüfungen sowie der Optimierung von prüfungsbezogenen Lehr- und Lerninhalten zu unterstützen, ist die Entwicklung von Assessment Analytics Tools für das E-Prüfungssystem Dynexite geplant. Dieser Beitrag stellt die Entwicklung einer modularen Softwarekomponente vor, die bestehende Interaktions- und Ergebnisdaten von Studierenden in xAPI Statements umwandelt und diese der zentral an der Hochschule bereitgestellten Learning Analytics Infrastruktur zugänglich macht. Die vorgestellte Softwarekomponente und die geplante Weiterverarbeitung der Daten werden in das Learning Analytics Referenzmodell nach Chatti et. al. eingeordnet, um den Datenbedarf zu ermitteln. Die Softwarekomponente ermöglicht Untersuchungen auf unterschiedlichen Detailebenen. Für die Qualitätssicherung der Prüfungen ist meist eine genaue Zuordnung von feingranularen Interaktionsdaten auf Eingabemöglichkeiten von Interesse. Bei der diagnostischen Untersuchung von Ergebnisdaten kann hingegen auf Detailstrukturen verzichtet werden.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Breuer, Martin and Brocker, Annabell and Persike, Malte and Schroeder, Ulrik},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Promotion:FU3, Promotion:Relevanz:3, Automatisierung, Educational Virtual Reality, EduXR, Learning Analytics Infrastruktur, OmiLAXR, Programmierunterstützung, Learning Analytics, Virtual Reality, Usability, \#0:Konferenz-Paper:digital:learning, xAPI, Annotation, Assessment Analytics, Assistenz, Bedienkonzepte, CELG-Taxonomie, Computergrafik, Darstellungsflüchtigkeit, Dashboard, Digitale Gamebooks, E-Prüfungssystem, Geometrieunterricht, Interaktionsmöglichkeiten, Prüfungsdaten},
	file = {Breuer et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JCIFKWN/Breuer et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@article{ohri_rationale_2023,
	title = {The rationale and guiding principles to design a psychiatric curriculum for primary care nurses of {India}},
	volume = {12},
	issn = {2249-4863},
	doi = {10.4103/jfmpc.jfmpc_775_23},
	abstract = {BACKGROUND: The National Mental Health Survey reports a huge treatment gap for all mental disorders. There is an acute shortage of mental health professionals in India. Hence, there is a dire need to support task-shift interventions by nurses in providing non-pharmacological interventions for persons suffering from mental health issues. The traditional psychiatric nursing curriculum emphasizes nurses' knowledge and skills rather than their competency in providing mental health care. We designed an innovative, digitally driven, modular-based primary care psychiatry program for nurses (PCPP-N) to incorporate mental health with physical health and emphasize redesigning nursing practice. In this paper, we discuss the rationale and guiding principles behind designing the curriculum of PCPP-N.
DISCUSSION: The PCPP-N program is based on nine guiding principles to provide skill-based, pragmatic, and feasible modules of a higher collaborative care quotient (CCQ) and translational quotient (TQ) that are essential for upskilling primary care nurses. In this program, nurses are trained through telemedicine-based 'on-consultation training' augmented with collaborative video consultations. A tele-psychiatrist/tele-psychiatric nurse will demonstrate how to screen, identify, and plan treatment for patients with psychiatric disorders from patients coming for general medical care using the manual Clinical Schedules of Primary care psychiatry Nursing (CSP-N). The CSP-N manual includes a screener, simplified diagnosing guidelines relevant for nurses and primary care settings, nursing management, pharmacological management, and related side effects, counseling, and follow-up guidelines. This program helps the nurses in identifying the most commonly prevalent adult psychiatric disorders presenting to primary care.
CONCLUSION: This PCPN curriculum contains pragmatic modules with higher CCQ and TQ. This curriculum is dynamic as the learning is interactive. Upskilling primary care nurses in integrating mental health with physical health may reduce the mental health burden. Further, the policymakers and administrators plan to integrate mental health along with physical health in national health programs.},
	language = {en-GB},
	number = {9},
	journal = {Journal of Family Medicine and Primary Care},
	author = {Ohri, Uma and Paul, James and Vijayalakshmi, Poreddi and Govindan, Radhakrishnan and Manjunatha, Narayana and Kumar, Channaveerachari Naveen and Math, Suresh Bada},
	month = sep,
	year = {2023},
	pmid = {38024873},
	pmcid = {PMC10657090},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Curriculum, nurses, India, guiding principles, primary care psychiatry, rationale},
	pages = {2114--2119},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/IV2JS8IX/Ohri et al. - 2023 - The rationale and guiding principles to design a p.pdf:application/pdf},
}

@article{siracusano_effective_2023,
	title = {Effective processing pipeline {PACE} 2.0 for enhancing chest x-ray contrast and diagnostic interpretability},
	volume = {13},
	issn = {2045-2322},
	doi = {10.1038/s41598-023-49534-y},
	abstract = {Preprocessing is an essential task for the correct analysis of digital medical images. In particular, X-ray imaging might contain artifacts, low contrast, diffractions or intensity inhomogeneities. Recently, we have developed a procedure named PACE that is able to improve chest X-ray (CXR) images including the enforcement of clinical evaluation of pneumonia originated by COVID-19. At the clinical benchmark state of this tool, there have been found some peculiar conditions causing a reduction of details over large bright regions (as in ground-glass opacities and in pleural effusions in bedridden patients) and resulting in oversaturated areas. Here, we have significantly improved the overall performance of the original approach including the results in those specific cases by developing PACE2.0. It combines 2D image decomposition, non-local means denoising, gamma correction, and recursive algorithms to improve image quality. The tool has been evaluated using three metrics: contrast improvement index, information entropy, and effective measure of enhancement, resulting in an average increase of 35\% in CII, 7.5\% in ENT, 95.6\% in EME and 13\% in BRISQUE against original radiographies. Additionally, the enhanced images were fed to a pre-trained DenseNet-121 model for transfer learning, resulting in an increase in classification accuracy from 80 to 94\% and recall from 89 to 97\%, respectively. These improvements led to a potential enhancement of the interpretability of lesion detection in CXRs. PACE2.0 has the potential to become a valuable tool for clinical decision support and could help healthcare professionals detect pneumonia more accurately.},
	language = {en-GB},
	number = {1},
	journal = {Scientific Reports},
	author = {Siracusano, Giulio and La Corte, Aurelio and Nucera, Annamaria Giuseppina and Gaeta, Michele and Chiappini, Massimo and Finocchio, Giovanni},
	month = dec,
	year = {2023},
	pmid = {38110512},
	pmcid = {PMC10728198},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Humans, COVID-19, Tomography, X-Ray Computed, X-Rays, Pneumonia, Thorax, COVID-19 Testing},
	pages = {22471},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/4YU9C5VK/Siracusano et al. - 2023 - Effective processing pipeline PACE 2.0 for enhanci.pdf:application/pdf},
}

@article{geuens_testing_2023,
	title = {Testing a {Home} {Solution} for {Preparing} {Young} {Children} for an {Awake} {MRI}: {A} {Promising} {Smartphone} {Application}},
	volume = {10},
	issn = {2227-9067},
	shorttitle = {Testing a {Home} {Solution} for {Preparing} {Young} {Children} for an {Awake} {MRI}},
	doi = {10.3390/children10121866},
	abstract = {Thanks to its non-invasive nature and high-resolution imaging capabilities, magnetic resonance imaging (MRI) is a valuable diagnostic tool for pediatric patients. However, the fear and anxiety experienced by young children during MRI scans often result in suboptimal image quality and the need for sedation/anesthesia. This study aimed to evaluate the effect of a smartphone application called COSMO@home to prepare children for MRI scans to reduce the need for sedation or general anesthesia. The COSMO@home app was developed incorporating mini-games and an engaging storyline to prepare children for learning goals related to the MRI procedure. A multicenter study was conducted involving four hospitals in Belgium. Eligible children aged 4-10 years were prepared with the COSMO@home app at home. Baseline, pre-scan, and post-scan questionnaires measured anxiety evolution in two age groups (4-6 years and 7-10 years). Eighty-two children participated in the study, with 95\% obtaining high-quality MRI images. The app was well-received by children and parents, with minimal technical difficulties reported. In the 4-6-year-old group (N = 33), there was a significant difference between baseline and pre-scan parent-reported anxiety scores, indicating an increase in anxiety levels prior to the scan. In the 7-10-year-old group (N = 49), no significant differences were observed between baseline and pre-scan parent-reported anxiety scores. Overall, the COSMO@home app proved to be useful in preparing children for MRI scans, with high satisfaction rates and successful image outcomes across different hospitals. The app, combined with minimal face-to-face guidance on the day of the scan, showed the potential to replace or assist traditional face-to-face training methods. This innovative approach has the potential to reduce the need for sedation or general anesthesia during pediatric MRI scans and its associated risks and improve patient experience.},
	language = {en-GB},
	number = {12},
	journal = {Children (Basel, Switzerland)},
	author = {Geuens, Sam and Lemiere, Jurgen and Nijs, Jessica and Treunen, Marlies and Aertsen, Michael and Toelen, Jaan and Pauwels, Greet and Sauer, Kate and Potoms, Marlies and Van Cauter, Sofie and Wouters, Leen and Hohlbaum, Kathrin and Sjölinder, Marie and Ståhl, Olov and Buyse, Gunnar and Demaerel, Philippe and Weyn, Barbara},
	month = nov,
	year = {2023},
	pmid = {38136068},
	pmcid = {PMC10742285},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, digital health, MRI, pediatric medical imaging},
	pages = {1866},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/TNDL2PL3/Geuens et al. - 2023 - Testing a Home Solution for Preparing Young Childr.pdf:application/pdf},
}

@article{sauter_systematic_2023,
	title = {A {Systematic} {Comparison} of {Task} {Adaptation} {Techniques} for {Digital} {Histopathology}},
	volume = {11},
	issn = {2306-5354},
	doi = {10.3390/bioengineering11010019},
	abstract = {Due to an insufficient amount of image annotation, artificial intelligence in computational histopathology usually relies on fine-tuning pre-trained neural networks. While vanilla fine-tuning has shown to be effective, research on computer vision has recently proposed improved algorithms, promising better accuracy. While initial studies have demonstrated the benefits of these algorithms for medical AI, in particular for radiology, there is no empirical evidence for improved accuracy in histopathology. Therefore, based on the ConvNeXt architecture, our study performs a systematic comparison of nine task adaptation techniques, namely, DELTA, L2-SP, MARS-PGM, Bi-Tuning, BSS, MultiTune, SpotTune, Co-Tuning, and vanilla fine-tuning, on five histopathological classification tasks using eight datasets. The results are based on external testing and statistical validation and reveal a multifaceted picture: some techniques are better suited for histopathology than others, but depending on the classification task, a significant relative improvement in accuracy was observed for five advanced task adaptation techniques over the control method, i.e., vanilla fine-tuning (e.g., Co-Tuning: P(≫) = 0.942, d = 2.623). Furthermore, we studied the classification accuracy for three of the nine methods with respect to the training set size (e.g., Co-Tuning: P(≫) = 0.951, γ = 0.748). Overall, our results show that the performance of advanced task adaptation techniques in histopathology is affected by influencing factors such as the specific classification task or the size of the training dataset.},
	language = {en-GB},
	number = {1},
	journal = {Bioengineering (Basel, Switzerland)},
	author = {Sauter, Daniel and Lodde, Georg and Nensa, Felix and Schadendorf, Dirk and Livingstone, Elisabeth and Kukuk, Markus},
	month = dec,
	year = {2023},
	pmid = {38247897},
	pmcid = {PMC10813343},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, transfer learning, CNN, cancer, computer vision, fine-tuning, whole-slide imaging},
	pages = {19},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/SW8B3WP7/Sauter et al. - 2023 - A Systematic Comparison of Task Adaptation Techniq.pdf:application/pdf},
}

@article{aslan_what_2023,
	title = {What is the impact of a multi-modal pedagogical conversational {AI} system on parents' concerns about technology use by young children?},
	volume = {55},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13399},
	doi = {10.1111/bjet.13399},
	abstract = {Previous research showed that the parents acknowledged the technology's benefits for their young children's learning, however, they are still worried about the extended screen time, lack of physical activity and lack of social interactions. To address these concerns, we developed Kid Space to enable pedagogically appropriate technology use for children in early childhood education by combining various sensing technologies with a multi-modal conversational artificial intelligence system that can interact with children, understand individual progress and provide personalised learning experiences. To understand the impact of Kid Space on the parents' initial concerns about technology use by their young children, we conducted a multi-method user study: (1) a quasi-experimental design and (2) formative research method using an exploratory case study with a set of children and their parents experiencing Kid Space in their homes. The results show that after experiencing Kid Space with their children, the parents felt significantly less concerned about screen time, social interactions and physical activity and reported positive perceptions towards pedagogical value of Kid Space. Detailed analysis on the multi-modal data quantitatively and qualitatively validated why Kid Space alleviated these concerns. Future research is needed to validate long-term educational value of Kid Space and generate insights for improvement for next iterations. Practitioner notes What is already known about this topic Play-based learning is critical for young children's education, but digital games create major concerns around extended screen time, lack of physical activity and lack of social interactions. Blending digital and physical spaces could support pedagogically appropriate technology use for young children. Towards this end, there are some exemplary studies in the state–of-the-art reporting positive educational outcomes as an effect of utilising such spaces. However, none of these studies supported children's most natural mode of communication in their interactions with the systems—speaking. Pedagogical conversational agents (PCAs) are promising, but they are tricky when it comes to young children's speech because of unique technical challenges resulted from how children use language and communicate with digital systems. What this paper adds To our best knowledge, Kid Space is one of the earliest implementations of a PCA with a multi-modal artificial intelligence (AI) system utilising physical and digital learning manipulatives for maths learning with a focus on early childhood education. The key contributions of this paper are (1) the design and development of an end-to-end multi-modal system enabling Wizard-of-Oz experimentation for initial evaluations with users, (2) the creation of a multi-modal, in-the-wild labelled dataset with children–agent, children–parent and children–physical/digital space interactions enabling advancements for AI components for later evaluations with users and (3) the generation of rich insights from an initial research study on user perceptions and engagement as well as actionable findings to improve Kid Space experiences for next iterations and inform key design features for similar systems. Implications for practice and/or policy The results of the study implied a set of areas for improvement—or design features—for Kid Space and other similar pedagogical conversational systems developed for children's home usages: (1) easier setup and usage with optimised setup size addressing diverse space limitations at homes, (2) minimised latency between Oscar (the conversational pedagogical agent) and child interactions (eg, adding multimodal dialogue system to reduce the need for a human wizard), (3) more advanced personalisation, social (including more verbal interactions) and pedagogical skills for Oscar with increased contextual awareness (eg, sending children's engagement), (4) scalability and higher visual quality of content with diverse games and learning outcomes, (5) parental control features over Kid Space platform and Oscar (eg, time limit, content, etc.) and (6) accessibility features (eg, captions turned on for multilingual children) and support for neurodiversity.},
	language = {en-GB},
	number = {4},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Aslan, Sinem and Durham, Lenitra M. and Alyuz, Nese and Chierichetti, Rebecca and Denman, Pete A. and Okur, Eda and Aguirre, David I. Gonzalez and Esquivel, Julio C. Zamora and Cordourier Maruri, Hector A. and Sharma, Sangita and Raffa, Giuseppe and Mayer, Richard E. and Nachman, Lama},
	month = oct,
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13399},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, online learning, game-based learning, intelligent tutoring systems, multi-modal conversational artificial intelligence},
	pages = {1625--1650},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/U83QFIW5/bjet.html:text/html},
}

@article{vejvoda_getting_2023,
	title = {Getting ready for teaching with digital technologies: {Scenario}-based self-assessment in teacher education and professional development},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	shorttitle = {Getting ready for teaching with digital technologies},
	url = {https://link.springer.com/10.1007/s42010-023-00186-x},
	doi = {10.1007/s42010-023-00186-x},
	abstract = {Abstract
            
              Teachers’ technology-related skills are often measured with self-assessments. However, self-assessments are often criticised for being inaccurate and biased. Scenario-based self-assessment is a promising approach to make self-assessment more accurate and less biased. In this study with
              N
               = 552 inservice and student teachers, we validated a scenario-based self-assessment instrument IN.K19
              +
              for teachers. The instrument enables scenario-based self-assessment of instrumental and critical digital skills and technology-related teaching skills for teachers. In a confirmatory factor analysis, we show that the instrument has sufficient factorial validity. To test the predictive validity of the instrument, we examined the instruments’ relationship to the frequency of technology use during teaching and teacher-initiated student learning activities involving digital technologies. Results from structural equation modelling show that instrumental digital skills and technology-related teaching skills are positively related to the frequency of digital technology use during teaching, while critical digital skills are not. In terms of the initiation of student learning activities, instrumental and critical digital skills show relationships with initiating student learning activities that include lower cognitive engagement. Technology-related teaching skills are related to initiating learning activities that indicate higher cognitive engagement. The results show that instrumental and critical digital skills play an important role with respect to the basic use of digital technologies in the classroom, while technology-related teaching skills turn out to be crucial for more complex scenarios of digital technology use. This pattern of findings supports the predictive validity of the IN.K19
              +
              instrument.
            
          , 
            Zusammenfassung
            
              Medienbezogene Kompetenzen von Lehrkräften werden häufig mittels Selbsteinschätzungen gemessen. Selbsteinschätzungen werden jedoch oft dafür kritisiert, dass sie ungenau und Verzerrungen ausgesetzt sind. Szenarien-basierte Selbsteinschätzung ist ein vielversprechender Ansatz, um Selbsteinschätzung genauer und weniger verzerrt zu gestalten. In dieser Studie mit
              N
               = 552 Lehrkräften und Lehramtsstudierenden haben wir ein szenarien-basiertes Selbsteinschätzungsinstrument für Lehrkräfte IN.K19
              +
              validiert. Das Instrument ermöglicht Lehrkräften eine szenarien-basierte Selbsteinschätzung instrumenteller und kritisch-reflexiver Medienkompetenzen sowie medienbezogener Lehrkompetenzen. In einer konfirmatorischen Faktorenanalyse zeigen wir, dass das Instrument zufriedenstellende faktorielle Validität aufweist. Um die prädiktive Validität des Instruments zu testen, untersuchten wir die Zusammenhänge zwischen dem Instrument und der Häufigkeit des Medieneinsatzes während des Unterrichts sowie der von Lehrkräften mithilfe digitaler Medien initiierten Lernaktivitäten der Schüler*innen. Ergebnisse aus einer Strukturgleichungsmodellierung zeigen, dass instrumentelle Medienkompetenzen und medienbezogene Lehrkompetenzen positiv mit der Häufigkeit des Medieneinsatzes während des Unterrichtens zusammenhängen, kritisch-reflexive Medienkompetenzen hingegen nicht. In Bezug auf die Initiierung von Lernaktivitäten der Schüler*innen zeigen instrumentelle und kritisch-reflexive Medienkompetenzen Zusammenhänge zur Initiierung von Lernaktivitäten, die ein geringeres kognitives Engagement anzeigen. Medienbezogene Lehrkompetenzen stehen in Zusammenhang mit der Initiierung von Lernaktivitäten, die ein höheres kognitives Engagement anzeigen. Die Ergebnisse zeigen, dass instrumentelle und kritisch-reflexive Medienkompetenzen eine wichtige Rolle im Hinblick auf die grundlegende Nutzung digitaler Medien im Klassenzimmer spielen, während sich medienbezogene Lehrkompetenzen als entscheidend für komplexere Szenarien der Nutzung digitaler Medien erweisen. Dieses Ergebnismuster unterstützt die prädiktive Validität des IN.K19
              +
              Instruments.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Vejvoda, Johanna and Stadler, Matthias and Schultz-Pernice, Florian and Fischer, Frank and Sailer, Michael},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {511--532},
	file = {Vejvoda et al. - 2023 - Getting ready for teaching with digital technologi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UY7FR354/Vejvoda et al. - 2023 - Getting ready for teaching with digital technologi.pdf:application/pdf},
}

@article{johnson_zur_2023,
	title = {Zur {Entwicklung} digitalisierungsbezogener {Kompetenzen} und {Einstellungen} von {Lehramtsstudierenden} im {Verlauf} des {Bachelor} of {Education}},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-023-00185-y},
	doi = {10.1007/s42010-023-00185-y},
	abstract = {In times of digital change in the educational settings, this article examines the state and longitudinal developments of digitalization-related attitudes and competencies of pre-service teachers (as self-reports and as a knowledge test). The analyses refer to the Bachelor of Education program at a German university and includes three to four measurements. The cohorts comprise 399 pre-service teachers in the case of the longitudinal observation with three measurements and 214 preservice teachers in the case of four measurements. Developments are analyzed by means of latent-change modelling. Findings suggest an urgency for change in the design of teacher education curricula: Self-reports of competencies are quite high in absolute terms, but do not change over time. Compared to the self-reports, the test-based knowledge is less pronounced and does not change either. Concerning the attitudes, the perceived usefulness of teaching and learning with digital technologies increases continuously over the course of studies. Fears about teaching and learning in the digital space decrease simultaneously. Taken together, these results point at a need to optimize and strengthen digitization-related competencies in teacher education.},
	language = {de-DE},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Johnson, Frederick and Schneider, Christoph and Müller, Lothar},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {605--622},
	file = {Johnson et al. - 2023 - Zur Entwicklung digitalisierungsbezogener Kompeten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9W9S5PUA/Johnson et al. - 2023 - Zur Entwicklung digitalisierungsbezogener Kompeten.pdf:application/pdf},
}

@article{bertram_promoting_2023,
	title = {Promoting pre- and in-service teachers’ digital competence by using reverse mentoring},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-023-00183-0},
	doi = {10.1007/s42010-023-00183-0},
	abstract = {The study investigated the effectiveness of reverse mentoring as an innovative instructional method to promote pre- and in-service teachers’ digital competence. We conducted a quasi-experimental intervention study with 90 pre-service and 57 in-service teachers who took part in two-day online-workshops. The effectiveness of the reverse mentoring-intervention, where pre- and in-service teachers worked together in pairs to jointly develop ideas for the use of digital technology in the classroom, was compared to collaborative learning formats among peers in university seminars for pre-service teachers (control group 1) and professional development workshops for in-service teachers (control group 2). Technological-pedagogical knowledge (TPK), self-efﬁcacy and positive beliefs about teaching with digital technology were investigated as outcomes. Pre- and in-service teachers in all groups gained in self-efﬁcacy beliefs, whereby reverse mentoring was not more effective than the control conditions. TPK and positive beliefs about teaching with digital technology did not change over the course of the interventions. The results show that pre-service teachers can effectively act as mentors for in-service teachers to support their self-efﬁcacy beliefs regarding the use of digital technology. However, we did not ﬁnd evidence that reverse mentoring is more effective than peer learning among pre-service and in-service teachers to promote digital competence.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-11},
	journal = {Unterrichtswissenschaft},
	author = {Bertram, Victoria and Baier-Mosch, Franziska and Dignath, Charlotte and Kunter, Mareike},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {559--577},
	file = {Bertram et al. - 2023 - Promoting pre- and in-service teachers’ digital co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JWPTBZYH/Bertram et al. - 2023 - Promoting pre- and in-service teachers’ digital co.pdf:application/pdf},
}

@article{ditter_projekt_2023,
	title = {Projekt {Science4Exit}: experimentelle {Escape}-{Games} mit digitaler {Anreicherung} im {Kontext} des außerschulischen {Lernortes}},
	copyright = {all rights reserved},
	shorttitle = {Projekt {Science4Exit}},
	url = {https://www.db-thueringen.de/receive/dbt_mods_00059408},
	doi = {10.22032/DBT.59408},
	abstract = {Spielen im Chemieunterricht? Game on! Exit Games, Escape Games oder Escape Rooms stellen im Kontext des educational-learning und des game-based learning im Fachbereich Chemie einen innovativen Ansatz dar. Mit dem Projekt „Science4Exit – Experimentelle Escape-Games mit digitaler Anreicherung“ soll ein Angebot im Lehr-Lern-Labor der PH Weingarten, innerhalb der Lehramtsausbildung, realisiert werden. Die Escape Games beinhalten relevante Fachinhalte der Chemie (bezogen auf die Basiskonzepte der Chemie), basieren meist auf digitalen Formaten (Actionbound, H5P, etc.) und werden zudem mit digitalen Medien (z.B. Erklärvideos, AR) angereichert. In diesem Zusammenhang wird im Projekt Science4Exit eine aktive Auseinandersetzung der Schü ler:innen mit digitalen Medien anvisiert, damit diese an der zunehmend digitalisierten Gesellschaft kompetent teilhaben können. Die entwickelten Konzeptionen werden von den Schü ler:innen im Rahmen eines Besuches im Lehr-Lern-Labor durchgeführt. Exemplarisch werden hier Bausteine eines Escape Games vorgestellt.},
	language = {de-DE},
	urldate = {2024-03-11},
	journal = {DiCE-Tagung 2023 - Digitalisation in Chemistry Education},
	author = {Ditter, David and Lukas, Sarah and Rubner, Isabel},
	collaborator = {{Thüringer Universitäts- Und Landesbibliothek Jena}},
	year = {2023},
	note = {Publisher: [object Object]},
	keywords = {370, Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, 540, Gamification, digitale Medien, Escape Games, experimentelle Rätsel, game-based-learning},
	pages = {vol. Vortrag},
	file = {Ditter et al. - 2023 - Projekt Science4Exit experimentelle Escape-Games .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3MEXHSRT/Ditter et al. - 2023 - Projekt Science4Exit experimentelle Escape-Games .pdf:application/pdf},
}

@article{mertens_publication_2023,
	title = {Publication {Status} as a {Common} {Inclusion} {Criterion} in {Systematic} {Reviews}: {On} the {Use} of {Digital} {Media} in the {Context} of {Teaching} {Pupils} with {SEN} in {Inclusive}, {Integrative} or {Segregated} {Settings}},
	volume = {54},
	issn = {1424-3636},
	shorttitle = {Publication {Status} as a {Common} {Inclusion} {Criterion} in {Systematic} {Reviews}},
	url = {https://www.medienpaed.com/article/view/1595},
	doi = {10.21240/mpaed/54/2023.08.12.X},
	abstract = {This paper critically discusses the use of publication status as a common inclusion criterion for systematic reviews, a method adopted from the field of medicine into education and media-related education studies. Two systematic reviews exploring the use of digital media in inclusive, integrative or segregated teaching settings are compared. By adding peer-reviewed grey and non-peer reviewed literature in a second review, the initial corpus of 15 studies (articles in journals with peer review) was increased by another 19 studies (without peer review). The advantages and disadvantages of including research articles with a different publication status in systematic reviews is discussed based on the comparison of both reviews. Overall, in both reviews, the focus was on individual support with digital media while teaching, especially within technology-based learning classes, mostly from a quantitative perspective. Both reviews revealed a didactic focus (learning with digital media) and hardly any study dealt with learning about digitalization.},
	language = {en-GB},
	urldate = {2023-12-29},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Mertens, Claudia and Quenzer-Alfred, Carolin and Kamin, Anna-Maria and Mays, Daniel},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {51--78},
	file = {Mertens et al. - 2023 - Publication Status as a Common Inclusion Criterion.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MMQX3HN8/Mertens et al. - 2023 - Publication Status as a Common Inclusion Criterion.pdf:application/pdf},
}

@article{prensky_digital_2023,
	title = {Digital game-based learning},
	volume = {1},
	issn = {1544-3574},
	url = {https://dl.acm.org/doi/10.1145/950566.950596},
	doi = {10.1145/950566.950596},
	abstract = {Research published by University of Rochester neuroscientists C. Shawn Green and Daphne Bavelier has grabbed national attention for suggesting that playing "action" video and computer games has the positive effect of enhancing student's visual selective attention. But that finding is just one small part of a more important message that all parents and educators need to hear: Video games are not the enemy, but the best opportunity we have to engage our kids in real learning.},
	language = {de-DE},
	number = {1},
	urldate = {2023-12-09},
	author = {Prensky, Marc},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {38--40},
	file = {Prensky - 2003 - Digital game-based learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MKS87HT2/Prensky - 2003 - Digital game-based learning.pdf:application/pdf},
}

@article{weber_subjektive_2023,
	title = {Subjektive {Fortbildungsbedarfe} von {Lehrkräften} an {Schulen} in herausfordernden {Lagen}},
	issn = {1434-663X, 1862-5215},
	url = {https://link.springer.com/10.1007/s11618-023-01208-1},
	doi = {10.1007/s11618-023-01208-1},
	abstract = {The professional development of teachers is identiﬁed as a key element for supporting lower-performing students. The decision, about which professional development activities teachers attend, depends not only on the availability of the professional development activities but also on individual factors such as teachers’ interest and their professional development needs. In order to create the best possible ﬁt between teachers’ professional development needs and professional development programs, it is important to gain knowledge about teachers’ professional development needs. Against this background, the study investigates the professional development needs of in-service teachers who work at schools in socioeconomically disadvantaged areas, since this group of teachers faces particular challenges in their daily work. Based on a sample of 2923 teachers from 196 schools in socioeconomically disadvantaged areas, this study investigates in which interdisciplinary competence areas teachers indicate a need for professional development activities. Furthermore, the study examines which socio-demographic and motivational-emotional characteristics of teachers predict these needs. The results of latent structural equation modelling show that teachers perceive their professional development needs mostly in the area of learning support as well as digital media use. Moreover, the ﬁndings from open-ended questions show that teachers express professional development needs in the area of dealing with special educational needs of students and handling heterogeneity. Furthermore, the analyses show that both socio-demographic characteristics (gender, professional experience, and alternatively certiﬁcations of teachers) as well as motivational-emotional teacher characteristics (subjective competency assessments, emotional exhaustion, and attributions of student achievement) are relevant predictors of speciﬁc, interdisciplinary professional development needs. The article discusses possible consequences for the provision of professional development activities.},
	language = {de-DE},
	urldate = {2023-12-09},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {Weber, Kira Elena and Hawlitschek, Patrick and Richter, Dirk and Klusmann, Uta},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NAC5BICE/Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:application/pdf;Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LFX8M3BE/Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:application/pdf},
}

@article{albahri_telemedicine_2023,
	title = {Telemedicine perception and interest among medical students at the {University} of {Sharjah}, {United} {Arab} {Emirates}, 2023},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04859-0},
	doi = {10.1186/s12909-023-04859-0},
	abstract = {Background  Telemedicine is becoming an integral part of healthcare. Training medical students in telemedicine is encouraged by many medical organizations. However, in the United Arab Emirates in particular, most medical schools have not incorporated it into their curriculum. Therefore, this study aims to assess medical students’ perceptions and interest in telemedicine teaching at the University of Sharjah, UAE.
Methods  A questionnaire-based survey was built based on the current literature and was distributed to all medical students at the University of Sharjah between February and March 2023. The questionnaire assessed the participants for their demographic data, access to and use of digital devices, exposure to and beliefs related to telemedicine, and their medical school experience with distance learning and telemedicine. The data were analyzed via simple statistics, and the Chi-square test was used to assess the associated factors affecting the participants’ interest in receiving telemedicine teaching.
Results  The questionnaire had a 70.4\% (547/777) response rate. The mean age (SD) of the participants was 20.7 years (1.57), and the majority were female (68.4\%). Over 98\% of the students reported having easy access to and being comfortable with using computers and the internet. Most students (90.5\%) believed that the medical school curriculum should include teaching in telemedicine; however, 78.2\% of these students stated that it should be included as an elective course. The participants’ interest in receiving teaching in telemedicine had a statistically significant association with the following factors: being female, being familiar with telemedicine, having read literature on telemedicine, having beliefs that telemedicine is an opportunity to improve current medical practice, that its use should be encouraged, that it has an important role to play in healthcare, that it does not pose greater threat to current medical practice, having a preference to continue distance learning at medical school and having an interest in incorporating telemedicine in their future careers.
Conclusions  It is an ideal time to incorporate telemedicine into the medical curriculum at the University of Sharjah with most students expressing interest in it. However, further research is needed to assess its applicability to other medical schools in the country and elsewhere.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-27},
	journal = {BMC Medical Education},
	author = {Albahri, Abdulaziz H. and Alnaqbi, Shatha A. and Alnaqbi, Shahad A. and Shorbagi, Sarra},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, NFS-H},
	pages = {892},
	file = {Albahri et al. - 2023 - Telemedicine perception and interest among medical.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X2SC64D4/Albahri et al. - 2023 - Telemedicine perception and interest among medical.pdf:application/pdf},
}

@article{zhang_use_2023,
	title = {Use of {Open} {Badges} for {Student} {Instructor} {Training}: {An} {Evaluation} {Case} {Study}},
	issn = {2509-8039},
	shorttitle = {Use of {Open} {Badges} for {Student} {Instructor} {Training}},
	url = {https://link.springer.com/10.1007/s41686-023-00078-4},
	doi = {10.1007/s41686-023-00078-4},
	abstract = {This article presents a case study that examines the use of digital open badges for training student instructors at a university’s multimedia lab. Over two years, the lab implemented competency-based badges to facilitate student instructors in teaching software workshops. The study was designed to evaluate the effectiveness of the training badges in meeting their goals and to identify areas for improvement in future iterations. The study found that the badge-assisted training successfully not only tracked the employees’ skills and progress but also revealed a need to make the badges more relevant to employees and increase their intrinsic motivation to use them for building portfolios. The paper concludes by discussing potential challenges that may arise when adopting a badge-assisted training approach, based on the lessons learned from this case study.},
	language = {en-GB},
	urldate = {2023-11-25},
	journal = {Journal of Formative Design in Learning},
	author = {Zhang, Jiahui and West, Richard E.},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Zhang und West - 2023 - Use of Open Badges for Student Instructor Training.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TCCJQ7IL/Zhang und West - 2023 - Use of Open Badges for Student Instructor Training.pdf:application/pdf},
}

@article{antonietti_development_2023,
	title = {“{Development} and validation of the {ICAP} {Technology} {Scale} to measure how teachers integrate technology into learning activities”},
	volume = {192},
	issn = {03601315},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131522002196},
	doi = {10.1016/j.compedu.2022.104648},
	abstract = {Previous research investigating the use of technology in school has focused mainly on the fre­ quency of use of digital tools during lessons rather than investigating how technology is inte­ grated with respect to different kinds of learning activities.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Computers \& Education},
	author = {Antonietti, Chiara and Schmitz, Maria-Luisa and Consoli, Tessa and Cattaneo, Alberto and Gonon, Philipp and Petko, Dominik},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {104648},
	file = {Antonietti et al. - 2023 - “Development and validation of the ICAP Technology.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J5BUTD7L/Antonietti et al. - 2023 - “Development and validation of the ICAP Technology.pdf:application/pdf},
}

@article{poh_design_2023,
	title = {Design {Principles} for {Teacher} {Dashboards} to {Support} {In}-{Class} {Learning}},
	abstract = {When using learning technologies within classrooms, teachers often face challenges around supporting their students’ learning within a digital space. To address this, prior work typically augments learning technologies with teacher dashboards that display real-time student data. Although common similarities in dashboard designs can be found, not all dashboards are designed similarly as teachers and learning technologies vary greatly. There is a lack of prior work around what design principles offer best practices for designing teacher dashboards. Our work addresses this gap through a systematic literature review of research on K-12 dashboards. Our review yielded (a) a concrete list of teacher tasks that teacher dashboards should support and (b) design principles that best support the design and development of teacher dashboards.},
	language = {en-GB},
	author = {Poh, Allison and Castro, Francisco Enrique Vicente and Arroyo, Ivon},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, ⛔ No DOI found},
	file = {Poh et al. - 2023 - Design Principles for Teacher Dashboards to Suppor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3BUYNCDJ/Poh et al. - 2023 - Design Principles for Teacher Dashboards to Suppor.pdf:application/pdf},
}

@article{brandenberger_integrating_2023,
	title = {Integrating technology with work practices in primary care: challenges to sustainable organizing “from within”},
	issn = {0969-6474, 0969-6474},
	shorttitle = {Integrating technology with work practices in primary care},
	url = {https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0009/full/html},
	doi = {10/gs3qfc},
	abstract = {Purpose – This paper aims to generate a better understanding of how challenges and opportunities for sustainable change during digitalization relate to the organizing work of change agents mandated to facilitate technology adoption from within local work organizations.},
	language = {en-GB},
	urldate = {2023-11-04},
	journal = {The Learning Organization},
	author = {Brandenberger, Isabel Alexandra and Hasu, Mervi Anneli and Nerland, Monika},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Brandenberger et al. - 2023 - Integrating technology with work practices in prim.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/INUTTJC9/Brandenberger et al. - 2023 - Integrating technology with work practices in prim.pdf:application/pdf},
}

@inproceedings{breitschwerdt_dialog-_2023,
	title = {Dialog- und gestaltungsorientierte {Forschung} in der {Erwachsenenbildung}/ {Weiterbildung} im {Kontext} von {Digitalisierung}},
	abstract = {Digitization entails the blurring of boundaries which influence the design of teaching and learning processes in adult and continuing education. The resulting development requirements for the fields of practice have potential for applied research in adult and continuing education. Using the example of the DigiEB research project, this article discusses perspectives of dialogue- and design-oriented research in adult and continuing education and identifies opportunities and challenges. The opportunities lie in the changed perception of science by practitioners, the building of trust through the involvement of umbrella organizations, as well as the identification of needs for the digitization developments and the actual needs of practitioners. Challenges arise regarding the limitations of project durations and financial resources, demands on competencies for self-reflection by researchers, and the focus on individual cases in the empirical procedure. Dialogue- and design-oriented research requires a change in the attitude of researchers, a trusting relationship with actors in practice, as well as appropriate financial and temporal framework conditions.},
	language = {de-DE},
	booktitle = {Entgrenzungen: {Beiträge} zum 28. {Kongress} der {Deutschen} {Gesellschaft} für {Erziehungswissenschaft}},
	publisher = {Verlag Barbara Budrich},
	author = {Breitschwerdt, Lisa and Egetenmeyer, Regina},
	editor = {Heinemann, Alisha and Karakaşoğlu, Yasemin and Linnemann, Tobias and Rose, Nadine and Sturm, Tanja},
	year = {2023},
	keywords = {\#0:Konferenz-Paper:digital:learning, ⛔ No DOI found, Charité:Promotion, Promotion:Literaturanalyse},
	file = {Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SMAZ72XD/Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:application/pdf},
}

@inproceedings{breiwe__2023,
	title = {„{Die}, die zu {Hause} sind: Übt einfach weiter.“},
	abstract = {In times of the pandemic, teachers are challenged to do remote teaching. In the sense of the culture of digitality (Stalder 2019), new virtual, hybrid, participatory, and even transnational teaching and learning spaces that emerge as a result can be simultaneously individualized and networked. In contrast, there are attachments to traditional notions of teaching that are oriented toward paradigms of orality, scriptography, and typography (Krommer 2019). Thus, face-to-face instruction is normatively considered the teaching, while digitized forms of instruction are seen as compensatory substitutes (Krommer/Wampfler 2021). In this article, it is analyzed on the basis of ethnographic observations of hybrid teaching whether and to what extent digitalized forms of teaching-learning are associated with transformative developments of teaching in terms of the culture of diversity and digitality. It is shown that instructional practices follow a conventional order of teaching that runs counter to the transformative potentials of diversity and digitality.},
	language = {de-DE},
	booktitle = {Beiträge zum 28. {Kongress} der {Deutschen} {Gesellschaft} für {Erziehungswissenschaft}},
	publisher = {Verlag Barbara Budrich},
	author = {Breiwe, René and Liegmann, Anke B and Racherbäumer, Kathrin and Schwehr, Marion and Bau, Jessica},
	editor = {Heinemann, Alisha and Karakaşoğlu, Yasemin and Linnemann, Tobias and Rose, Nadine and Sturm, Tanja},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, ⛔ No DOI found, \#0:Konferenz-Paper:digital:learning},
	file = {Breiwe et al. - „Die, die zu Hause sind Übt einfach weiter.“.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZN3WDQNM/Breiwe et al. - „Die, die zu Hause sind Übt einfach weiter.“.pdf:application/pdf},
}

@article{oittinen_highlighting_2023,
	title = {Highlighting as a referential and collaborative practice in multiparty video-mediated learning activities},
	issn = {1946-3014, 1946-3022},
	url = {https://www.tandfonline.com/doi/full/10.1080/19463014.2023.2259020},
	doi = {10/gsx9nz},
	abstract = {This paper investigates the accomplishment of highlighting in multi­ party video-mediated learning activities. The focus is on moments of screen sharing and the verbal, embodied, and digital resources parti­ cipants deploy to draw joint attention to a referent on screen. Drawing on screen recorded data (90 h) from an adult education setting (i.e. online crisis management course) and using multimodal conversation analysis (CA), the paper illustrates that highlighting consists of carefully coordinated conduct, including the mobilisation of the cursor and the selection of parts of text in concert with talk and bodily-visual practices. The analysis shows highlighting as a referential and collaborative practice used: 1) to establish and maintain co-participants’ attention to specific topics and items (e.g. words) during multi-unit turns, and 2) to initiate negotiations of written content. The study contributes to a better understanding of screens and digital objects as collaborative and structuring resources and of how they can be meaningfully deployed in task-based online teaching and learning.},
	language = {en-GB},
	urldate = {2023-10-22},
	journal = {Classroom Discourse},
	author = {Oittinen, Tuire},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1--23},
	file = {Oittinen - 2023 - Highlighting as a referential and collaborative pr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EB57D2M/Oittinen - 2023 - Highlighting as a referential and collaborative pr.pdf:application/pdf},
}

@article{servos_simple_2023,
	title = {A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results—a just pre-pandemic randomised controlled mixed-method study},
	volume = {396},
	issn = {0028-1298, 1432-1912},
	url = {https://link.springer.com/10.1007/s00210-022-02306-3},
	doi = {10/gsqgrx},
	abstract = {We tested for feasibility, acceptance, and “non-inferiority” of small-group teaching applying blended learning (i.e., the integration of face-to-face and online instruction) to problem-based learning (bPbL) compared to conventional PbL (cPbL). In a just pre-pandemic, randomised controlled trial, 317 students attended either bPbL or cPbL groups. The first meeting of the bPbL groups took place online via written internet chat, while cPbL groups met on site. All groups met on site the second time. All students had the opportunity to attend lectures either on site or as videos on demand. We analysed student evaluation data, results in a final summative exam, attendance of lectures on site and use of lecture videos. Furthermore, we performed a qualitative analysis of student statements made in semi-structured group interviews about pros and cons of the bPbL approach. There was no difference between students of either bPbL or cPbL groups with respect to exam results (score: 14.3 ± 2.8 vs. 13.8 ± 2.7) or course evaluation. However, relatively more bPbL than cPbL students reported having used lecture videos, while the proportion of those attending lectures on-site was higher among cPbL students. Interviews revealed that some of the bPbL students’ experiences were unexpected and feared disadvantages seemed to be less severe than expected. Participation in a blended PbL format did not worsen course evaluations or exam results, but seemed to influence lecture attendance. The combination of face-to-face and digital elements could be suitable as a hybrid approach to digital instruction in the post-pandemic era.},
	language = {en-GB},
	number = {1},
	urldate = {2023-09-13},
	journal = {Naunyn-Schmiedeberg's Archives of Pharmacology},
	author = {Servos, Ulrike and Reiß, Birger and Stosch, Christoph and Karay, Yassin and Matthes, Jan},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {139--148},
	file = {Servos et al. - 2023 - A simple approach of applying blended learning to .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RR4IJXZQ/Servos et al. - 2023 - A simple approach of applying blended learning to .pdf:application/pdf},
}

@article{wagner_digitalisierung_2023,
	title = {Digitalisierung als {Störung}?: {Zum} {Einsatz} digitaler {Medien} im {Religionsunterricht}},
	issn = {1424-3636},
	shorttitle = {Digitalisierung als {Störung}?},
	url = {https://www.medienpaed.com/article/view/1480},
	doi = {10/gr2xdn},
	abstract = {The application of digital learning tools, e.g. tablets, is re-structuring the asymmetrical organization of communication in the classroom. In our empirical ethnographic study of religious instruction using tablets, we will focus on interactional episodes in which the relationship between teacher and pupils is being made symmetrical at least for a certain amount of time. Teachers are reacting to this altered situation by adjusting their selfdescription, especially reflecting on the relationship between the role of the teacher and the role of the pupil. Implementing the digital teaching situation does not come about without frictions. Instead, it stresses the fact that the traditional teaching situation relies heavily on asymmetries and, therefore, tends to obstruct the implementation of digital media rather than to support it. Therefore, our qualitative-empirical analysis will conclude that the asymmetrically organized teaching situation is a disruptive factor for the implementation of digital media.},
	language = {de-DE},
	urldate = {2023-04-01},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wagner, Elke and Nord, Ilona and Adam, Oliver},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {1--21},
	file = {Wagner et al. - 2023 - Digitalisierung als Störung Zum Einsatz digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/25IYGHRK/Wagner et al. - 2023 - Digitalisierung als Störung Zum Einsatz digitale.pdf:application/pdf},
}

@article{schlutz_partizipative_2023,
	title = {Partizipative {Mediendidaktik} als {Gateway} für ziviles {Engagement} von {Heranwachsenden} und die {Rolle} persönlicher {Lernumgebungen}},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1502},
	doi = {10/grz952},
	abstract = {This paper models the relationship between children and adolescents’ participatory practices in a digital media environment and their civic engagement. In doing so, we draw on Gotlieb and Sarge’s model (2021), in which attributes of participatory media use (expressivity, performance, collaboration) are linked with motivational processes of self-determination as well as the forming of civic skills. Second, we refer to the structural model of participatory media didactics Mayrberger (2019) and focus on considerations regarding self-determined learning in order to combine communication science concepts with relevant approaches in (media) pedagogy and educational science. Developing and fostering participatory skills of adolescents within the framework of participatory media didactics in formal and informal educational contexts is thus understood to be a gateway for civic engagement for adolescents. Against this background, we argue that the design of the personal learning environment (PLE) and the corresponding composition of media arrangements in different learning contexts by adolescents are of high importance. Using quantitative survey data within the context of the study web, the article explores the potential of digital PLE and thus participatory action in educational contexts for the civic engagement of adolescents.},
	language = {de-DE},
	urldate = {2023-03-27},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schlütz, Daniela and Fehr, Ada and Fecke, Malin and Tellisch, Christin},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {229--255},
	file = {Schlütz et al. - 2023 - Partizipative Mediendidaktik als Gateway für zivil.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZC7YBVCE/Schlütz et al. - 2023 - Partizipative Mediendidaktik als Gateway für zivil.pdf:application/pdf},
}

@article{dalhaus_digitale_2023,
	title = {Digitale {Kompetenz}-{Bildung} zwischen institutionellen {Anforderungen} und lebensweltlichen {Zugehörigkeiten}},
	volume = {52},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/1424},
	doi = {10/grsntm},
	abstract = {In the current discourse on education policy and school pedagogy, competence requirements are becoming clear in connection with digitisation measures in schools, which aim to enable heterogeneous learners to «find their way in a digitised society» (Autorengruppe Bildungsberichterstattung 2020). What remains unconsidered are the experiences of children and young people in digital youth cultures, in the context of which they acquire basic personal, social and application-related professional competences with their desire for recognition and belonging without guidance. From a diversitysensitive scientific-analytical perspective and with reference to the construction of belonging (Hall 2004; Mecheril 2003) and (student) habitus (Bourdieu 1992; Kramer 2014), this article asks about the lifeworld needs and experiences of students, contrasts them with currently visible institutional-digital competence requirements in schools and, on the basis of the assumption of a constructed «digital divide», elaborates the problems and dangers of differentiation and consolidation of inequality of opportunity. From a pedagogical-didactic point of view, the results point to the necessity of establishing a digital learning culture that aims to competence formation within the framework of which the self-determined and equally socially responsible production of lifeworld digital affiliations by students becomes possible, regardless of their «ethnicity», their «gender», their «educational position», etc.},
	language = {de-DE},
	urldate = {2023-02-16},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Dalhaus, Eva},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {237--256},
	file = {Dalhaus - 2023 - Digitale Kompetenz-Bildung zwischen institutionell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MNDH7E2P/Dalhaus - 2023 - Digitale Kompetenz-Bildung zwischen institutionell.pdf:application/pdf},
}

@article{muhlenbrock_how_2023,
	title = {How does telework modify informal workplace learning and how can supervisors provide support?},
	volume = {54},
	issn = {2366-6145, 2366-6218},
	url = {https://link.springer.com/10.1007/s11612-023-00692-7},
	doi = {10/gsx9nm},
	abstract = {In our conceptional contribution to the journal “Group. Interaction. Organization.” (GIO), we analyze how telework affects informal workplace learning. Dynamic changes in the world of work require employees to continually adapt, and informal workplace learning is presumed to be an effective tool to cope with new demands. The accelerating use of information and communication technologies and the COVID-19 pandemic have led to an increase in telework. We integrate research ﬁndings to illustrate a modiﬁed learning infrastructure and develop propositions referring to the octagon model of informal workplace learning (Decius et al. 2019). For this purpose, we present a conceptual framework that demonstrates why telework reduces opportunities for informal learning due to social processes and role boundaries and increases opportunities via higher self-regulation. Furthermore, we develop ideas how supervisors could support informal learning by organizing social exchange, providing learning cues and resources, and design telework arrangements. Finally, we present implications for practice and future research with suggestions for the adaption of the octagon model for digital working contexts.},
	language = {en-GB},
	number = {3},
	urldate = {2023-10-22},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Mühlenbrock, Inga and Richter, Götz and Ellerkamp, Amelie and Wöhrmann, Anne Marit},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {311--321},
	file = {Mühlenbrock et al. - 2023 - How does telework modify informal workplace learni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/66QSFPY9/Mühlenbrock et al. - 2023 - How does telework modify informal workplace learni.pdf:application/pdf},
}

@article{grasmann_self-development_2023,
	title = {Self-development in the twenty-first century: {An} exploratory analysis of the relationship between new work characteristics and informal workplace learning},
	volume = {54},
	issn = {2366-6145, 2366-6218},
	shorttitle = {Self-development in the twenty-first century},
	url = {https://link.springer.com/10.1007/s11612-023-00702-8},
	doi = {10/gsx9nt},
	abstract = {This article in the journal “Gruppe. Interaktion. Organisation. (GIO)” presents the results of an exploratory study on the relationship between new work characteristics and informal workplace learning (IWL). New ways of working drastically shaped modern workplaces, but their association with workplace learning, a key driver of organizations’ success, remains unclear—little is known about whether and under which circumstances new work characteristics are related to workplace learning. Drawing on Conservation of Resources theory, we tested if new work characteristics (i.e., digitalization, ﬂexibility, dissolution of boundaries, participation, and relevance of work) are positively related to IWL. Moreover, we assumed that learning climate positively inﬂuences the strength of the relationship between new work characteristics and IWL. We conducted an online survey involving 291 participants to test our hypotheses. We found a positive overall relationship between new work characteristics and IWL. Examining the new work characteristics in more detail, relative importance analysis showed that this overall relationship seems to be driven by relevance of work, followed by participation and dissolution of boundaries. Digitalization and ﬂexibility showed only weak relationships with IWL. Contrary to our assumption, learning climate did not strengthen the new work characteristics-IWL relationship. Our study introduces new work characteristics as an antecedent of IWL and speaks to their overall beneﬁts for IWL. However, our ﬁndings suggest that new work might not be studied as a uniﬁed concept, but rather separately for its different characteristics. We hope to inspire further research to help organizations and employees to capitalize on the effects of new work characteristics.},
	language = {en-GB},
	number = {3},
	urldate = {2023-10-22},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Graßmann, Carolin and Decius, Julian},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {289--299},
	file = {Graßmann und Decius - 2023 - Self-development in the twenty-first century An e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4CSA4SK6/Graßmann und Decius - 2023 - Self-development in the twenty-first century An e.pdf:application/pdf},
}

@article{mayweg_online_2023,
	title = {Online, blended oder {Präsenz}? {Ein} systematisches {Literaturreview} von {Metaanalysen} zur {Effektivität} hochschulischer {Lehrformate}},
	volume = {7},
	issn = {23673044, 23673052},
	shorttitle = {Online, blended oder {Präsenz}?},
	url = {https://www.budrich-journals.de/index.php/zehf/article/view/42758},
	doi = {10/gsv82w},
	abstract = {Current considerations on the design of effective teaching in higher education frequently revolve around the choice of a suitable format, i.e., how and to what extent teaching should (also) continue to take place in the digital realm. This paper is based on a systematic literature review of N = 44 meta-analyses (publication period 2011–2022) on the learning-related effectiveness of the teaching formats online teaching, blended learning (including flipped classroom) in comparison with traditional face-to-face teaching. The results provide an evidence-based foundation for recommendations on the use of the formats in higher education teaching. Predominantly small positive effects of the teaching formats on cognitive learning outcomes, practical skills, and student assessments are found. Rarely, medium effects are reported, with blended learning formats showing a slight advantage over online and traditional face-to-face teaching. The magnitude of effect sizes also depends on the inclusion criteria of the meta-analyses. Furthermore, the moderator analyses indicate that additional variance is explained in particular by design features that can be modified by teachers.},
	language = {de-DE},
	number = {1-2023},
	urldate = {2023-10-15},
	journal = {ZeHf – Zeitschrift für empirische Hochschulforschung},
	author = {Mayweg, Elisabeth and Enders, Natalie and Bohndick, Carla and Rückmann, Jana},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {96--122},
	file = {Mayweg et al. - 2023 - Online, blended oder Präsenz Ein systematisches L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AH2G7TBY/Mayweg et al. - 2023 - Online, blended oder Präsenz Ein systematisches L.pdf:application/pdf},
}

@article{grotegut_kompetenzentwicklung_2023,
	title = {Kompetenzentwicklung in der {Lehrkräftebildung}: der {Mehrwert} einer digitalen {Simulation}},
	volume = {7},
	issn = {23673044, 23673052},
	shorttitle = {Kompetenzentwicklung in der {Lehrkräftebildung}},
	url = {https://www.budrich-journals.de/index.php/zehf/article/view/42756},
	doi = {10/gsv82k},
	abstract = {Developing diagnostic competence is a central task in teacher education but faces two major challenges: First, there is little room in large university courses for the application of theoretical knowledge necessary for competence acquisition. Second, practicing diagnostic actions in real situations can have serious negative consequences in case of diagnostic errors. A digital simulation can meet both challenges and thereby enhance educational processes. This study evaluated a digital simulation to promote diagnostic competence in preservice teachers, comparing it to two control groups: a problem-based setting and a lecturebased setting. Results show positive effects for the digital simulation regarding self-determined motivation, but a lower knowledge gain compared to the lecture. Self-efficacy increased equally in all three learning environments. Thus, in the form investigated in this study, a digital simulation offers at least a small amount of added value to teacher education in the area of competency development.},
	language = {de-DE},
	number = {1-2023},
	urldate = {2023-10-15},
	journal = {ZeHf – Zeitschrift für empirische Hochschulforschung},
	author = {Grotegut, Lea and Klingsieck, Katrin B.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {56--73},
	file = {Grotegut und Klingsieck - 2023 - Kompetenzentwicklung in der Lehrkräftebildung der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/939CBC25/Grotegut und Klingsieck - 2023 - Kompetenzentwicklung in der Lehrkräftebildung der.pdf:application/pdf},
}

@article{clas_blended_2023,
	title = {A blended learning approach for clinical epileptology: {Implementing} an inverted classroom concept into the epileptology portion of the practical course on neurology for medical students. {English} {Version}},
	issn = {2948-104X, 2948-1058},
	shorttitle = {A blended learning approach for clinical epileptology},
	url = {https://link.springer.com/10.1007/s10309-023-00628-7},
	doi = {10/gsv8z2},
	abstract = {Background: The skills necessary for recognizing episodic disorders with transient symptoms, such as epileptic seizures, can be diﬃcult to teach in clinical education; however, specialized recording methods, such as video electroencephalography (EEG) monitoring, document a wide range of transient episodes that can be used for teaching in medical studies. Objective: We developed and designed a digital course according to the Inverted Classroom Model (ICM) which supported the students’ training regarding epileptic seizures during their practical course on neurology. This digital course was intended to provide instructions on the fundamentals and terminology of clinical epileptology, as well as training in recognizing seizures using clinical videos. Methods: Students were provided access to various interactive digital learning material and seizure videos in a digital self-learning module prior to the 2-day face to face event. Satisfaction with the digital course was evaluated using a questionnaire. Additionally, the examination results were retrospectively compared between students who only attended the in-person event versus those who also completed the digital course. Results and conclusion: Student feedback revealed a high level of satisfaction with the digital course and a participation rate of approximately 90\%. The clinical teaching videos appear to be an especially eﬀective means of conveying the semiology and analysis of epileptic seizures; however, the examination results between students with and without access to the digital course were not diﬀerent, possibly due to the retrospective analysis and the lack of explicit examination questions related to the content of the digital learning platform.},
	language = {en-GB},
	urldate = {2023-10-15},
	journal = {Clinical Epileptology},
	author = {Claß, S. and Von Wrede, R. and Baumgartner, T. and Surges, R.},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Claß et al. - 2023 - A blended learning approach for clinical epileptol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PTITBVV7/Claß et al. - 2023 - A blended learning approach for clinical epileptol.pdf:application/pdf},
}

@article{the_faculty_of_technical_and_vocational_education_universiti_tun_hussein_onn_malaysia_parit_raja_johor_86400_malaysia_efficacy_2023,
	title = {The {Efficacy} of {Students}‟ {Knowledge} {Construction} {Process} in {Computer}-{Supported} {Collaborative} {Learning} ({CSCL}) {Environment}: {A} {Malaysian} {View}},
	volume = {13},
	issn = {20103689},
	shorttitle = {The {Efficacy} of {Students}‟ {Knowledge} {Construction} {Process} in {Computer}-{Supported} {Collaborative} {Learning} ({CSCL}) {Environment}},
	url = {http://www.ijiet.org/show-192-2557-1.html},
	doi = {10/gsv8xm},
	abstract = {The present educational system must be digitalised in light of the growth of communication technology and the current confined lifestyle caused by the pandemic’s expansion. However, efforts to digitise education usually encounter two major issues: first, the applications developed are more likely to emphasise the qualities of graphics and animations; second, the multimedia presentation highlighted in the application is a stereotype that causes users to become bored. Thus, the purpose of this research was to look into the effects of Computer Supported Collaborative Learning (CSCL) as a medium for knowledge construction in the School Based Assessment (SBA) environment using the Collaborative Portfolio Assessment (CPA) learning system. The sample comprised 61 students from two Malaysian secondary schools partaking in the History teaching and learning (T\&L) process utilising the CPA learning system. The value of Sig. (p-value) was 0.000, less than 0.05, based on the results of the pre and post-test evaluations for both groups of students. In essence, there is a substantial difference in the average test scores of the children before and after the intervention. According to the data, all selected students received an average grade of 80\% or better on their 13 task question marks, indicating a good grade on the task questions. Finally, all students interviewed believed that the CPA learning system helped with their studies, especially in learning more about the History subject through quizzes, group projects, and discussion sessions.},
	language = {en-GB},
	number = {9},
	urldate = {2023-10-10},
	journal = {International Journal of Information and Education Technology},
	author = {{the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Parit Raja, Johor, 86400, Malaysia} and Hashim, Suhaizal and Masek, Alias and Zahir, Nur Zahira Mohamed and Khamis, Nurhani},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1452--1461},
	file = {the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Parit Raja, Johor, 86400, Malaysia et al. - 2023 - The Efficacy of Students‟ Knowledge Construction P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N9XKAQ3I/the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Parit Raja, Johor, 86400, Malaysia et al. - 2023 - The Efficacy of Students‟ Knowledge Construction P.pdf:application/pdf},
}

@article{schicker_sprachliche_2023,
	title = {Sprachliche {Handlungsmuster} und {Text}(sorten)kompetenz},
	copyright = {Creative Commons Attribution 4.0 International},
	url = {https://library-publishing.uni-graz.at/index.php/lp/catalog/book/52},
	doi = {10/gsv8x3},
	abstract = {The focus of this anthology is on linguistic action patterns as socially elaborated forms of action and on text types as tried and tested procedures for coping with different communication occasions. Both play a central role in the initiation of textual competence in the teaching of German in all its teaching and learning contexts.
The eleven papers in this volume deal with the promotion and assessment of text (variety) competence, text types in specific disciplines and text types in the context of digital resources. These perspectives on linguistic patterns of action and text (variety) competence are brought together in this volume to represent an interdisciplinary examination of these issues in German as a first, second and foreign language.},
	language = {de-DE},
	urldate = {2023-10-03},
	author = {Schicker, Stephan and Miškulin Saletović, Lucia},
	year = {2023},
	note = {Artwork Size: 208 S.
Medium: application/pdf
Publisher: Graz University Library Publishing},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Deutsch als Zweitsprache, FOS: Languages and literature, Sprachliche Handlungsmuster, Textkompetenz, Textsorten},
	pages = {208 S.},
	file = {Schicker und Miškulin Saletović - 2023 - Sprachliche Handlungsmuster und Text(sorten)kompet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY3CNCJH/Schicker und Miškulin Saletović - 2023 - Sprachliche Handlungsmuster und Text(sorten)kompet.pdf:application/pdf},
}

@article{silva_systematic_2023,
	title = {A {Systematic} {Mapping} {Study} about {Learner} {Experience} {Design} in {Computational} {Systems}},
	issn = {1648-5831, 2335-8971},
	url = {https://infedu.vu.lt/doi/10.15388/infedu.2024.12},
	doi = {10/gss62n},
	abstract = {Contemporary society is characterized by diversity and intricacy, necessitating more meaningful learning experiences. To meet these evolving needs, the incorporation of computational systems into education must acknowledge the distinctive characteristics of learners. Therefore, we conducted a Systematic Mapping Study (SMS) to investigate technologies that support the Learner eXperience (LX) design in computational systems. LX refers to learners’ perceptions, reactions, and achievements while engaging with learning resources, encompassing digital games, simulations, and multimedia. The SMS results uncovered distinct LX design technologies, with a noticeable inclination towards learner-centric strategies. Interestingly, the results highlighted a scarcity of research targeting non-traditional learning environments (e.g., technical visits) and that facilitate interactions among learners beyond their own classmates (e.g., industry experts). In this way, the SMS contributes by revealing LX design technologies, LX design elements, relevant constructs/theories, computational systems, environments, contexts, and other related factors, thereby enhancing the understanding of optimal learning experiences within computational learning systems.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Informatics in Education},
	author = {Silva, Deivid E. S. and Conte, Tayana and Valentim, Natasha M. C.},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Silva et al. - 2023 - A Systematic Mapping Study about Learner Experienc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4YLFD8WJ/Silva et al. - 2023 - A Systematic Mapping Study about Learner Experienc.pdf:application/pdf},
}

@article{tan_framework_2023,
	title = {A framework for students’ digital heritage education in the classroom - a human-engaged computing perspective},
	issn = {1360-2357, 1573-7608},
	url = {https://link.springer.com/10.1007/s10639-023-12199-1},
	doi = {10/gss62x},
	abstract = {In the Digital Heritage Education (DHE) classroom, students use digital tools to assist in understanding intangible cultural heritage (ICH), which comprises intricate knowledge. However, students may still encounter obstacles when trying to produce creative designs. To address this issue, we propose a framework that adopts a human-engaged computing perspective to enhance the understanding and design of ICH through phased synergized engagement between engaged students and engaging digital tools. To validate the effectiveness of the proposed framework, we designed, implemented, and tracked Cantonese Porcelain (CP) Creative Design courses over ﬁve years. We then evaluated the framework using the probing method, i.e., interviews and focus groups, to obtain lessons learned about understanding and designing CP in the classroom from students and teachers. The ﬁndings demonstrate that the framework effectively facilitates students’ step-by-step understanding of the knowledge of CP and improves their creative design performance by integrating digital tools and the knowledge of CP. The framework emphasizes both the human and digital aspects of the learning process, encouraging students to engage in a synergized relationship with digital tools to enhance their understanding of ICH and creative design skills. We also discuss the theoretical and practical importance of this framework and outline a future research agenda for DHE in the classroom. Our framework provides researchers and educators with a new approach to explore how digital technology can effectively support students in understanding and designing ICH. It can be applied to other domains of cultural heritage beyond CP. In general, our study contributes to the development of effective pedagogical practices to integrate digital tools into DHE classrooms and to improve student creativity and cultural awareness.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Education and Information Technologies},
	author = {Tan, Peng and Ren, Xiangshi and Cheng, Zixue and Ji, Yi},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Tan et al. - 2023 - A framework for students’ digital heritage educati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A4ZI6ETB/Tan et al. - 2023 - A framework for students’ digital heritage educati.pdf:application/pdf},
}

@article{reimer_inklusive_2023,
	title = {Inklusive {Medienbildung} mit {3D}-{Umgebungen}: {Praxiserfahrungen} und {Forschungsideen}},
	issn = {1424-3636},
	shorttitle = {Inklusive {Medienbildung} mit {3D}-{Umgebungen}},
	url = {https://www.medienpaed.com/article/view/1743},
	doi = {10/gsr76j},
	abstract = {Collaborative 3D environments open new design spaces, forms of communication and access in education – especially regarding inclusion and participation. The new possibilities for collaborative work, the experience of immersion – in this case in a 3D environment –, the visibility of the user via avatars in their individually designed appearance, offer opportunities for inclusive digital media education. The accessibility of 3D environments needs to be reflected critically, as they can contain barriers that may impede participation in educational opportunities. There is also a risk of excluding certain people, cultures, etc. if they are not considered in the design of the graphical environment and the user interface. For more than two years, the FHNW has been using the 3D environment called AULA (cf. vComm Solution 2019) of the provider vComm in teaching and practical research (project «FHNW Learning Spaces»; cf. Reimer and Kochs 2020). Based on many years of experience and expertise (cf. Reimer and Volk 2009), we see the need to elaborate on the opportunities and risks of designing inclusive 3D offerings for teaching and learning. In the paper, we first describe, what collaborative 3D environments are and what characterizes them. Subsequently, we present (research) projects for this approach as well as complementary approaches that deal with the prerequisites for making inclusion possible and with concrete support. Finally, we discuss further research questions for this field.},
	language = {de-DE},
	urldate = {2023-09-22},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Reimer, Ricarda T.D. and Kochs, Kathrin},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {649--667},
	file = {Reimer und Kochs - 2023 - Inklusive Medienbildung mit 3D-Umgebungen Praxise.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LMYCBA7R/Reimer und Kochs - 2023 - Inklusive Medienbildung mit 3D-Umgebungen Praxise.pdf:application/pdf},
}

@article{timotheou_impacts_2023,
	title = {Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: {A} literature review},
	volume = {28},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation},
	url = {https://link.springer.com/10.1007/s10639-022-11431-8},
	doi = {10/gsdb3p},
	abstract = {Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.},
	language = {en-GB},
	number = {6},
	urldate = {2023-09-22},
	journal = {Education and Information Technologies},
	author = {Timotheou, Stella and Miliou, Ourania and Dimitriadis, Yiannis and Sobrino, Sara Villagrá and Giannoutsou, Nikoleta and Cachia, Romina and Monés, Alejandra Martínez and Ioannou, Andri},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {6695--6726},
	file = {Timotheou et al. - 2023 - Impacts of digital technologies on education and f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SW8WNKEN/Timotheou et al. - 2023 - Impacts of digital technologies on education and f.pdf:application/pdf},
}

@article{rai_designing_2023,
	title = {Designing a {Learning} {Environment} to {Foster} {Critical} {Thinking}},
	copyright = {Creative Commons Attribution 4.0 International, Open Access},
	url = {https://zenodo.org/record/8115681},
	doi = {10/gskv7r},
	abstract = {In an era of digital media and hyperconnectivity, individuals are frequently flooded with an abundance of information, much of which they are unable to effectively process and are thus vulnerable to misinformation. One particularly harmful form of misinformation is the proliferation of "fake news," which can have a damaging effect on the social cohesion of communities. In response to this issue, educational practitioners in various nations are striving to empower learners with the ability to identify and refute such misinformation. The present author is also contributing to this effort through the development of a technology-enhanced learning environment that is intended to foster critical thinking in learners.},
	language = {en-GB},
	urldate = {2023-08-08},
	author = {Rai, Ram Das},
	collaborator = {{Mingyu Feng} and Käser, Tanja and {Partha Talukdar}},
	month = jul,
	year = {2023},
	note = {Publisher: Zenodo},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	file = {Rai - 2023 - Designing a Learning Environment to Foster Critica.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D6LJITBS/2023.EDM-doctoral-consortium.70.pdf:application/pdf},
}

@article{sansone_collaborative_2023,
	title = {Collaborative peer-feedback practices in hybrid learning environments},
	issn = {2038-9442, 2284-015X},
	url = {https://www.medra.org/servlet/MREngine?hdl=10.3280/ess1-2023oa15283},
	doi = {10/gskb4w},
	abstract = {The article describes a technology-mediated collaborative peer-feedback experience. 125 students took part into the activity during the delivery of a 3months teaching in “Methodology of Action Research”, within a 3-year Degree Course in Psychological, Social and Occupational Sciences. The activity was based on a 4-phases cycle of collaborative output production, structured peerfeedback, collaborative output improvement, individual reflection. The aim of the exploratory case-study here presented is to observe if and how the peerfeedback activity supported the development of collaborative, meta-cognitive and digital skills, other than knowledge acquisition. To answer our research questions, we used a mixed system, able to provide both objective data with respect to the activity carried out and the skills put in place, and subjective data related to the students' personal experience and the perceived impact on their learning. Results show a good appropriation of metacognitive skills and offer numerous hints on the design aspects which have been found to be effective in supporting students’ learning.},
	language = {en-GB},
	number = {1},
	urldate = {2023-08-02},
	journal = {EDUCATION SCIENCES AND SOCIETY},
	author = {Sansone, Nadia and Bortolotti, Ilaria and Fabbri, Manuela},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {174--187},
	file = {Sansone et al. - 2023 - Collaborative peer-feedback practices in hybrid le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7PTPY47N/Sansone et al. - 2023 - Collaborative peer-feedback practices in hybrid le.pdf:application/pdf},
}

@article{pasterk_digifit4all_2023,
	series = {Sonderheft {Hochschullehre}},
	title = {{DigiFit4All} - {Competencies} as the basis for digitisation in {teachingDigiFit4All} – {Kompetenzen} als {Basis} für {Digitalisierung} in der {Lehre}},
	volume = {18},
	url = {https://zfhe.at/index.php/zfhe/article/view/1752},
	doi = {10/gskbsf},
	abstract = {Digital technologies enable new teaching and learning formats in hybrid or purely virtual forms. The project “DigiFit4All” aims to create Personalised Open Online Courses (POOCs) in computer science and digital education based on competency models and learner testing. One challenge is the broad scope of the project, since at least the following four target groups are considered: pupils, students, teachers and administrative staff. For each target group, a specific competency model will be selected to form the basis for developing digital learning materials. This paper describes the target groups, the content selection process and the individual models.},
	language = {de-DE},
	urldate = {2023-07-31},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Pasterk, Stefan and Lobnig, Nina and Kuka, Lisa and Rottenhofer, Marina and Oppl, Stefan and Futschek, Gerald and Hörmanseder, Michael and Tiefenthaller, Franziska and Bollin, Andreas},
	year = {2023},
	note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {137--157},
	file = {Pasterk et al. - DigiFit4All - Competencies as the basis for digiti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C4BBE9L3/Pasterk et al. - DigiFit4All - Competencies as the basis for digiti.pdf:application/pdf},
}

@article{faculty_of_science_and_technology_nakhon_pathom_rajabhat_university_thailand_model_2023,
	title = {Model {Component} {Analysis} of {Online} {Storytelling} {Media} via {Gamification} to {Enhance} the {Digital} {Literacy} {Skills} of {Students} in {Computer} {Education} {Thailand}},
	volume = {13},
	issn = {20103689},
	url = {http://www.ijiet.org/show-190-2513-1.html},
	doi = {10/gskbjt},
	abstract = {At present, digital literacy skills (DLS) are essential for student teachers for developing the ability to use creative IT which is useful for effective work implementation. However, student teachers do not really possess DLS and are unable to apply them to their teaching methods, so the digital storytelling media via gamification to enhance DLS: DSML(Digital story model learning) is needed as an instrument to support them in acquiring digital literacy. The objectives of this research were to analyze the factors of the DSML and to assess the model appropriateness. The study was implemented through 42 papers of relevant articles and research from specific primary and secondary sources. The research instruments included lesson plans, the learning model, assessments of DLS, and assessments of workpieces. The findings of the study show that the factors of model consist of activities through DSML in 2 aspects with 10 factors and 29 variables. The test was validated by experts for the appropriateness of the learning through DSML. Overall, the DSML was found to have the highest appropriateness level (mean = 4.62, S.D. = 0.13) so it can be used in real learning and teaching situations and it is helpful for enhancing students’ DLS in the design and development of digital media. Based on the findings, the students could extend their learning scope with DLS in building digital media. These skills are necessary for Thai teachers in the future, and the model can be a prototype for doing classroom-based research or presenting research work at a national level.},
	language = {en-GB},
	number = {7},
	urldate = {2023-07-25},
	journal = {International Journal of Information and Education Technology},
	author = {{Faculty of Science and Technology, Nakhon Pathom Rajabhat University, Thailand} and Aumgri, Charinthorn and Apirating, Kaiyasith},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {1101--1108},
	file = {Faculty of Science and Technology, Nakhon Pathom Rajabhat University, Thailand et al. - 2023 - Model Component Analysis of Online Storytelling Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CU6GYNWD/Faculty of Science and Technology, Nakhon Pathom Rajabhat University, Thailand et al. - 2023 - Model Component Analysis of Online Storytelling Me.pdf:application/pdf},
}

@article{morch_makerspace_2023,
	title = {Makerspace activities in a school setting: {Top}-down and bottom-up approaches for teachers to leverage pupils' making in science education},
	volume = {39},
	issn = {22106561},
	shorttitle = {Makerspace activities in a school setting},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2210656123000132},
	doi = {10/gsbsx4},
	abstract = {This article addresses the opportunities and challenges of turning a science, technology, engi­ neering, and mathematics (STEM) classroom into a makerspace for hands-on experimentation with digital tools and materials in science education. In this qualitative case study, over a period of 16 weeks, video data were collected during making activities in an advanced placement science course with 19 pupils aged 12–16 years, and interviews were conducted. We combined thematic and interaction analyses of empirical data and identified three themes: 1) engagement and spontaneous concepts, 2) programming and making physical objects, and 3) subject integration. Our conceptual framework for the analyses integrated two features of the Vygotskian sociocul­ tural theory of learning: concept development as a dialectical process of scientific and everyday concepts and the “tool and symbol” duality. Our findings show that both top-down and bottom-up approaches to integrating school subjects into a makerspace were effective but underused. We illustrate this by mapping pupils' shared understanding in a sociotechnical space, visualized as a process of “rising to the concrete”, which may require teacher's scaffolding at different levels of abstraction and use of instructional materials in different modalities.},
	language = {en-GB},
	urldate = {2023-06-08},
	journal = {Learning, Culture and Social Interaction},
	author = {Mørch, Anders I. and Flø, Ellen E. and Litherland, Kristina T. and Andersen, Renate},
	month = apr,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {100697},
	file = {Mørch et al. - 2023 - Makerspace activities in a school setting Top-dow.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z2ZID8PF/Mørch et al. - 2023 - Makerspace activities in a school setting Top-dow.pdf:application/pdf},
}

@article{max_pedagogical_2023,
	title = {The pedagogical makerspace: {Learning} opportunity and challenge for prospective teachers' growth of {TPACK}},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {The pedagogical makerspace},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13324},
	doi = {10.1111/bjet.13324},
	abstract = {The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping strategies were recorded via semi-structured interviews and evaluated by qualitative content analysis. TPACK and prospective teachers' attitudes towards the usefulness of digital technologies, technology acceptance, intrinsic motivation, self-efficacy, intentions to use digital media and constructivist understanding of teaching were assessed via questionnaire. The sample consists of German prospective teachers (N = 145). The results show an increase in TPACK, technology acceptance, intention to use digital media and motivation over the course of the project. TPACK before the intervention was the only variable that predicted TPACK after the intervention. The prospective teachers report numerous challenges during their projects, which can be attributed to the framework, teamwork, and taskwork levels, as well as the individual TPACK. Coping strategies were mainly found on the taskwork level, for example by adjusting goals, creating subtasks and organising regular feedback meetings for self-monitoring. Practitioner notes What is already known about this topic The opportunities for using ICT in schools are developing rapidly, and with them, the demands on teachers' skills (TPACK). The promotion of TPACK competencies in a holistic, multi-layered, and practice-oriented manner has to be learned over a longer period of time combining theoretical explanations with practical activities. Making appears to be a suitable activity to foster TPACK, and a makerspace was described as an ideal learning environment to follow constructivist learning, but it has not yet been empirically tested. What this paper adds The presentation of an innovative approach for prospective teachers to teach TPACK problem- and project-based in a pedagogical makerspace. Empirical data of a large sample size in a field that has not yet been sufficiently empirically researched. A model-based analysis of the challenges of project work in a university pedagogical makerspace regarding preservice teachers and their coping strategies. Examination of the suitability of project-based work in the pedagogical makerspace for teaching TPACK and relevant attitudes. Further insights about learning processes and influencing factors in a university pedagogical makerspace with respect to promoting TPACK. Implications for practice A pedagogical makerspace is a suitable learning environment to foster TPACK and attitudes towards the use of ICT in school. TPACK development depends on TPACK before working in a makerspace. Challenges and coping strategies while working in a pedagogical makerspace can be assigned to four levels. The assignment of challenges and coping strategies to those levels supports lecturers in developing the necessary support structures. Support structures should include at least basic knowledge about the organisation of projects. Agile project elements prove helpful for product development in the makerspace.},
	language = {en-GB},
	number = {n/a},
	urldate = {2023-05-26},
	journal = {British Journal of Educational Technology},
	author = {Max, Anna-Lisa and Lukas, Sarah and Weitzel, Holger},
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13324},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, digital literacy, TPACK, pedagogical makerspace, project-based learning, technology acceptance},
	pages = {1--23},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PNY593PJ/Max et al. - The pedagogical makerspace Learning opportunity a.pdf:application/pdf},
}

@article{rowert_ergebnisse_2023,
	title = {Ergebnisse der {Plattformkonzeption}, -entwicklung und -skalierung des digital.learning.lab : eine {Bilanz} zum {Online}-{Kompetenzzentrum} für {Unterrichtsgestaltung} in digitalen {Zeiten} des {ITBH}@{TUHH}},
	copyright = {Creative Commons Attribution Share Alike 4.0 International,},
	shorttitle = {Ergebnisse der {Plattformkonzeption}, -entwicklung und -skalierung des digital.learning.lab},
	url = {https://tore.tuhh.de/handle/11420/15185},
	doi = {10/gr9s6t},
	abstract = {The platform project digital.learning.lab started with the claim to be a support for teachers in developing lessons with digital media. Since 2018, school teachers have been provided with quality-assured teaching modules, tools and trends digitally on the open platform. This is intended to enable teachers to prepare students for an increasingly digital world of life and work in line with the KMK strategy "Education in the Digital World". This report is intended to provide a space for critical and constructive reflection on the conception, development, and scaling of the digital.learning.lab platform and all the accompanying project activities, which the Institute for Technical Education and University Didactics at Hamburg University of Technology is responsible for, as well as on the effects achieved, and on the basis of this to identify perspectives for the further development of this and other project plans.},
	language = {de-DE},
	urldate = {2023-05-17},
	author = {Röwert, Ronny and Watolla, Ann-Kathrin and Schütt-Sayed, Sören and Knutzen, Sönke},
	collaborator = {TUHH Universitätsbibliothek and TUHH Universitätsbibliothek},
	month = mar,
	year = {2023},
	note = {Publisher: TUHH Universitätsbibliothek},
	keywords = {\#0:Zeitschriftenartikel:digital:learning, Allgemeines, Wissenschaft, Charité:Promotion, competences, digitalization, DRK-Bildungszentrum Düsseldorf, Erziehung, Schul- und Bildungswesen, Forschungsansätze, Kollaboratives Lernen, learning, Lehr- und Lerneffektivität, Lernsystemarchitektur, Plattform, Promotion:FU3, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:4, Systemanpassung, teacher education, Technologieintegration},
	file = {Röwert et al. - 2023 - Ergebnisse der Plattformkonzeption, -entwicklung u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JPZ84JH5/Röwert et al. - 2023 - Ergebnisse der Plattformkonzeption, -entwicklung u.pdf:application/pdf},
}

@incollection{mrohs_virtual_2023,
	address = {Wiesbaden},
	title = {Virtual {Reality} und {Flipped} {Classroom} in religionspädagogischen {Bildungsprozessen}: {Ein} {Beitrag} zur {Entwicklung} von {Kulturen} der digitalen {Lehre}},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Virtual {Reality} und {Flipped} {Classroom} in religionspädagogischen {Bildungsprozessen}},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6_18},
	abstract = {Zusammenfassung
            
              Um in der religionspädagogischen Lehre Potenziale digitaler Formate produktiv zu integrieren, wurde das Seminar
              Kirchenpädagogik 2.0?!
              i. S. d. Flipped-Classroom-Konzepts entwickelt, durchgeführt und evaluiert: Lehramtsstudierende der Theologie sollen befähigt werden, virtuelle Kirchen(raum)erschließungen für eine schulische Zielgruppe zu konzipieren und zu erproben. Wissenschaftlich und hochschuldidaktisch gerahmt werden diese Praxiserfahrungen durch einen Online-Kurs sowie evaluative Begleitforschungen in Bezug auf digitalitätsbezogene Selbstwirksamkeitserfahrungen der teilnehmenden Studierenden. Der Beitrag zeigt, wie eine digitale Kultur in der (religions-)lehrer:innenbildenden Hochschullehre mittels Flipped-Classroom-Settings und VR-Technologie entwickelt sowie evaluiert werden kann.},
	language = {de-DE},
	urldate = {2024-05-14},
	booktitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Witt, Theresia},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6_18},
	note = {Series Title: Perspektiven der Hochschuldidaktik},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {259--282},
	file = {Witt - 2023 - Virtual Reality und Flipped Classroom in religions.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CXY5D3GJ/Witt - 2023 - Virtual Reality und Flipped Classroom in religions.pdf:application/pdf},
}

@book{mrohs_digitale_2023-2,
	address = {Wiesbaden},
	series = {Perspektiven der {Hochschuldidaktik}},
	title = {Digitale {Kulturen} der {Lehre} entwickeln: {Rahmenbedingungen}, {Konzepte} und {Werkzeuge}},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	isbn = {978-3-658-43378-9 978-3-658-43379-6},
	shorttitle = {Digitale {Kulturen} der {Lehre} entwickeln},
	url = {https://link.springer.com/10.1007/978-3-658-43379-6},
	language = {de-DE},
	urldate = {2024-05-14},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten},
	year = {2023},
	doi = {10.1007/978-3-658-43379-6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Rahmenbedi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4DL37ZZV/Mrohs et al. - 2023 - Digitale Kulturen der Lehre entwickeln Rahmenbedi.pdf:application/pdf},
}

@inproceedings{komorowski_motivationen_2023,
	title = {Motivationen von {Schülerinnen} und {Schülern} bei der {Nutzung} digitaler {Technologien} am {Lernort} {Berufsschule}: {Eine} qualitative {Befragung} von {Lehrkräften} an {Berufsschulen} in {Hamburg}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42236},
	doi = {10/gsn7pj},
	abstract = {Die Digitalisierung der Arbeits- und Lebenswelt führt zu wachsenden Anforderungen an die digitalen Kompetenzen zukünftiger Fach- und Führungskräfte [He16]. Deshalb sollten die digita¬len Kompetenzen bereits in der Berufsschule gefördert werden [KMK16]. Dies gelingt besser, wenn sich die Gestaltung des Unterrichts und der genutzten digitalen Technologien an den psycho¬lo¬gi-schen Grundbedürfnissen der Selbstbestimmungstheorie [RD20] orientiert.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Komorowski, Tim and Weiland, Meike and König, Daniel and Heimes, Lilli and Gruber, Thomai Svenja and Heister, Michael},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Digitalisierung, Promotion:FU1, Motivation, \#6:Konferenz-Paper:Bildung:Technologie, berufliche Bildung, Selbstbestimmungstheorie},
	file = {Komorowski et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H5RKJHBN/Komorowski et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@article{mathur_developing_2023,
	title = {Developing knowledge-based psychotherapeutic competencies in non-specialist providers: {A} pre-post study with a nested randomised controlled trial of a coach-supported versus self-guided digital training course for a problem-solving psychological intervention in {India}},
	volume = {10},
	issn = {2054-4251},
	shorttitle = {Developing knowledge-based psychotherapeutic competencies in non-specialist providers},
	doi = {10.1017/gmh.2023.81},
	abstract = {We evaluated a digital learning programme for non-specialists to develop knowledge-based competencies in a problem-solving intervention for adolescents to examine the overall impact of training on knowledge-based competencies among learners; and to compare the effects of two training conditions (self-guided digital training with or without coaching) in a nested parallel, two-arm, individually randomised controlled trial. Eligible participants were 18 or older; fluent in Hindi or English; able to access digital training; and had no prior experience of delivering structured psychotherapies. 277 participants were enrolled from 31 March 2022 to 19 June 2022 of which 230 (83\%) completed the study. There was a significant increase in competency score from pre-training (Mean = 7.01, SD = 3.29) to post-training (Mean = 8.88, SD = 3.80), 6 weeks after the pre-training assessment. Knowledge competency scores showed larger increase among participants randomised to the coaching arm (AMD = 1.09, 95\% CI 0.26-1.92, p = 0.01) with an effect size (d) of 0.33 (95\% CI 0.08-0.58). More participants completed training in the coaching arm (n = 96, 69.6\%) compared to the self-guided training arm (n = 56, 40.3\%). In conclusion, a coach-supported remote digital training intervention is associated with enhanced participation by learners and increased psychotherapeutic knowledge competencies.},
	language = {en-GB},
	journal = {Global Mental Health (Cambridge, England)},
	author = {Mathur, Sonal and Weiss, Helen A. and Neuman, Melissa and Leurent, Baptiste and Field, Andy P. and Shetty, Tejaswi and J, James E. and Nair, Pooja and Mathews, Rhea and Malik, Kanika and Michelson, Daniel and Patel, Vikram},
	year = {2023},
	pmid = {38161749},
	pmcid = {PMC10755375},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU2b, India, adolescent mental health, digital training, capacity building, knowledge-based competency, problem-solving intervention, randomised controlled trial},
	pages = {e87},
	file = {Mathur et al. - 2023 - Developing knowledge-based psychotherapeutic compe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/342HWCI2/Mathur et al. - 2023 - Developing knowledge-based psychotherapeutic compe.pdf:application/pdf},
}

@article{godbole_capacity_2023,
	title = {Capacity {Building} and {Strengthening} of {Salt} {Iodine} {Monitoring} {Laboratories} in {Rural} {Endemic} {Areas} of {Uttar} {Pradesh} {India} – {Alternate} {Health} {Care} {Delivery}},
	volume = {7},
	issn = {24752991},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2475299123254591},
	doi = {10.1016/j.cdnut.2023.100743},
	abstract = {Subhash},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Current Developments in Nutrition},
	author = {Godbole, Ujwala and Yada, Subhash and Gupta, Divya and Godbole, Madan},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Lernsystemarchitektur},
	pages = {100743},
	file = {Gorman - 2023 - P04-005-23 Monitoring Accreditation Council for Ed.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DW4C5PT8/Gorman - 2023 - P04-005-23 Monitoring Accreditation Council for Ed.pdf:application/pdf},
}

@article{langseth_role_2023,
	title = {The {Role} of {Support} {Units} in {Digital} {Transformation}: {How} {Institutional} {Entrepreneurs} {Build} {Capacity} for {Online} {Learning} in {Higher} {Education}},
	volume = {28},
	issn = {2211-1662, 2211-1670},
	shorttitle = {The {Role} of {Support} {Units} in {Digital} {Transformation}},
	url = {https://link.springer.com/10.1007/s10758-022-09620-y},
	doi = {10.1007/s10758-022-09620-y},
	abstract = {This study used New Institutional Theory to explore how entrepreneurial activities in support units contribute to digital transformation in higher education in Norway. We describe how entrepreneurs initiated and operationalized support for Massive Open Online Courses (MOOCs), micro-credentials and fully online courses in pockets of innovation within existing institutional arrangements. An ambition was to understand why capacity building for digital transformation in a country described by the Organization for Economic Cooperation and Development (OECD) as digitally mature is lagging behind other countries. We obtained our data from qualitative interviews with faculties and staff involved in fully online course production. The informants were chosen through strategic sampling from support units and faculties, where they filled different roles in the production of such online courses. Our findings describe entrepreneurial activities that strongly contributed to the emerging social field of digital transformation. Located in pockets of innovation, the entrepreneurs provided open digital platforms, a pedagogy for online course design and support for faculties who engaged in online course production. Yet, the findings also confirm previous research pointing out how the lack of supportive leadership may impede successful digital transformation in higher education institutions. The study concludes with a model for digital maturity which may be useful to researchers and stakeholders. The model can also support entrepreneurial processes in online environments.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-22},
	journal = {Technology, Knowledge and Learning},
	author = {Langseth, Inger and Jacobsen, Dan Yngve and Haugsbakken, Halvdan},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC, Promotion:},
	pages = {1745--1782},
	file = {Langseth et al. - 2023 - The Role of Support Units in Digital Transformatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TZ8UFQ45/Langseth et al. - 2023 - The Role of Support Units in Digital Transformatio.pdf:application/pdf},
}

@article{han_interprofessional_2023,
	title = {Interprofessional collaboration (or lack thereof) between faculty and learning technologists in the creation of digital learning},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04728-w},
	doi = {10/gs569p},
	abstract = {Background  As digital learning becomes more prevalent and important in health professions education, learning technologists play increasingly central roles in designing and delivering learning materials. However, little is understood about the process by which learning technologists have integrated into the existing teaching and learning ecosystem, and it seems that they remain marginal and undervalued. Our aim in this paper was therefore to examine the process of interprofessional co-development of course materials as experienced by educators and learning technologists.
Methods  Our approach was qualitative, using individual semi-structured interviews (conducted between July 2021 to May 2022) to explore the working relationship between faculty and learning technologists. Transcripts were analysed abductively.
Results  We found that the attitudes of both faculty and learning technologists towards collaborating to drive digital adoption in health professions education fell into two main themes: “embrace” and “replace” – and “conflict”, which we present as a third theme. Our results revealed that faculty did not take an active and agentic role in developing their digital practices in respect of education delivery. Learning technologists positioned themselves as a resource to support faculty’s knowledge and skill gap in digital competence. There was an obvious power differential between the two groups: learning technologists lacked agency and seemed in the position of servants to faculty masters. This created barriers to effective collaboration.
Conclusions  By examining the process of co-development of course materials by faculty and learning technologists, we open up a space to examine the social, relational and organisational complexities associated with interprofessional collaboration in digital health professions education. Our study also has important implications for guiding educational policy to better position learning technologists to effectively collaborate with faculty and realise the potential of digital health professions education.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Han, Siew Ping and Jumat, Muhammad Raihan and Cleland, Jennifer Anne},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning},
	pages = {727},
	file = {Han et al. - 2023 - Interprofessional collaboration (or lack thereof) .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WG8UYKFV/Han et al. - 2023 - Interprofessional collaboration (or lack thereof) .pdf:application/pdf},
}

@article{liew_microlearning_2023,
	title = {Microlearning and online simulation-based virtual consultation training module for the undergraduate medical curriculum – a preliminary evaluation},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04777-1},
	doi = {10/gs3qff},
	abstract = {Background  Virtual consultation is a synchronous mode of telemedicine provided remotely via information and communication technology. The projected growth of digitalization in healthcare delivery, however, necessitates medical student training in virtual consultation (VC) to ensure safe and effective patient care. This study describes the implementation and preliminary evaluation of a competency-based VC training module for undergraduate medical students.
Methods  A newly developed six-week VC module was implemented online through asynchronous microlearning and synchronous simulation-based experiential learning modalities. Clinical students in years 4 and 5 and fresh graduates, who had not started pre-registration house officer or residency programmes, were invited to participate. Training outcomes using checklist-based video-recorded assessments of VC encounters between medical students and simulated patients were compared. Each video was independently assessed by two facilitators trained in VC teaching and assessment, using a direct observed virtual consultation skills checklist derived from established VC competencies. The participants completed course evaluations electronically as additional outcome measures.
Results  Fifty-two clinical phase medical students and alumni completed both the instructional and practical phases of this module. Altogether, 45 (95.7\%) students found the module beneficial, and 46 (95.9\%) reported increased self-efficacy for conducting VC. In total, 46 (95.9\%) students would recommend the course to others. Post-test results showed a significant increase in the students’ abilities to conduct a VC (t-test = 16.33, p {\textless} 0.05).
Conclusion  Microlearning and simulation-based sessions were effective instructional delivery modalities for undergraduate medical students in their attainment of VC competencies.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-04},
	journal = {BMC Medical Education},
	author = {Liew, Siaw Cheok and Tan, Maw Pin and Breen, Emer and Krishnan, Kuhan and Sivarajah, Inthirani and Raviendran, Nivashinie and Aung, Thidar and Nimir, Amal and Pallath, Vinod},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU2b},
	pages = {796},
	file = {Liew et al. - 2023 - Microlearning and online simulation-based virtual .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T2T99RT7/Liew et al. - 2023 - Microlearning and online simulation-based virtual .pdf:application/pdf},
}

@inproceedings{kiesler_open_2023,
	address = {Aachen},
	title = {Open {Science} in den {Bildungstechnologien}: {Zur} {Publikation} und {Begutachtung} von {Forschungsdaten} inklusive {Software} im {Rahmen} der {DELFI}},
	url = {https://www.researchgate.net/publication/374553808_Open_Science_in_den_Bildungstechnologien_Zur_Publikation_und_Begutachtung_von_Forschungsdaten_inklusive_Software_im_Rahmen_der_DELFI},
	abstract = {Der Workshop des Arbeitskreises Open Science zielte darauf ab, gemeinsam mit der Fachcommunity mögliche Verfahren zur Begutachtung von Forschungsdaten (inklusive Software) aus dem Kontext Bildungstechnologien zu erörtern. Dazu gehören sowohl die Entwicklung realistischer und nachvollziehbarer Anforderung an die Publikation von Forschungsdaten, als auch Review Richtlinien für zukünftige DELFI Programmkomitees. Weiterhin war es das Ziel, die Vorund Nachteile neuer Publikationsformate gegeneinander abzuwiegen und zu diskutieren. Methodisch wurde im Workshop vor allem die Diskussion mit den Teilnehmenden angestrebt, sodass die Umsetzbarkeit neuer Anforderungen im Fokus blieb. In dem vorliegenden Beitrag werden die Ergebnisse des halbtägigen Workshops zusammengefasst.},
	language = {de-DE},
	urldate = {2025-07-17},
	author = {Kiesler, Natalie and Schiffner, Daniel},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Promotion:FU5, Datenschutz und IT-Sicherheit, \#6:Konfernez-Paper:Bildung:Technologie},
	file = {Kiesler und Schiffner - Open Science in den Bildungstechnologien Zur Publ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XGDJ2RKP/Kiesler und Schiffner - Open Science in den Bildungstechnologien Zur Publ.pdf:application/pdf},
}

@article{sailer_bildungstechnologische_2023,
	title = {Bildungstechnologische {Fragen} in der {Hochschullehre} im Überblick},
	volume = {7},
	issn = {23673044, 23673052},
	url = {https://www.budrich-journals.de/index.php/zehf/article/view/42753},
	doi = {10/gsv82h},
	abstract = {In recent decades, technological progress has fundamentally changed the field of primary, secondary and tertiary education. Accordingly, the term „educational technology“ is also becoming established in higher education research. The present paper outlines the state of research on technology-based learning in higher education and presents a descriptive model that incorporates four different contexts and components relevant to educational technologies. Scientific papers dealing with the use of technologies in higher education show a gratifying range and focus on a variety of different issues and research interests. In this context, three thematic focal points are emphasized with particular frequency: (1) instructional approaches and didactic mediation concepts that structure comprehensive learning episodes; (2) scenarios and formats that support learning processes; (3) systems and methods that record, formatively control and evaluate learning processes. Subsequently, the individual contributions of the special issue are presented and classified along the outlined focal points. As a conclusion it can be stated, that the „newly discovered“ attention for educational technologies should be used to strengthen this research field in German-speaking countries.},
	language = {de-DE},
	number = {1-2023},
	urldate = {2023-10-15},
	journal = {ZeHf – Zeitschrift für empirische Hochschulforschung},
	author = {Sailer, Maximilian and Abel, Johannes and Schweppe, Judith},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b},
	pages = {4--12},
	file = {Sailer et al. - 2023 - Bildungstechnologische Fragen in der Hochschullehr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYMKZM8C/Sailer et al. - 2023 - Bildungstechnologische Fragen in der Hochschullehr.pdf:application/pdf},
}

@inproceedings{schon_virtual_2023,
	address = {Bonn},
	title = {Virtual {Reality} im {Grundschulkontext}: {Bienen}-{Lerninhalte} im {Sachunterricht}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42232},
	doi = {10/gsn7pg},
	abstract = {Vergangene Studien haben die Fähigkeit von Virtual Reality herausgestellt, Lernende gezielt für Fachthemen zu begeistern und dadurch Lernerfolge zu unterstützen. wird eine Virtual-Reality-Anwendung präsentiert, die in einem partizipativen Entwicklungsprozess entstand und Grundwissen zum Thema Bienen vermittelt. Insbesondere soll dabei das Umweltbewusstsein der Kinder gefördert werden.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Schon, Caroline and Tümler, Johannes and Ueberschär, Olaf},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4, Promotion:Weiterführung, Bildung, Multimedia, Digitale Bildung, Promotion:FU3, Virtual Reality, \#6:Konferenz-Paper:Bildung:Technologie},
	file = {Schon et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3F8IKJ6C/Schon et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@inproceedings{zender_virtual_2023,
	title = {Virtual {Reality} für den {Schulunterricht}?!},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42227},
	doi = {10/gsn7pc},
	abstract = {Virtual Reality (VR) gilt bereits seit einigen Jahren als vielversprechende Bildungstechnologie in allen Bildungsbereichen. Allerdings bleiben viele Fragen bezüglich der Lernwirksamkeit, der pädagogischen und didaktischen Gestaltung sowie medizinischer und ethischer Risiken noch unbeantwortet. Gerade im Schulunterricht haben diese Fragen jedoch eine besonders hohe Relevanz, da Kinder als Schutzbefohlene gelten. Dieses Poster präsentiert eine interdisziplinäre Initiative der Arbeitskreise "VR/AR-Learning" und "Informatik in Schulen" der Fachgruppe Bildungstechnologien, die sich unter Einbeziehung praktizierender Schullehrkräfte der praxisnahen Untersuchung von Chancen, Herausforderungen und Einsatzempfehlungen für VR im Schulunterricht widmet.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Zender, Raphael and Schaefer, Caterina and Leonhardt, Thiemo and Bergner, Nadine and Buchner, Josef and Wiesche, David},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Promotion:FU6, Virtual Reality, \#6:Konferenz-Paper:Bildung:Technologie, Interdisziplinär, Lehrkräfte, Schulunterricht},
	file = {Zender et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PEGELTNN/Zender et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@inproceedings{di_maria_coreflector_2023,
	title = {{COREFLECTOR} – {Prototyp} zur {Unterstützung} von {Verlernen} beim analytischen {Lesen} für {Studierende}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42203},
	doi = {10/gsn7n5},
	abstract = {In diesem Beitrag stellen wir die Webanwendung COREFLECTOR zur Unterstützung von Studierenden beim analytischen Lesen vor. Sie unterstützt das Verlernen hinderlicher Verhaltensmuster beim Lesen und Verstehen wissenschaftlicher Texte, z. B. von vorne bis hinten durchlesen. Studierende identifizieren dabei Schwächen in ihrem bestehenden Leseverhalten, lernen eine neue Technik für das analytische Lesen kennen und reflektieren eigene (Ver-)Lernerfahrungen und die anderer Studierender. Erste explorative Anwendungen deuten darauf hin, dass Studierende durch gemeinsames Reflektieren und Experimentieren eher dazu neigen, sich mit eigenen Verständnisproblemen und Techniken des analytischen Lesens auseinanderzusetzen.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Di Maria, Marco and Walter, David and Segieth, Fabian and Knackstedt, Ralf},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Promotion:Argumentation, Promotion:FU6, \#6:Konferenz-Paper:Bildung:Technologie, Digital Learning, Kollaborative Reflexion, Peer Unlearning, Tool Support, Unlearning},
	file = {Di Maria et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QBVZ5D6P/Di Maria et al. - 2023 - TextConference Paper.pdf:application/pdf},
}

@article{jaser_katrin_relevanz_2023,
	title = {Die {Relevanz} von {Kompetenzen} für die {Entwicklung} innovativer {Weiterbildungsplattformen}},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=26567},
	doi = {10/gr9s7n},
	abstract = {Es werden verschiedene Denkrichtungen zur Annäherung an den Kompetenzbegriff skizziert. Dabei wird eine Definition herausgearbeitet, die kontextspezifische Einzelkompetenzen ins Zentrum setzt und sich für innovative Weiterbildungsplattformen eignet. Anschließend wird die praktische Relevanz des Kompetenzbegriffs für Individuum und Gesellschaft vertieft und wichtige Werkzeuge und Instrumente zur Darstellung von Kompetenzen vorgestellt. Die Implikationen von Kompetenzen, verschiedenen Standards und bestehenden Tools für die Plattformentwicklung und die Entwicklung von Lernangeboten, aber auch für die Einbindung von Unternehmen und deren Zugang zu Kompetenzkonzepten werden thematisiert und in einen sich gegenseitig bedingenden Zusammenhang gestellt.},
	language = {de-DE},
	urldate = {2023-05-27},
	author = {Jäser, Katrin and Herkula, Henry},
	collaborator = {DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation},
	year = {2023},
	note = {Artwork Size: 2, 17 pages
Publisher: :null},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Deutschland, Germany, Technological development, Technologische Entwicklung, Lernplattform, Technologie, FernUni-Hagen:MABM:Master-Arbeit, Kompetenz, Weiterbildungsbedarf, Competency, Berufliche Bildung, Further education, Weiterbildung, Continuing education, Artificial intelligence, Europe, Europa, Lernangebot, Demand for further education, National Qualification Framework, Nationaler Qualifikationsrahmen},
	pages = {2, 17 pages},
	file = {Jäser, Katrin und Herkula, Henry - 2023 - Die Relevanz von Kompetenzen für die Entwicklung i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/67S43Y3G/Jäser, Katrin und Herkula, Henry - 2023 - Die Relevanz von Kompetenzen für die Entwicklung i.pdf:application/pdf},
}

@article{hess_digitale_2023,
	title = {Digitale und physische {Lernräume} verbinden dank n47e8},
	volume = {3},
	issn = {2791-4046, 2791-4046},
	url = {https://schule-verantworten.education/journal/index.php/sv/article/view/314},
	doi = {10/gr3tgq},
	abstract = {Als Kompetenzzentrum für Logistik und Technologie gilt das Bildungszentrum Limmattal seit der Einführung des mehrfach prämierten Unterrichtskonzepts n47e8 als Pionier des digitalen Unterrichts. Eine Lernplattform bildet die Grundlage eines Gesamtkonzepts, welches digitale und physische Lernräume miteinander verbindet – stets unter dem Motto: Digitalisierung folgt Pädagogik.},
	language = {de-DE},
	number = {1},
	urldate = {2023-04-05},
	journal = {schule verantworten {\textbar} führungskultur\_innovation\_autonomie},
	author = {Hess, Stephanie},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3},
	file = {Hess - 2023 - Digitale und physische Lernräume verbinden dank n4.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6YD2H8HD/Hess - 2023 - Digitale und physische Lernräume verbinden dank n4.pdf:application/pdf},
}

@article{hardwig_einfuhrung_2023,
	title = {Einführung digitaler {Technik} in {Schulen} als {Anwendungsfall} für die sozio-technische {Systemgestaltung}},
	issn = {2366-6145, 2366-6218},
	url = {https://link.springer.com/10.1007/s11612-023-00667-8},
	doi = {10/grvd7g},
	abstract = {The pandemic digitalisation surge has shown that schools have varying degrees of success in using digital media for teaching and learning. Do many schools not master the implementation processes of digital media and need help from socio-technical system design? The latter has concepts for the successful implementation and use of technical systems in organisations. The article elaborates central ﬁndings of modern socio-technical approaches in order to identify the beneﬁts that a more systematic consideration could have. Socio-technical concepts do not play a role in the literature on school development, although school development research shows that the use of digital media for teaching and learning would be a typical application for socio-technical concepts.},
	language = {de-DE},
	urldate = {2023-02-28},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Hardwig, Thomas},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU5},
	file = {Hardwig - 2023 - Einführung digitaler Technik in Schulen als Anwend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/87F5EEL6/Hardwig - 2023 - Einführung digitaler Technik in Schulen als Anwend.pdf:application/pdf},
}

@incollection{bohnet-joschko_kooperationen_2023,
	address = {Wiesbaden},
	title = {Kooperationen in der {Gesundheitsindustrie} für eine automatisierte {Insulinlieferung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_64},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_64},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {307--310},
	file = {Köbe - 2023 - Kooperationen in der Gesundheitsindustrie für eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KHWC5MC/Köbe - 2023 - Kooperationen in der Gesundheitsindustrie für eine.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} in der {Blutprodukte}-{Lieferkette}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_66},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_66},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {315--318},
	file = {Köbe - 2023 - Künstliche Intelligenz in der Blutprodukte-Lieferk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HDU29BGV/Köbe - 2023 - Künstliche Intelligenz in der Blutprodukte-Lieferk.pdf:application/pdf},
}

@incollection{sigl_impulsbericht_2023-1,
	address = {Berlin, Heidelberg},
	title = {Impulsbericht {Kommunikation}: {Nachhaltigkeitskommunikation} 4.0 – die {Dimension} der sozialen {Medien}: {Wer} kann es sich mitten in der {Klimakrise} noch leisten, im {Social} {Web} nicht über unternehmerische {Verantwortung} zu kommunizieren?},
	isbn = {978-3-662-66814-6 978-3-662-66815-3},
	shorttitle = {Impulsbericht {Kommunikation}},
	url = {https://link.springer.com/10.1007/978-3-662-66815-3_27},
	language = {de-DE},
	urldate = {2024-01-03},
	booktitle = {Nachhaltigkeit und {Digitalisierung} – (k)ein unternehmerisches {Dilemma}},
	publisher = {Springer Berlin Heidelberg},
	author = {Knogler, Julia},
	editor = {Sigl, Katharina},
	year = {2023},
	doi = {10.1007/978-3-662-66815-3_27},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {257--265},
	file = {Knogler - 2023 - Impulsbericht Kommunikation Nachhaltigkeitskommun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LR7FQDLE/Knogler - 2023 - Impulsbericht Kommunikation Nachhaltigkeitskommun.pdf:application/pdf},
}

@incollection{knickrehm_kompetenzmodell_2023,
	address = {Wiesbaden},
	title = {Kompetenzmodell einer digitalen {Beruflichen} {Orientierung}},
	isbn = {978-3-658-40600-4 978-3-658-40601-1},
	url = {https://link.springer.com/10.1007/978-3-658-40601-1_13},
	language = {de-DE},
	urldate = {2023-04-08},
	booktitle = {Berufliche {Orientierung} und {Beratung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wiepcke, Claudia and Tuchscherer, Marie},
	editor = {Knickrehm, Barbara and Fletemeyer, Tina and Ertelt, Bernd-Joachim},
	year = {2023},
	doi = {10.1007/978-3-658-40601-1_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {217--236},
	file = {Wiepcke und Tuchscherer - 2023 - Kompetenzmodell einer digitalen Beruflichen Orient.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HR5PLZG4/Wiepcke und Tuchscherer - 2023 - Kompetenzmodell einer digitalen Beruflichen Orient.pdf:application/pdf;Wiepcke und Tuchscherer - 2023 - Kompetenzmodell einer digitalen Beruflichen Orient.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QR6WH5Y5/Wiepcke und Tuchscherer - 2023 - Kompetenzmodell einer digitalen Beruflichen Orient.pdf:application/pdf},
}

@incollection{knickrehm_vom_2023,
	address = {Wiesbaden},
	title = {Vom {Berufswahlpass} zur berufswahlapp – {Ein} {Klassiker} der {Portfolio}-{Arbeit} in der {Beruflichen} {Orientierung} wird digital},
	isbn = {978-3-658-40600-4 978-3-658-40601-1},
	url = {https://link.springer.com/10.1007/978-3-658-40601-1_14},
	language = {de-DE},
	urldate = {2023-04-08},
	booktitle = {Berufliche {Orientierung} und {Beratung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Löwenstrom, Britt and Ellerbeck, Sören and Staden, Christian},
	editor = {Knickrehm, Barbara and Fletemeyer, Tina and Ertelt, Bernd-Joachim},
	year = {2023},
	doi = {10.1007/978-3-658-40601-1_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {237--253},
	file = {Löwenstrom et al. - 2023 - Vom Berufswahlpass zur berufswahlapp – Ein Klassik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GRKF2DHS/Löwenstrom et al. - 2023 - Vom Berufswahlpass zur berufswahlapp – Ein Klassik.pdf:application/pdf;Löwenstrom et al. - 2023 - Vom Berufswahlpass zur berufswahlapp – Ein Klassik.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C9QMGCSI/Löwenstrom et al. - 2023 - Vom Berufswahlpass zur berufswahlapp – Ein Klassik.pdf:application/pdf},
}

@incollection{knickrehm_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Reflexionsanlässe}: {Lassen} sich {YouTube}-{Formate} zur {Beruflichen} {Orientierung} nutzen?},
	isbn = {978-3-658-40600-4 978-3-658-40601-1},
	shorttitle = {Digitale {Reflexionsanlässe}},
	url = {https://link.springer.com/10.1007/978-3-658-40601-1_17},
	language = {de-DE},
	urldate = {2023-04-08},
	booktitle = {Berufliche {Orientierung} und {Beratung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kirchner, Vera},
	editor = {Knickrehm, Barbara and Fletemeyer, Tina and Ertelt, Bernd-Joachim},
	year = {2023},
	doi = {10.1007/978-3-658-40601-1_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {297--304},
	file = {Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FZD9S4A9/Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:application/pdf;Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2HRLHFQ4/Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:application/pdf},
}

@incollection{knickrehm_berufliche_2023,
	address = {Wiesbaden},
	title = {Berufliche {Orientierung} und {Beratung}: {Aktuelle} {Herausforderungen} und digitale {Unterstützungsmöglichkeiten}},
	isbn = {978-3-658-40600-4 978-3-658-40601-1},
	shorttitle = {Berufliche {Orientierung} und {Beratung}},
	url = {https://link.springer.com/10.1007/978-3-658-40601-1_1},
	language = {de-DE},
	urldate = {2023-04-08},
	booktitle = {Berufliche {Orientierung} und {Beratung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fletemeyer, Tina and Knickrehm, Barbara and Ertelt, Bernd-Joachim},
	editor = {Knickrehm, Barbara and Fletemeyer, Tina and Ertelt, Bernd-Joachim},
	year = {2023},
	doi = {10.1007/978-3-658-40601-1_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--9},
	file = {Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KX2YNBL3/Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:application/pdf;Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/97LHA4YQ/Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:application/pdf;Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6TX77R75/Fletemeyer et al. - 2023 - Berufliche Orientierung und Beratung Aktuelle Her.pdf:application/pdf},
}

@incollection{ganguin_planung_2023,
	address = {Wiesbaden},
	title = {Planung und {Umsetzung} von {E}-{Assessments} zur {Generierung} von {Rückmeldungen} an {Lernende} und {Lehrende}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_9},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Funke, Florian and Hofmann, Sven and Neubert, Andrea},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_9},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--192},
	file = {Funke et al. - 2023 - Planung und Umsetzung von E-Assessments zur Generi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFQPGIRE/Funke et al. - 2023 - Planung und Umsetzung von E-Assessments zur Generi.pdf:application/pdf;Funke et al. - 2023 - Planung und Umsetzung von E-Assessments zur Generi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T5TR8FFV/Funke et al. - 2023 - Planung und Umsetzung von E-Assessments zur Generi.pdf:application/pdf},
}

@incollection{ganguin_vermittlung_2023,
	address = {Wiesbaden},
	title = {Vermittlung digitalisierungsbezogener {Kompetenzen} zwischen {Hochschule} und {Schule} – {Fortbildungspraxis} gemeinsam gestalten},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_12},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zabel, Nicole and Roß, Daniel and Arnold, Peter and Hoffmann, Fritz},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_12},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {253--271},
	file = {Zabel et al. - 2023 - Vermittlung digitalisierungsbezogener Kompetenzen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2CSTFCPK/Zabel et al. - 2023 - Vermittlung digitalisierungsbezogener Kompetenzen .pdf:application/pdf;Zabel et al. - 2023 - Vermittlung digitalisierungsbezogener Kompetenzen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N4NSUQAV/Zabel et al. - 2023 - Vermittlung digitalisierungsbezogener Kompetenzen .pdf:application/pdf},
}

@incollection{ganguin_sichtbares_2023,
	address = {Wiesbaden},
	title = {({Un}){Sichtbares} sichtbar machen?! 360°-{Rundgänge} zwischen {Geschichtskultur}, {Service} {Learning} und {Medienkompetenz} angehender {Geschichtslehrer}:innen},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {({Un}){Sichtbares} sichtbar machen?},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_10},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neubert, Anja and Seever, Friederike},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_10},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--223},
	file = {Neubert und Seever - 2023 - (Un)Sichtbares sichtbar machen! 360°-Rundgänge zw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZMX9XD2/Neubert und Seever - 2023 - (Un)Sichtbares sichtbar machen! 360°-Rundgänge zw.pdf:application/pdf;Neubert und Seever - 2023 - (Un)Sichtbares sichtbar machen! 360°-Rundgänge zw.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EJ4JUYNE/Neubert und Seever - 2023 - (Un)Sichtbares sichtbar machen! 360°-Rundgänge zw.pdf:application/pdf},
}

@incollection{suhl-strohmenger_informations-_2023,
	title = {Informations- und {Medienkompetenz} fördern},
	isbn = {978-3-11-079037-5},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-008/html},
	abstract = {Kompetenzförderung durch wissenschaftliche Bibliotheken sollte zum Ziel haben, die wissenschaftlichen Zielgruppen bei der selbstbestimmten Teilhabe am wissenschaftlichen Diskurs zu unterstützen. Diese Aufgabe wird angesichts der digitalen Transformation stetig umfangreicher und komplexer. Bibliothekarische Dienstleistungen sollten daher ganzheitlich entwickelt werden mit dem Ziel, individuelle Kompetenzentwicklung zu ermöglichen. Bibliothekar:innen müssen pädagogische Kompetenzen konsequent in Abhängigkeit von bibliothekarischen Kernkompetenzen und akademisch-methodischen Kompetenzen entwickeln.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Schoenbeck, Oliver},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-008},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--68},
	file = {Schoenbeck - 2023 - Informations- und Medienkompetenz fördern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8PBP3WT3/Schoenbeck - 2023 - Informations- und Medienkompetenz fördern.pdf:application/pdf},
}

@incollection{suhl-strohmenger_als_2023,
	title = {Als {Fachreferent}:in an der {Schnittstelle} zwischen {Bibliothek} und {Fachwissenschaft} arbeiten},
	isbn = {978-3-11-079037-5},
	shorttitle = {Als {Fachreferent}},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-014/html},
	abstract = {Das Fachreferat gilt traditionell als Mischarbeitsplatz, der im Kontext der jeweiligen lokalen, institutionellen Gegebenheiten unterschiedliche Ausprägungen erfahren kann. Der vorliegende Beitrag skizziert die gegenwärtige Situation an der Universitätsbibliothek Passau für die vom Autor betreuten Fachreferate Informatik/Mathematik, die in doppelter Weise von der digitalen Transformation betroffen sind: Einerseits durch die strukturellen Auswirkungen des Medienwandels für die Bibliothek und das Publikationswesen, andererseits durch den massiven Ausbau der Fakultät für Informatik und Mathematik im Zuge der „High Tech Agenda Bayern“. Das Fachreferat ist in dieser Herausforderungslage eine wichtige Schnittstelle zwischen Fakultät und Bibliothek, darüber hinaus aber auch ein gewichtiger Faktor in der organisatorischen Transformation von Arbeitsprozessen innerhalb der Universitätsbibliothek.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Nachreiner, Thomas},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-014},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {115--124},
	file = {Nachreiner - 2023 - Als Fachreferentin an der Schnittstelle zwischen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JIXQ269U/Nachreiner - 2023 - Als Fachreferentin an der Schnittstelle zwischen .pdf:application/pdf},
}

@incollection{suhl-strohmenger_publikationsservices_2023,
	title = {Publikationsservices entwickeln},
	isbn = {978-3-11-079037-5},
	url = {https://www.degruyter.com/document/doi/10.1515/9783110790375-021/html},
	abstract = {Der Aufsatz bietet einen Überblick über die verschiedenen Kompetenzen und Voraussetzungen, die vorliegen müssen, damit Bibliotheken erfolgreich Publikationsservices anbieten können. Im Vordergrund stehen neue, digitale Publikationsservices, die zwar auf den Traditionen klassischer Medien aufbauen, aber darüber hinaus auch neue Bedürfnisse erfüllen müssen. Publikationsservices zeichnen sich durch eine sehr hohe Komplexität aus und bedingen eine starke Vernetzung mit externen Stellen. Während viele Fähigkeiten zur Umsetzung solcher Services bereits in der Bibliothek vorhanden sind, sind auch zusätzliche Spezialkenntnisse erforderlich. Dadurch entsteht ein neues Berufsbild, das erfahrungsgemäß von wissenschaftlichen Bibliothekar:innen geleistet wird, die hierfür spezifisch ausgebildet werden und – im Gegensatz zu den Fachreferent:innen – fachübergreifend arbeiten.},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Praxishandbuch {Wissenschaftliche} {Bibliothekar}:innen},
	publisher = {De Gruyter},
	author = {Keller, Alice},
	editor = {Sühl-Strohmenger, Wilfried and Tappenbeck, Inka},
	month = oct,
	year = {2023},
	doi = {10.1515/9783110790375-021},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--198},
	file = {Keller - 2023 - Publikationsservices entwickeln.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RUIZAR92/Keller - 2023 - Publikationsservices entwickeln.pdf:application/pdf},
}

@incollection{ganguin_schnittstelle_2023,
	address = {Wiesbaden},
	title = {Schnittstelle zwischen {Theorie} und {Praxis} – {Eine} {Seminarkonzeption} zur {Verankerung} digitalisierungsbezogener {Medienkompetenzen} in den {Schulpraktischen} {Studien} der {Fachdidaktik} {Englisch}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_11},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stiehler, Christina},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_11},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--252},
	file = {Stiehler - 2023 - Schnittstelle zwischen Theorie und Praxis – Eine S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TQ4YY462/Stiehler - 2023 - Schnittstelle zwischen Theorie und Praxis – Eine S.pdf:application/pdf;Stiehler - 2023 - Schnittstelle zwischen Theorie und Praxis – Eine S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UEI9CSUH/Stiehler - 2023 - Schnittstelle zwischen Theorie und Praxis – Eine S.pdf:application/pdf},
}

@incollection{ganguin_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen} in der {Aus}- und {Weiterbildung} von {Sonderpädagog}:innen. {Eine} {Aufgabe} in allen drei {Phasen} der {Lehrer}:innenbildung},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Digitale {Kompetenzen} in der {Aus}- und {Weiterbildung} von {Sonderpädagog}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_5},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wirths, Hannah and Reber, Karin and Glück, Christian W.},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_5},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {87--111},
	file = {Wirths et al. - 2023 - Digitale Kompetenzen in der Aus- und Weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AZH7IKBX/Wirths et al. - 2023 - Digitale Kompetenzen in der Aus- und Weiterbildung.pdf:application/pdf;Wirths et al. - 2023 - Digitale Kompetenzen in der Aus- und Weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4T5HI9QV/Wirths et al. - 2023 - Digitale Kompetenzen in der Aus- und Weiterbildung.pdf:application/pdf},
}

@incollection{ganguin_digitalisierung_2023-1,
	address = {Wiesbaden},
	title = {Digitalisierung in der {Lehrer}:innenbildung: {PraxisdigitaliS}: {Praxis} digital gestalten in {Sachse} n},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Digitalisierung in der {Lehrer}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_1},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Förster, Anna and Ganguin, Sonja and Glück, Christian W. and Tiemann, Heike},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_1},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--12},
	file = {Förster et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RFPMGTQ4/Förster et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:application/pdf;Förster et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZLC74FT/Förster et al. - 2023 - Digitalisierung in der Lehrerinnenbildung Praxis.pdf:application/pdf},
}

@incollection{ganguin_forderung_2023,
	address = {Wiesbaden},
	title = {Förderung professioneller digitalisierungsbezogener {Kompetenzen} von {Lehramtsstudent}:innen für den naturwissenschaftsbezogenen {Sachunterricht}: {Wie} sollten {Seminare} in der {Fachdidaktik} {Sachunterricht} gestaltet sein?},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Förderung professioneller digitalisierungsbezogener {Kompetenzen} von {Lehramtsstudent}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_8},
	language = {de-DE},
	urldate = {2023-11-18},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wollmann, Karl},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_8},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {145--178},
	file = {Wollmann - 2023 - Förderung professioneller digitalisierungsbezogene.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SQ8I7H8V/Wollmann - 2023 - Förderung professioneller digitalisierungsbezogene.pdf:application/pdf},
}

@incollection{bruder_digitale_2023,
	address = {Berlin, Heidelberg},
	title = {Digitale {Medien}},
	isbn = {978-3-662-66603-6 978-3-662-66604-3},
	url = {https://link.springer.com/10.1007/978-3-662-66604-3_17},
	language = {de-DE},
	urldate = {2023-11-09},
	booktitle = {Handbuch der {Mathematikdidaktik}},
	publisher = {Springer Berlin Heidelberg},
	author = {Reinhold, Frank and Walter, Daniel and Weigand, Hans-Georg},
	editor = {Bruder, Regina and Büchter, Andreas and Gasteiger, Hedwig and Schmidt-Thieme, Barbara and Weigand, Hans-Georg},
	year = {2023},
	doi = {10.1007/978-3-662-66604-3_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {523--559},
	file = {Reinhold et al. - 2023 - Digitale Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TXSY6SLE/Reinhold et al. - 2023 - Digitale Medien.pdf:application/pdf},
}

@incollection{ganguin_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen} angehender {Lehrkräfte} in den {Naturwissenschaften} fachbezogen fördern – {Ein} {Beispiel} aus der biologiedidaktischen {Ausbildung}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_7},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Funke, Maja and Finger, Alexander and Zabel, Jörg},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_7},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {131--143},
	file = {Funke et al. - 2023 - Digitale Kompetenzen angehender Lehrkräfte in den .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X5STEGE4/Funke et al. - 2023 - Digitale Kompetenzen angehender Lehrkräfte in den .pdf:application/pdf;Funke et al. - 2023 - Digitale Kompetenzen angehender Lehrkräfte in den .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LMYW8L9N/Funke et al. - 2023 - Digitale Kompetenzen angehender Lehrkräfte in den .pdf:application/pdf},
}

@incollection{ganguin_anforderungen_2023,
	address = {Wiesbaden},
	title = {Anforderungen an {Sportlehrkräfte} im {Kontext} von {Digitalisierung} und {Inklusion} – eine verknüpfende {Perspektive}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_6},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kehm, Svenja and Tiemann, Heike and Oehme, Wieland},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_6},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {113--129},
	file = {Kehm et al. - 2023 - Anforderungen an Sportlehrkräfte im Kontext von Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/56EYQ9Y2/Kehm et al. - 2023 - Anforderungen an Sportlehrkräfte im Kontext von Di.pdf:application/pdf;Kehm et al. - 2023 - Anforderungen an Sportlehrkräfte im Kontext von Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7E6L2FH9/Kehm et al. - 2023 - Anforderungen an Sportlehrkräfte im Kontext von Di.pdf:application/pdf},
}

@incollection{ganguin_medienpadagogik_2023,
	address = {Wiesbaden},
	title = {Medienpädagogik in {Schule} und {Lehrer}:innenbildung},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	shorttitle = {Medienpädagogik in {Schule} und {Lehrer}},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_2},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nickel, Julia and Hickfang, Thomas and Ganguin, Sonja},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_2},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {13--32},
	file = {Nickel et al. - 2023 - Medienpädagogik in Schule und Lehrerinnenbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TPI6HVIG/Nickel et al. - 2023 - Medienpädagogik in Schule und Lehrerinnenbildung.pdf:application/pdf;Nickel et al. - 2023 - Medienpädagogik in Schule und Lehrerinnenbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7FKWSW5N/Nickel et al. - 2023 - Medienpädagogik in Schule und Lehrerinnenbildung.pdf:application/pdf},
}

@incollection{ganguin_diagnostische_2023,
	address = {Wiesbaden},
	title = {Diagnostische {Praxis} digital gestalten – digitale {Kompetenzen} von {Lehrpersonen} für die {Gestaltung} eines lernwirksamen {Unterrichts}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_4},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gottlebe, Katrin and Dietrich, Sandra and Berger, Isabel and Angersbach, Christina and Latzko, Brigitte},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_4},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {65--85},
	file = {Gottlebe et al. - 2023 - Diagnostische Praxis digital gestalten – digitale .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABNBPD77/Gottlebe et al. - 2023 - Diagnostische Praxis digital gestalten – digitale .pdf:application/pdf;Gottlebe et al. - 2023 - Diagnostische Praxis digital gestalten – digitale .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ERHWTE6J/Gottlebe et al. - 2023 - Diagnostische Praxis digital gestalten – digitale .pdf:application/pdf},
}

@incollection{ganguin_bereit_2023,
	address = {Wiesbaden},
	title = {Bereit für die {Zukunft} – {Informatische} {Grundkompetenzen} für alle {Lehrkräfte}},
	volume = {48},
	isbn = {978-3-658-41636-2 978-3-658-41637-9},
	url = {https://link.springer.com/10.1007/978-3-658-41637-9_3},
	language = {de-DE},
	urldate = {2023-08-27},
	booktitle = {Digitalisierung in der {Lehrer}:innenbildung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Baberowski, David and Nenner, Christin and Bergner, Nadine},
	editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna},
	year = {2023},
	doi = {10.1007/978-3-658-41637-9_3},
	note = {Series Title: Medienbildung und Gesellschaft},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--64},
	file = {Baberowski et al. - 2023 - Bereit für die Zukunft – Informatische Grundkompet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MAKW7LV3/Baberowski et al. - 2023 - Bereit für die Zukunft – Informatische Grundkompet.pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung und {Agiles} {Lernen}},
	isbn = {978-3-658-37900-1 978-3-658-37901-8},
	url = {https://link.springer.com/10.1007/978-3-658-37901-8_2},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Lernen im {Zeitalter} der {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Graf, Nele and Roderus, Simon},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2023},
	doi = {10.1007/978-3-658-37901-8_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, FernUni-Hagen:MABM:Master-Arbeit},
	pages = {21--40},
	file = {Graf und Roderus - 2023 - Digitalisierung und Agiles Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GB3KS6L4/Graf und Roderus - 2023 - Digitalisierung und Agiles Lernen.pdf:application/pdf},
}

@incollection{knappertsbusch_digitales_2023,
	address = {Wiesbaden},
	title = {Digitales {Zugangsrecht} der {Gewerkschaft} zum {Betrieb}},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_24},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stück, Volker},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {201--209},
	file = {Stück - 2023 - Digitales Zugangsrecht der Gewerkschaft zum Betrie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S572V63L/Stück - 2023 - Digitales Zugangsrecht der Gewerkschaft zum Betrie.pdf:application/pdf},
}

@incollection{knappertsbusch_kross-funktionale_2023,
	address = {Wiesbaden},
	title = {Kross-funktionale {Expertenteams} – {Wie} gemischte ad-hoc {Teams} {Projekte} und {Produktentwicklung} im digitalen {Arbeitsumfeld} meistern},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_26},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Halft, Daniel},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_26},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--225},
	file = {Halft - 2023 - Kross-funktionale Expertenteams – Wie gemischte ad.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LEGKF7CL/Halft - 2023 - Kross-funktionale Expertenteams – Wie gemischte ad.pdf:application/pdf},
}

@incollection{knappertsbusch_digitales_2023-1,
	address = {Wiesbaden},
	title = {Digitales {Lernen}},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_36},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Matthes, Wibke},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_36},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {305--312},
	file = {Matthes - 2023 - Digitales Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LT8WXFVT/Matthes - 2023 - Digitales Lernen.pdf:application/pdf},
}

@incollection{knappertsbusch_wenn_2023,
	address = {Wiesbaden},
	title = {Wenn digitaler auf demografischen {Wandel} trifft – {Welche} {Chancen} und {Risiken} birgt die digitale {Transformation} bei einer schrumpfenden und alternden {Erwerbsbevölkerung}?},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_4},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stettes, Oliver},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {31--37},
	file = {Stettes - 2023 - Wenn digitaler auf demografischen Wandel trifft – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W6IJ5C4A/Stettes - 2023 - Wenn digitaler auf demografischen Wandel trifft – .pdf:application/pdf},
}

@incollection{knappertsbusch_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Erreichbarkeit} im {Rahmen} von {New} {Work}},
	isbn = {978-3-658-42231-8 978-3-658-42232-5},
	url = {https://link.springer.com/10.1007/978-3-658-42232-5_22},
	language = {de-DE},
	urldate = {2023-11-04},
	booktitle = {Die {Zukunft} der {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Genner, Sarah},
	editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind},
	year = {2023},
	doi = {10.1007/978-3-658-42232-5_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--191},
	file = {Genner - 2023 - Digitale Erreichbarkeit im Rahmen von New Work.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UGWM47KQ/Genner - 2023 - Digitale Erreichbarkeit im Rahmen von New Work.pdf:application/pdf},
}

@incollection{scheiter_zum_2023,
	address = {Wiesbaden},
	title = {Zum {Zusammenhang} zwischen {Leistungs}- und {Motivationseffekten} beim {Einsatz} digitaler {Tools} im mathematisch-naturwissenschaftlichen {Unterricht} der {Sekundarstufe}. {Eine} {Forschungssynthese}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_5},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hillmayr, Delia and Reinhold, Frank and Ziernwald, Lisa and Hofer, Sarah I. and Reiss, Kristina},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_5},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {103--123},
	file = {Hillmayr et al. - 2023 - Zum Zusammenhang zwischen Leistungs- und Motivatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EBSGQTIH/Hillmayr et al. - 2023 - Zum Zusammenhang zwischen Leistungs- und Motivatio.pdf:application/pdf},
}

@incollection{meier_lern_2023,
	address = {Wiesbaden},
	title = {Lern – und {Erlebnislabor} {Industrienatur} ({LELINA}): {Digitale} {Medien} in der außerschulischen {Bildung} für {Nachhaltige} {Entwicklung} in einem {Lehr}-{Lern}-{Labor} auf einer {Industrienaturfläche} in der {Metropole} {Ruhr}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Lern – und {Erlebnislabor} {Industrienatur} ({LELINA})},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_7},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Otto, Karl-Heinz and Ciprina, Steffen and Hohmann, Jan and Paulus, Katja and Rath, Anna and Jeske, Ina and Keil, Andreas},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_7},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {91--105},
	file = {Otto et al. - 2023 - Lern – und Erlebnislabor Industrienatur (LELINA) .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88KSBYS6/Otto et al. - 2023 - Lern – und Erlebnislabor Industrienatur (LELINA) .pdf:application/pdf},
}

@incollection{meier_basement_2023,
	address = {Wiesbaden},
	title = {The {Basement} – ein {Klassenraum} der {Zukunft} am {Leibniz}-{Institut} für {Bildungsmedien}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_21},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tribukait, Maren and Becker, Janina},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_21},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {203--207},
	file = {Tribukait und Becker - 2023 - The Basement – ein Klassenraum der Zukunft am Leib.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJ9TQ72C/Tribukait und Becker - 2023 - The Basement – ein Klassenraum der Zukunft am Leib.pdf:application/pdf},
}

@incollection{leineweber_einleitung_2023,
	title = {Einleitung: {Theorie}(n) der {Bildung} und digitale {Medien}},
	language = {de-DE},
	booktitle = {Bildung und {Medien}: {Theorien}, {Konzepte} und {Innovationen}},
	author = {Leineweber, Christian},
	year = {2023},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, ⛔ No DOI found},
	file = {Leineweber - 2023 - Einleitung Theorie(n) der Bildung und digitale Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CETXGGG2/Leineweber - 2023 - Einleitung Theorie(n) der Bildung und digitale Me.pdf:application/pdf;Leineweber - Einleitung Theorie(n) der Bildung und digitale Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R4N8ULZP/Leineweber - Einleitung Theorie(n) der Bildung und digitale Me.pdf:application/pdf},
}

@incollection{buck_zum_2023,
	address = {Berlin, Heidelberg},
	title = {Zum {Verstehen} algorithmischer {Empfehlungen}. {Sozialphänomenologische} {Exploration} der lebensweltlichen {Erscheinung} von {Empfehlungsalgorithmen} und ihrer {Potenziale} für {Prozesse} der {Medienbildung}},
	isbn = {978-3-662-66122-2 978-3-662-66123-9},
	url = {https://link.springer.com/10.1007/978-3-662-66123-9_11},
	language = {de-DE},
	urldate = {2023-03-07},
	booktitle = {Digitalisierte {Lebenswelten}},
	publisher = {Springer Berlin Heidelberg},
	author = {Ernst, Julian},
	editor = {Buck, Marc Fabian and Zulaica y Mugica, Miguel},
	year = {2023},
	doi = {10.1007/978-3-662-66123-9_11},
	note = {Series Title: Kindheit – Bildung – Erziehung. Philosophische Perspektiven},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {205--230},
	file = {Ernst - 2023 - Zum Verstehen algorithmischer Empfehlungen. Sozial.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2BR69UHD/Ernst - 2023 - Zum Verstehen algorithmischer Empfehlungen. Sozial.pdf:application/pdf;Ernst - 2023 - Zum Verstehen algorithmischer Empfehlungen. Sozial.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3C7J29PC/Ernst - 2023 - Zum Verstehen algorithmischer Empfehlungen. Sozial.pdf:application/pdf},
}

@incollection{asmann_mediensoziologische_2023,
	address = {Wiesbaden},
	title = {Mediensoziologische {Perspektiven} auf digitale {Körperbildpraktiken} und {Subjektivierung}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_4},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoffmann, Dagmar},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {75--97},
	file = {Hoffmann - 2023 - Mediensoziologische Perspektiven auf digitale Körp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UDPNGU7Q/Hoffmann - 2023 - Mediensoziologische Perspektiven auf digitale Körp.pdf:application/pdf},
}

@incollection{asmann_digitalitat_2023-1,
	address = {Wiesbaden},
	title = {Digitalität, {Mediatisierung} und {Bildung} – {Megatrends} aus medienpädagogischer {Perspektive}},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_5},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herzig, Bardo},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {99--125},
	file = {Herzig - 2023 - Digitalität, Mediatisierung und Bildung – Megatren.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8N8ZIXXP/Herzig - 2023 - Digitalität, Mediatisierung und Bildung – Megatren.pdf:application/pdf},
}

@incollection{asmann_digitalen_2023,
	address = {Wiesbaden},
	title = {An digitalen {Medienkulturen} partizipieren. {Eine} kritische {Betrachtung} des {Konzepts} der participatory culture},
	isbn = {978-3-658-30765-3 978-3-658-30766-0},
	url = {https://link.springer.com/10.1007/978-3-658-30766-0_9},
	language = {de-DE},
	urldate = {2023-03-05},
	booktitle = {Bildung und {Digitalität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dander, Valentin and Neuberger, Olga and Aßmann, Sandra},
	editor = {Aßmann, Sandra and Ricken, Norbert},
	year = {2023},
	doi = {10.1007/978-3-658-30766-0_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {217--245},
	file = {Dander et al. - 2023 - An digitalen Medienkulturen partizipieren. Eine kr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEMPKVC8/Dander et al. - 2023 - An digitalen Medienkulturen partizipieren. Eine kr.pdf:application/pdf},
}

@incollection{wagener_algorithmen_2023,
	address = {Wiesbaden},
	title = {Algorithmen, {Filterblasen} und {Echokammern} – {Herausforderungen} für die {Politische} {Meinungs}- und {Urteilsbildung} im {Kontext} sozialer {Medien}},
	isbn = {978-3-658-38267-4 978-3-658-38268-1},
	url = {https://link.springer.com/10.1007/978-3-658-38268-1_9},
	language = {de-DE},
	urldate = {2023-01-07},
	booktitle = {Die {Digitalisierung} des {Politischen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heyen, Frederik and Manzel, Sabine},
	editor = {Wagener, Andreas and Stark, Carsten},
	year = {2023},
	doi = {10.1007/978-3-658-38268-1_9},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia},
	pages = {193--212},
	file = {Heyen und Manzel - 2023 - Algorithmen, Filterblasen und Echokammern – Heraus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3IBLQY95/Heyen und Manzel - 2023 - Algorithmen, Filterblasen und Echokammern – Heraus.pdf:application/pdf},
}

@incollection{newiak_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung, digitale {Lehre} jetzt?!: {Empirische} {Ergebnisse} zur digitalen {Lehre} im {Verlauf} zweier {Semester}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	shorttitle = {Digitalisierung, digitale {Lehre} jetzt?},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_1},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Müller, Stefen},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--25},
	file = {Müller - 2023 - Digitalisierung, digitale Lehre jetzt! Empirisch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E6W2D4WJ/Müller - 2023 - Digitalisierung, digitale Lehre jetzt! Empirisch.pdf:application/pdf},
}

@incollection{newiak_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Bildung} zwischen {Ideal}, {Realisierung} und {Kritik}: {Der} {Versuch} einer {Kontextualisierung} von {Digitalität} durch den {Begriff} der {Bildung}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	shorttitle = {Digitale {Bildung} zwischen {Ideal}, {Realisierung} und {Kritik}},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_2},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neuhaus, Till and Pieper, Marlene and Vogt, Michaela},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--44},
	file = {Neuhaus et al. - 2023 - Digitale Bildung zwischen Ideal, Realisierung und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JKW44DW4/Neuhaus et al. - 2023 - Digitale Bildung zwischen Ideal, Realisierung und .pdf:application/pdf},
}

@incollection{newiak_reflexive_2023,
	address = {Wiesbaden},
	title = {Reflexive {Digitalisierung} und kritische {Digitalkompetenz}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_5},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Houben, Daniel},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {75--89},
	file = {Houben - 2023 - Reflexive Digitalisierung und kritische Digitalkom.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EGXU27ZW/Houben - 2023 - Reflexive Digitalisierung und kritische Digitalkom.pdf:application/pdf},
}

@incollection{newiak_digital_2023,
	address = {Wiesbaden},
	title = {Digital gestützte {Lernumgebungen} aus ökologischer {Perspektive} analysieren und gestalten},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_3},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Günther, Susanne and Krull, Danny},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {45--59},
	file = {Günther und Krull - 2023 - Digital gestützte Lernumgebungen aus ökologischer .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FNZBSCPT/Günther und Krull - 2023 - Digital gestützte Lernumgebungen aus ökologischer .pdf:application/pdf},
}

@incollection{newiak_binnendifferenzierung_2023,
	address = {Wiesbaden},
	title = {Binnendifferenzierung in der sprachlichen {Grundbildung} digital gestalten am {Beispiel} von {KANSAS}, einer innovativen {Suchmaschine} für authentische {Lehr}-/{Lerntexte}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_4},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kholin, Mareike and Kupka, Kerstin},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {61--73},
	file = {Kholin und Kupka - 2023 - Binnendifferenzierung in der sprachlichen Grundbil.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XTCXFBEQ/Kholin und Kupka - 2023 - Binnendifferenzierung in der sprachlichen Grundbil.pdf:application/pdf},
}

@incollection{newiak_transformation_2023,
	address = {Wiesbaden},
	title = {Die {Transformation} der {Schule} in eine hybride {Lernumgebung}: {Erste} {Erkenntnisse} einer internationalen {Interviewstudie}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	shorttitle = {Die {Transformation} der {Schule} in eine hybride {Lernumgebung}},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_6},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Klopsch, Britta},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--104},
	file = {Klopsch - 2023 - Die Transformation der Schule in eine hybride Lern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZBTQ7UFP/Klopsch - 2023 - Die Transformation der Schule in eine hybride Lern.pdf:application/pdf},
}

@incollection{newiak_zukunft_2023,
	address = {Wiesbaden},
	title = {Die {Zukunft} von wissenschaftlichen {Bildungsvideos} – nachhaltig gedacht und umgesetzt},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_7},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reutemann, Jeanine and Rehmann, Judith and Volk, Benno},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {105--114},
	file = {Reutemann et al. - 2023 - Die Zukunft von wissenschaftlichen Bildungsvideos .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BW4LVBLY/Reutemann et al. - 2023 - Die Zukunft von wissenschaftlichen Bildungsvideos .pdf:application/pdf},
}

@incollection{newiak_belastungserleben_2023,
	address = {Wiesbaden},
	title = {Belastungserleben als {Herausforderung} von {Abiturient}*innen im digital vermittelten {Distanzunterricht}},
	isbn = {978-3-658-40844-2 978-3-658-40845-9},
	url = {https://link.springer.com/10.1007/978-3-658-40845-9_8},
	language = {de-DE},
	urldate = {2023-10-03},
	booktitle = {Digitale {Bildung} jetzt!},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rogge, Tim and Seifert, Andreas},
	editor = {Newiak, Denis and Romppel, Janine and Martin, Alexander},
	year = {2023},
	doi = {10.1007/978-3-658-40845-9_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {115--134},
	file = {Rogge und Seifert - 2023 - Belastungserleben als Herausforderung von Abiturie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3ALZTGNC/Rogge und Seifert - 2023 - Belastungserleben als Herausforderung von Abiturie.pdf:application/pdf},
}

@incollection{scheiter_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Schreibförderung} im {Bildungskontext}: {Ein} systematisches {Review}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Digitale {Schreibförderung} im {Bildungskontext}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_1},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fleckenstein, Johanna and Reble, Raja and Meyer, Jennifer and Jansen, Thorben and Liebenow, Lucas W. and Möller, Jens and Köller, Olaf},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_1},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--25},
	file = {Fleckenstein et al. - 2023 - Digitale Schreibförderung im Bildungskontext Ein .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WZXGXGAW/Fleckenstein et al. - 2023 - Digitale Schreibförderung im Bildungskontext Ein .pdf:application/pdf},
}

@incollection{scheiter_digitales_2023,
	address = {Wiesbaden},
	title = {Digitales {Niemandsland}? {Eine} {Bestandsaufnahme} der digitalen {Bildung} an deutschen {Kindertageseinrichtungen}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Digitales {Niemandsland}?},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_2},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wirth, Astrid and Lohr, Anne and Sailer, Michael and Niklas, Frank},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_2},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--55},
	file = {Wirth et al. - 2023 - Digitales Niemandsland Eine Bestandsaufnahme der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PBMQN76D/Wirth et al. - 2023 - Digitales Niemandsland Eine Bestandsaufnahme der .pdf:application/pdf},
}

@incollection{scheiter_virtual_2023,
	address = {Wiesbaden},
	title = {Virtual {Reality} in {Teacher} {Education} from 2010 to 2020: {A} {Review} of {Program} {Implementation}, {Intended} {Outcomes}, and {Effectiveness} {Measures}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Virtual {Reality} in {Teacher} {Education} from 2010 to 2020},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_16},
	language = {en-GB},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_16},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {399--441},
	file = {Huang et al. - 2023 - Virtual Reality in Teacher Education from 2010 to .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KGLD3TAL/Huang et al. - 2023 - Virtual Reality in Teacher Education from 2010 to .pdf:application/pdf},
}

@incollection{scheiter_erratum_2023,
	address = {Wiesbaden},
	title = {Erratum zu: {Bildung} für eine digitale {Zukunft}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Erratum zu},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_17},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scheiter, Katharina and Gogolin, Ingrid},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_17},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {E1--E1},
	file = {Scheiter und Gogolin - 2023 - Erratum zu Bildung für eine digitale Zukunft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/86T278H5/Scheiter und Gogolin - 2023 - Erratum zu Bildung für eine digitale Zukunft.pdf:application/pdf},
}

@incollection{schulte_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung der {Eignungsdiagnostik} für {Personalauswahl} und {Potenzialeinschätzung} als {Grundlage} für anschließende {Personalentwicklung}},
	isbn = {978-3-658-38719-8 978-3-658-38720-4},
	url = {https://link.springer.com/10.1007/978-3-658-38720-4_10},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Eignungsdiagnostische {Interviews}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stulle, Klaus P. and Thiel, Svenja},
	editor = {Schulte, Susanne and Hiltmann, Maren},
	year = {2023},
	doi = {10.1007/978-3-658-38720-4_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--263},
	file = {Stulle und Thiel - 2023 - Digitalisierung der Eignungsdiagnostik für Persona.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9TRUTDX8/Stulle und Thiel - 2023 - Digitalisierung der Eignungsdiagnostik für Persona.pdf:application/pdf},
}

@incollection{schulte_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Interviewleitfäden}},
	isbn = {978-3-658-38719-8 978-3-658-38720-4},
	url = {https://link.springer.com/10.1007/978-3-658-38720-4_11},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Eignungsdiagnostische {Interviews}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Obermann, Christof and Serocka, Isabelle},
	editor = {Schulte, Susanne and Hiltmann, Maren},
	year = {2023},
	doi = {10.1007/978-3-658-38720-4_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {265--278},
	file = {Obermann und Serocka - 2023 - Digitale Interviewleitfäden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UC6DUJEN/Obermann und Serocka - 2023 - Digitale Interviewleitfäden.pdf:application/pdf},
}

@incollection{scheiter_bildungsbezogene_2023,
	address = {Wiesbaden},
	title = {Bildungsbezogene {Medienrepertoires} als {Schnittstelle} informeller und formaler {Bildung} – ein Überblick und neue {Perspektiven} für die {Forschung}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_7},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kramer, Michaela and Kammerl, Rudolf and Potzel, Katrin and Wartberg, Lutz},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_7},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {159--185},
	file = {Kramer et al. - 2023 - Bildungsbezogene Medienrepertoires als Schnittstel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/374JMXI8/Kramer et al. - 2023 - Bildungsbezogene Medienrepertoires als Schnittstel.pdf:application/pdf},
}

@incollection{scheiter_systematic_2023,
	address = {Wiesbaden},
	title = {A {Systematic} {Review} of {Research} {Examining} {Teachers}’ {Competence}-{Related} {Beliefs} {About} {ICT} {Use}: {Frameworks} and {Related} {Measures}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {A {Systematic} {Review} of {Research} {Examining} {Teachers}’ {Competence}-{Related} {Beliefs} {About} {ICT} {Use}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_8},
	language = {en-GB},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rubach, Charlott and Lazarides, Rebecca},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_8},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {189--230},
	file = {Rubach und Lazarides - 2023 - A Systematic Review of Research Examining Teachers.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6RXS27US/Rubach und Lazarides - 2023 - A Systematic Review of Research Examining Teachers.pdf:application/pdf},
}

@incollection{scheiter_gestaltung_2023,
	address = {Wiesbaden},
	title = {Gestaltung und {Evaluation} von webbasierten {Lehrkräftefortbildungen}: {Ein} {Systematic} {Review}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Gestaltung und {Evaluation} von webbasierten {Lehrkräftefortbildungen}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_15},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Capparozza, Marcel and Fröhlich, Nora and Dehmel, Alexandra and Fauth, Benjamin},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_15},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {363--397},
	file = {Capparozza et al. - 2023 - Gestaltung und Evaluation von webbasierten Lehrkrä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FQDESE9E/Capparozza et al. - 2023 - Gestaltung und Evaluation von webbasierten Lehrkrä.pdf:application/pdf},
}

@incollection{scheiter_systematisches_2023,
	address = {Wiesbaden},
	title = {Systematisches {Review} des empirischen {Forschungsstands} zu digitalen {Medien} für {SchülerInnen} mit einem zusätzlichen oder einem sonderpädagogischen {Förderbedarf} unter {Berücksichtigung} inklusiver, integrativer und exkludierender {Unterrichtsszenarien}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_6},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Quenzer-Alfred, Carolin and Mertens, Claudia and Homrighausen, Tim and Kamin, Anna-Maria and Mays, Daniel},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_6},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {125--158},
	file = {Quenzer-Alfred et al. - 2023 - Systematisches Review des empirischen Forschungsst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y5LNEU2E/Quenzer-Alfred et al. - 2023 - Systematisches Review des empirischen Forschungsst.pdf:application/pdf},
}

@incollection{scheiter_ambidextrie_2023,
	address = {Wiesbaden},
	title = {Ambidextrie im {Bildungsbereich} – {Forschungsperspektiven} zum {Umgang} mit {Wandel} in der {Digitalität} am {Beispiel} der medienbezogenen {Professionalität} von {Lehrenden}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_9},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mayrberger, Kerstin},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_9},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {231--251},
	file = {Mayrberger - 2023 - Ambidextrie im Bildungsbereich – Forschungsperspek.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U9TGCB5H/Mayrberger - 2023 - Ambidextrie im Bildungsbereich – Forschungsperspek.pdf:application/pdf},
}

@incollection{scheiter_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Medien} im beruflichen {Alltag} von {Lehrer}*innen – sozio-materielle {Praktiken} mit {Fokus} auf {Dimensionen} des {Organisierens}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_10},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Troxler, Carina and Schiefner-Rohs, Mandy},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_10},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {253--274},
	file = {Troxler und Schiefner-Rohs - 2023 - Digitale Medien im beruflichen Alltag von Lehreri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TQSG8KTS/Troxler und Schiefner-Rohs - 2023 - Digitale Medien im beruflichen Alltag von Lehreri.pdf:application/pdf},
}

@incollection{scheiter_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung und {Diagnostik} in {Schulen} – {Herausforderungen} für {Bildungspraxis} und {Bildungsforschung}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_11},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jude, Nina and Ziehm-Eicher, Jeanette and Goldhammer, Frank and Drachsler, Hendrik and Hasselhorn, Markus},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_11},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {275--292},
	file = {Jude et al. - 2023 - Digitalisierung und Diagnostik in Schulen – Heraus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V59I4RBW/Jude et al. - 2023 - Digitalisierung und Diagnostik in Schulen – Heraus.pdf:application/pdf},
}

@incollection{scheiter_kompetenzen_2023,
	address = {Wiesbaden},
	title = {Kompetenzen des pädagogischen {Personals} in der digitalen {Welt}. {Eine} vergleichende Übersicht zum {Forschungsstand} in verschiedenen {Bildungsbereichen}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_12},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wilmers, Annika and Gundermann, Angelika and Hähn, Katharina and Irle, Gabriele and Koschorreck, Jan and Nieding, Iris and Ratermann-Busse, Monique and Waffner, Bettina and Anda, Carolin and Keller, Carolin},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_12},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {293--315},
	file = {Wilmers et al. - 2023 - Kompetenzen des pädagogischen Personals in der dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3EPRNGCI/Wilmers et al. - 2023 - Kompetenzen des pädagogischen Personals in der dig.pdf:application/pdf},
}

@incollection{scheiter_algorithmische_2023,
	address = {Wiesbaden},
	title = {Algorithmische {Datafizierung} und {Schule}: kritische {Ansätze} in einem wachsenden {Forschungsfeld}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Algorithmische {Datafizierung} und {Schule}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_13},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Macgilchrist, Felicitas and Hartong, Sigrid and Jornitz, Sieglinde},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_13},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {317--338},
	file = {Macgilchrist et al. - 2023 - Algorithmische Datafizierung und Schule kritische.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HQIXV6LY/Macgilchrist et al. - 2023 - Algorithmische Datafizierung und Schule kritische.pdf:application/pdf},
}

@incollection{scheiter_data-based_2023,
	address = {Wiesbaden},
	title = {Data-based decision making in einer digitalen {Welt}: {Data} {Literacy} von {Lehrpersonen} als notwendige {Voraussetzung}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Data-based decision making in einer digitalen {Welt}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_14},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bez, Sarah and Tomasik, Martin J. and Merk, Samuel},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_14},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {339--362},
	file = {Bez et al. - 2023 - Data-based decision making in einer digitalen Welt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JIW8YBSN/Bez et al. - 2023 - Data-based decision making in einer digitalen Welt.pdf:application/pdf},
}

@incollection{scheiter_einsatz_2023,
	address = {Wiesbaden},
	title = {Einsatz digitaler {Medien} für bilinguale {Lernarrangements} in der {Submersion}: {Chancen}, {Herausforderungen} und {Forschungsdesiderata}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Einsatz digitaler {Medien} für bilinguale {Lernarrangements} in der {Submersion}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_3},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schastak, Martin},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_3},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {57--80},
	file = {Schastak - 2023 - Einsatz digitaler Medien für bilinguale Lernarrang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SCCR6ECR/Schastak - 2023 - Einsatz digitaler Medien für bilinguale Lernarrang.pdf:application/pdf},
}

@incollection{scheiter_kompetenzen_2023-1,
	address = {Wiesbaden},
	title = {Kompetenzen für das {Lernen} mit digitalen {Medien}: {Eine} konzeptuelle {Analyse}},
	volume = {15},
	isbn = {978-3-658-37894-3 978-3-658-37895-0},
	shorttitle = {Kompetenzen für das {Lernen} mit digitalen {Medien}},
	url = {https://link.springer.com/10.1007/978-3-658-37895-0_4},
	language = {de-DE},
	urldate = {2023-09-22},
	booktitle = {Bildung für eine digitale {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hoch, Emely and Fütterer, Tim},
	editor = {Scheiter, Katharina and Gogolin, Ingrid},
	year = {2023},
	doi = {10.1007/978-3-658-37895-0_4},
	note = {Series Title: Edition ZfE},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {81--101},
	file = {Hoch und Fütterer - 2023 - Kompetenzen für das Lernen mit digitalen Medien E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R9MR9CME/Hoch und Fütterer - 2023 - Kompetenzen für das Lernen mit digitalen Medien E.pdf:application/pdf},
}

@incollection{schroer_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung in der öffentlichen {Verwaltung}. {Stagnation}, {Transformation} oder {Disruption}?},
	isbn = {978-3-658-40694-3 978-3-658-40695-0},
	url = {https://link.springer.com/10.1007/978-3-658-40695-0_18},
	language = {de-DE},
	urldate = {2023-09-05},
	booktitle = {Soziale {Innovationen} in und von {Organisationen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Will-Zocholl, Mascha},
	editor = {Schröer, Andreas and Blättel-Mink, Birgit and Schröder, Antonius and Späte, Katrin},
	year = {2023},
	doi = {10.1007/978-3-658-40695-0_18},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {277--292},
	file = {Will-Zocholl - 2023 - Digitalisierung in der öffentlichen Verwaltung. St.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3JI6VHYP/Will-Zocholl - 2023 - Digitalisierung in der öffentlichen Verwaltung. St.pdf:application/pdf},
}

@incollection{schroer_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Inklusion} als soziale {Innovation} und {Treiber} sozialer {Innovation}: {Das} {Mini}-{FabLab} in den {Bottroper} {Werkstätten}},
	isbn = {978-3-658-40694-3 978-3-658-40695-0},
	shorttitle = {Digitale {Inklusion} als soziale {Innovation} und {Treiber} sozialer {Innovation}},
	url = {https://link.springer.com/10.1007/978-3-658-40695-0_16},
	language = {de-DE},
	urldate = {2023-09-05},
	booktitle = {Soziale {Innovationen} in und von {Organisationen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krüger, Daniel and Pelka, Bastian and Schulz, Ann Christin},
	editor = {Schröer, Andreas and Blättel-Mink, Birgit and Schröder, Antonius and Späte, Katrin},
	year = {2023},
	doi = {10.1007/978-3-658-40695-0_16},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {245--258},
	file = {Krüger et al. - 2023 - Digitale Inklusion als soziale Innovation und Trei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VZE2G7YG/Krüger et al. - 2023 - Digitale Inklusion als soziale Innovation und Trei.pdf:application/pdf},
}

@incollection{schroer_mind_2023,
	address = {Wiesbaden},
	title = {Mind your {Step}! {Zum} {Entwerfen} von {Schlüsselstellen} in der digitalen {Transformation} von {Unternehmen}},
	isbn = {978-3-658-40694-3 978-3-658-40695-0},
	url = {https://link.springer.com/10.1007/978-3-658-40695-0_8},
	language = {de-DE},
	urldate = {2023-09-05},
	booktitle = {Soziale {Innovationen} in und von {Organisationen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Keller, Alinde},
	editor = {Schröer, Andreas and Blättel-Mink, Birgit and Schröder, Antonius and Späte, Katrin},
	year = {2023},
	doi = {10.1007/978-3-658-40695-0_8},
	note = {Series Title: Sozialwissenschaften und Berufspraxis},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {115--130},
	file = {Keller - 2023 - Mind your Step! Zum Entwerfen von Schlüsselstellen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LRXZWD74/Keller - 2023 - Mind your Step! Zum Entwerfen von Schlüsselstellen.pdf:application/pdf},
}

@incollection{mortel_living_2023,
	address = {Wiesbaden},
	title = {Living by objectives: {Self}-{Tracking} und {Nudging} im digitalen {Kapitalismus}},
	isbn = {978-3-658-40637-0 978-3-658-40638-7},
	shorttitle = {Living by objectives},
	url = {https://link.springer.com/10.1007/978-3-658-40638-7_20},
	language = {de-DE},
	urldate = {2023-08-08},
	booktitle = {Indikatoren in {Entscheidungsprozessen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nosthoff, Anna-Verena and Maschewski, Felix},
	editor = {Mörtel, Julia and Nordmann, Alfred and Schlaudt, Oliver},
	year = {2023},
	doi = {10.1007/978-3-658-40638-7_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {137--147},
	file = {Nosthoff und Maschewski - 2023 - Living by objectives Self-Tracking und Nudging im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A6IFZ2N2/Nosthoff und Maschewski - 2023 - Living by objectives Self-Tracking und Nudging im.pdf:application/pdf},
}

@incollection{kaiser_ich_2023,
	address = {Wiesbaden},
	title = {Ich, ich, ich: {Ausnutzende} {Führung} in einer digitalen {Arbeitswelt}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Ich, ich, ich},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_10},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmid, Ellen and Baedorf, Sarah and Knipfer, Kristin},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {181--192},
	file = {Schmid et al. - 2023 - Ich, ich, ich Ausnutzende Führung in einer digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FKN8FDHJ/Schmid et al. - 2023 - Ich, ich, ich Ausnutzende Führung in einer digita.pdf:application/pdf},
}

@incollection{kaiser_online-arbeitsmarkte_2023,
	address = {Wiesbaden},
	title = {Online-{Arbeitsmärkte}, {Digitales} {Mindset} und {Digitale} {Kompetenzen}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_9},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gomez-Herrera, Estrella and Müller-Langer, Frank and Werner, Matthias},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {155--177},
	file = {Gomez-Herrera et al. - 2023 - Online-Arbeitsmärkte, Digitales Mindset und Digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N69LZ8XQ/Gomez-Herrera et al. - 2023 - Online-Arbeitsmärkte, Digitales Mindset und Digita.pdf:application/pdf},
}

@incollection{kaiser_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Mindsets} und {Netzwerke}: {Zur} {Rolle} der {Digitalisierung} in organisationsübergreifender {Zusammenarbeit}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Digitale {Mindsets} und {Netzwerke}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_6},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaiser, Stephan and Müller, Elisabeth and Schönherr, Lorenz and Thaler, Julia},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--117},
	file = {Kaiser et al. - 2023 - Digitale Mindsets und Netzwerke Zur Rolle der Dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZNY9ZM47/Kaiser et al. - 2023 - Digitale Mindsets und Netzwerke Zur Rolle der Dig.pdf:application/pdf},
}

@incollection{kaiser_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Mindsets} in der {Betrieblichen} {Gesundheitsförderung}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_7},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Renner, Karl-Heinz and Moszeik, Esther},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--132},
	file = {Renner und Moszeik - 2023 - Digital Mindsets in der Betrieblichen Gesundheitsf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S95GVF6U/Renner und Moszeik - 2023 - Digital Mindsets in der Betrieblichen Gesundheitsf.pdf:application/pdf},
}

@incollection{kaiser_mindset_2023,
	address = {Wiesbaden},
	title = {Das {Mindset} der {Programmierer}*innen auf {GitHub} – ein ethnographischer {Blick} auf die {Baumeister}*innen des {Digitalen}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_5},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Franco, Emilian},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--95},
	file = {Franco - 2023 - Das Mindset der Programmiererinnen auf GitHub – e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9I3TJLBX/Franco - 2023 - Das Mindset der Programmiererinnen auf GitHub – e.pdf:application/pdf},
}

@incollection{kaiser_digitalisierungsangst_2023,
	address = {Wiesbaden},
	title = {Digitalisierungsangst als {Gefahr} für ein digitales {Mindset}?},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_4},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Reif, Julia A. M. and Czakert, Jan Philipp and Spieß, Erika and Berger, Rita},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--67},
	file = {Reif et al. - 2023 - Digitalisierungsangst als Gefahr für ein digitales.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IU5SZPMY/Reif et al. - 2023 - Digitalisierungsangst als Gefahr für ein digitales.pdf:application/pdf},
}

@incollection{kaiser_digital_2023-1,
	address = {Wiesbaden},
	title = {Das {Digital} {Mindset} als essenzieller {Bestandteil} von {Future} {Skills}: {Ein} Überblick über notwendige {Kompetenzen} in der digitalisierten {Zukunft}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Das {Digital} {Mindset} als essenzieller {Bestandteil} von {Future} {Skills}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_3},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Chochoiek, Nadine and Lorenz, Sarah},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--42},
	file = {Chochoiek und Lorenz - 2023 - Das Digital Mindset als essenzieller Bestandteil v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RHULRIES/Chochoiek und Lorenz - 2023 - Das Digital Mindset als essenzieller Bestandteil v.pdf:application/pdf},
}

@incollection{kaiser_mindsets_2023,
	address = {Wiesbaden},
	title = {Mindsets regulieren: {Eine} intentionale {Perspektive} auf digitale {Mindsets}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Mindsets regulieren},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_2},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Loepthien, Tim and Leipold, Bernhard},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {13--28},
	file = {Loepthien und Leipold - 2023 - Mindsets regulieren Eine intentionale Perspektive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJQC7SBY/Loepthien und Leipold - 2023 - Mindsets regulieren Eine intentionale Perspektive.pdf:application/pdf},
}

@incollection{heinlein_digital_2023-2,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit} gestalten: {Das} {Beispiel} {Reflexa}-{Werke} {Albrecht} {GmbH}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Digital vernetzte {Arbeit} gestalten},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_12},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bolte, Annegret and Gross, Manfred and Schüle, Ingo},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {325--337},
	file = {Bolte et al. - 2023 - Digital vernetzte Arbeit gestalten Das Beispiel R.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YDGBN9FF/Bolte et al. - 2023 - Digital vernetzte Arbeit gestalten Das Beispiel R.pdf:application/pdf},
}

@incollection{heinlein_praxiskompass_2023,
	address = {Wiesbaden},
	title = {Praxiskompass zur partizipativen belastungsarmen {Gestaltung} digital vernetzter {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_9},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Neumer, Judith and Heinlein, Michael and Ritter, Tobias and Stöger, Ursula and Merl, Tanja},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {233--242},
	file = {Neumer et al. - 2023 - Praxiskompass zur partizipativen belastungsarmen G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CWU8R4VA/Neumer et al. - 2023 - Praxiskompass zur partizipativen belastungsarmen G.pdf:application/pdf},
}

@incollection{heinlein_alltagliche_2023,
	address = {Wiesbaden},
	title = {Alltägliche {Lebensführung} bei qualifizierter digital vernetzter {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_8},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Weihrich, Margit},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {211--230},
	file = {Weihrich - 2023 - Alltägliche Lebensführung bei qualifizierter digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VEC4M9FU/Weihrich - 2023 - Alltägliche Lebensführung bei qualifizierter digit.pdf:application/pdf},
}

@incollection{heinlein_belastungen_2023,
	address = {Wiesbaden},
	title = {Belastungen bei digital vernetzter {Dienstleistungsarbeit} – widersprüchliche {Arbeitsanforderungen}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_7},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stöger, Ursula and Merl, Tanja},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {189--210},
	file = {Stöger und Merl - 2023 - Belastungen bei digital vernetzter Dienstleistungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3XLPBTBQ/Stöger und Merl - 2023 - Belastungen bei digital vernetzter Dienstleistungs.pdf:application/pdf},
}

@incollection{heinlein_digital_2023-3,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit} in mittelständischen {Unternehmen}: {Anforderungen} im {Umgang} mit {ERP}-{Systemen} und {Grenzen} der {Digitalisierung}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Digital vernetzte {Arbeit} in mittelständischen {Unternehmen}},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_6},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bolte, Annegret and Neumer, Judith},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {165--187},
	file = {Bolte und Neumer - 2023 - Digital vernetzte Arbeit in mittelständischen Unte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4IZDI5J2/Bolte und Neumer - 2023 - Digital vernetzte Arbeit in mittelständischen Unte.pdf:application/pdf},
}

@incollection{kaiser_individuelle_2023,
	address = {Wiesbaden},
	title = {Individuelle und organisationale {Perspektiven} auf {Digitale} {Mindsets}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_1},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kaiser, Stephan and Ertl, Bernhard},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--9},
	file = {Kaiser und Ertl - 2023 - Individuelle und organisationale Perspektiven auf .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KX28K3ZX/Kaiser und Ertl - 2023 - Individuelle und organisationale Perspektiven auf .pdf:application/pdf},
}

@incollection{heinlein_betriebsarztlicher_2023,
	address = {Wiesbaden},
	title = {Betriebsärztlicher {Instrumentenkoffer} „{Digital} vernetze {Arbeit}“ – {Betreuung} und {Beratung} von {Unternehmen} und {Beschäftigten}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_11},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heiden, Barbara and Herbig, Britta},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {279--323},
	file = {Heiden und Herbig - 2023 - Betriebsärztlicher Instrumentenkoffer „Digital ver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZSIGR2R/Heiden und Herbig - 2023 - Betriebsärztlicher Instrumentenkoffer „Digital ver.pdf:application/pdf},
}

@incollection{heinlein_betriebsarztliches_2023,
	address = {Wiesbaden},
	title = {Betriebsärztliches {Gesundheitscoaching} bei {Beschäftigten} mit digital vernetzter {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_10},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heiden, Barbara and Herbig, Britta},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {243--278},
	file = {Heiden und Herbig - 2023 - Betriebsärztliches Gesundheitscoaching bei Beschäf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YMUUHCF5/Heiden und Herbig - 2023 - Betriebsärztliches Gesundheitscoaching bei Beschäf.pdf:application/pdf},
}

@incollection{heinlein_arbeitsgedachtnis_2023,
	address = {Wiesbaden},
	title = {Das {Arbeitsgedächtnis} als limitierender {Faktor} mentaler {Belastung} bei digital vernetzter {Arbeit}. {Annäherung} an eine mentale {Dauerbelastungsgrenze}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_4},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herbig, Britta and Heiden, Barbara},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--129},
	file = {Herbig und Heiden - 2023 - Das Arbeitsgedächtnis als limitierender Faktor men.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LV98H9HA/Herbig und Heiden - 2023 - Das Arbeitsgedächtnis als limitierender Faktor men.pdf:application/pdf},
}

@incollection{heinlein_darstellung_2023,
	address = {Wiesbaden},
	title = {Darstellung und {Wahrnehmung} von {Informationen} bei {Digitalisierung}: eine {Differenzierung} und {Präzisierung}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Darstellung und {Wahrnehmung} von {Informationen} bei {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_3},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böhle, Fritz},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--98},
	file = {Böhle - 2023 - Darstellung und Wahrnehmung von Informationen bei .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CN6QNLL6/Böhle - 2023 - Darstellung und Wahrnehmung von Informationen bei .pdf:application/pdf},
}

@incollection{heinlein_arbeit_2023,
	address = {Wiesbaden},
	title = {Arbeit oberhalb der ‚mentalen {Dauerbelastungsgrenze}‘: {Ein} inter- und transdisziplinäres {Forschungsprogramm} zu den {Belastungen} digital vernetzter {Arbeit}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Arbeit oberhalb der ‚mentalen {Dauerbelastungsgrenze}‘},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_1},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Böhle, Fritz and Bolte, Annegret and Glomb, Felix and Gross, Manfred and Heinlein, Michael and Neumer, Judith and Raaymann, Stephan and Ritter, Tobias and Stöger, Ursula},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--25},
	file = {Böhle et al. - 2023 - Arbeit oberhalb der ‚mentalen Dauerbelastungsgrenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SF5H6JV3/Böhle et al. - 2023 - Arbeit oberhalb der ‚mentalen Dauerbelastungsgrenz.pdf:application/pdf},
}

@incollection{heinlein_digital_2023-4,
	address = {Wiesbaden},
	title = {Digital vernetzte {Arbeit}: {Dimensionen} und {Anforderungen} einer neuen {Arbeitsform}},
	isbn = {978-3-658-40614-1 978-3-658-40615-8},
	shorttitle = {Digital vernetzte {Arbeit}},
	url = {https://link.springer.com/10.1007/978-3-658-40615-8_2},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digital vernetzte {Arbeit}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	editor = {Heinlein, Michael and Neumer, Judith and Ritter, Tobias},
	year = {2023},
	doi = {10.1007/978-3-658-40615-8_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {29--72},
	file = {Heinlein et al. - 2023 - Digital vernetzte Arbeit Dimensionen und Anforder.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X4R9DGMQ/Heinlein et al. - 2023 - Digital vernetzte Arbeit Dimensionen und Anforder.pdf:application/pdf},
}

@incollection{kaiser_den_2023,
	address = {Wiesbaden},
	title = {Den {Menschen} neu denken? {Anspruch} und {Wirklichkeit} der digitalen {Revolution}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Den {Menschen} neu denken?},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_13},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lohmann, Friedrich},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {237--249},
	file = {Lohmann - 2023 - Den Menschen neu denken Anspruch und Wirklichkeit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PRMZNTR5/Lohmann - 2023 - Den Menschen neu denken Anspruch und Wirklichkeit.pdf:application/pdf},
}

@incollection{kaiser_projektbasierte_2023,
	address = {Wiesbaden},
	title = {Projektbasierte {Entwicklung} digitaler {Kompetenzen}: {Ein} {Einblick} in die {Erstellung} einer {Virtual} {Reality}-{Lernumgebung}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Projektbasierte {Entwicklung} digitaler {Kompetenzen}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_8},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fink, Maximilian C. and Eisenlauer, Volker and Ertl, Bernhard},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--153},
	file = {Fink et al. - 2023 - Projektbasierte Entwicklung digitaler Kompetenzen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J3YUZL2S/Fink et al. - 2023 - Projektbasierte Entwicklung digitaler Kompetenzen.pdf:application/pdf},
}

@incollection{kaiser_gekrankte_2023,
	address = {Wiesbaden},
	title = {Das gekränkte {Subjekt} in den {Mythen} digitaler {Technik}. {Das} {Digital} {Mindset} zwischen analoger {Individualisierung} und digitaler {Personalisierung}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_12},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Manhart, Sebastian},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {211--235},
	file = {Manhart - 2023 - Das gekränkte Subjekt in den Mythen digitaler Tech.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HZZTMZKE/Manhart - 2023 - Das gekränkte Subjekt in den Mythen digitaler Tech.pdf:application/pdf},
}

@incollection{kaiser_gaming_2023,
	address = {Wiesbaden},
	title = {Gaming {Disorder}: {Empirische} {Evidenz} im {Kontext} eines interorganisationalen {Diskurses}},
	isbn = {978-3-658-41103-9 978-3-658-41104-6},
	shorttitle = {Gaming {Disorder}},
	url = {https://link.springer.com/10.1007/978-3-658-41104-6_11},
	language = {de-DE},
	urldate = {2023-08-03},
	booktitle = {Digitale {Mindsets}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wagner, Matthias},
	editor = {Kaiser, Stephan and Ertl, Bernhard},
	year = {2023},
	doi = {10.1007/978-3-658-41104-6_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--210},
	file = {Wagner - 2023 - Gaming Disorder Empirische Evidenz im Kontext ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LHBUTFZI/Wagner - 2023 - Gaming Disorder Empirische Evidenz im Kontext ein.pdf:application/pdf},
}

@incollection{hippe_agile_2023,
	address = {Wiesbaden},
	title = {Agile {Organisationdesigns} in {Zeiten} digitaler {Transformation}},
	isbn = {978-3-658-41617-1 978-3-658-41618-8},
	url = {https://link.springer.com/10.1007/978-3-658-41618-8_12},
	language = {de-DE},
	urldate = {2023-08-02},
	booktitle = {Nachhaltigkeit und {Innovation} in internen und externen {Unternehmensbeziehungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mack, Oliver},
	editor = {Hippe, Alan and Wirsam, Jan},
	year = {2023},
	doi = {10.1007/978-3-658-41618-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {219--236},
	file = {Mack - 2023 - Agile Organisationdesigns in Zeiten digitaler Tran.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TDLKMAXN/Mack - 2023 - Agile Organisationdesigns in Zeiten digitaler Tran.pdf:application/pdf},
}

@incollection{hippe_bedeutung_2023,
	address = {Wiesbaden},
	title = {Bedeutung der {Digitalisierung} im {Financial} {Management}},
	isbn = {978-3-658-41617-1 978-3-658-41618-8},
	url = {https://link.springer.com/10.1007/978-3-658-41618-8_5},
	language = {de-DE},
	urldate = {2023-08-02},
	booktitle = {Nachhaltigkeit und {Innovation} in internen und externen {Unternehmensbeziehungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Von Waldegge, Sylke Heusinger},
	editor = {Hippe, Alan and Wirsam, Jan},
	year = {2023},
	doi = {10.1007/978-3-658-41618-8_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {83--104},
	file = {Von Waldegge - 2023 - Bedeutung der Digitalisierung im Financial Managem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/94IRJWZ3/Von Waldegge - 2023 - Bedeutung der Digitalisierung im Financial Managem.pdf:application/pdf},
}

@incollection{hippe_digital_2023,
	address = {Wiesbaden},
	title = {„{Digital} {Health}“ in der {Betriebsgastronomie}: {Monitoring} der {Gesundheit} von {Mitarbeitenden} durch den {Einsatz} von {Glukose}- und {Ernährungstracking}},
	isbn = {978-3-658-41617-1 978-3-658-41618-8},
	shorttitle = {„{Digital} {Health}“ in der {Betriebsgastronomie}},
	url = {https://link.springer.com/10.1007/978-3-658-41618-8_16},
	language = {de-DE},
	urldate = {2023-08-02},
	booktitle = {Nachhaltigkeit und {Innovation} in internen und externen {Unternehmensbeziehungen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Röhl, Kevin and Wirsam, Jan},
	editor = {Hippe, Alan and Wirsam, Jan},
	year = {2023},
	doi = {10.1007/978-3-658-41618-8_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {293--306},
	file = {Röhl und Wirsam - 2023 - „Digital Health“ in der Betriebsgastronomie Monit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5MFX8T94/Röhl und Wirsam - 2023 - „Digital Health“ in der Betriebsgastronomie Monit.pdf:application/pdf},
}

@incollection{schiefner-rohs_uberblick_2023,
	title = {Überblick und {Einblicke}. {Tafel} und {Hefte} als {Medien} der öffentlichen {Wissensproduktion} im {Unterricht}},
	isbn = {978-3-7815-2578-8},
	url = {https://www.pedocs.de/volltexte/2023/27002/pdf/Leicht_2023_Ueberblick_und_Einblicke.pdf},
	language = {de-DE},
	urldate = {2023-07-31},
	booktitle = {Ethnographie und {Videographie} pädagogischer {Praktiken}. "{Ein}-{Blicke}" in {Projekte} der {Schul}- und {Unterrichtsforschung} in einer {Kultur} der {Digitalität}},
	publisher = {Verlag Julius Klinkhardt},
	author = {Leicht, Johanna},
	editor = {Schiefner-Rohs, Mandy and Heymann, Carina and Neto Carvalho, Isabel},
	year = {2023},
	doi = {10.35468/6020-07},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {103--119},
	file = {Leicht - 2023 - Überblick und Einblicke. Tafel und Hefte als Medie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J6N8QC7G/Leicht - 2023 - Überblick und Einblicke. Tafel und Hefte als Medie.pdf:application/pdf},
}

@incollection{schmidt_lessons_2023,
	address = {Wiesbaden},
	title = {Lessons learned from {COVID}-19: {Zwischenmenschliche} {Kommunikation} in digitalen {Geschäftsbeziehungen} – eine beziehungsmanagementorientierte {Betrachtung} auf {Basis} des {Event} {Life} {Cycle}},
	volume = {35},
	isbn = {978-3-658-40704-9 978-3-658-40705-6},
	shorttitle = {Lessons learned from {COVID}-19},
	url = {https://link.springer.com/10.1007/978-3-658-40705-6_2},
	language = {de-DE},
	urldate = {2023-06-26},
	booktitle = {Soziale {Themen} in {Unternehmens}- und {Wirtschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Landmann, Elisa and Pilny, Henrietta Leonie and Siems, Florian U. and Nguyen, Bui Duc},
	editor = {Schmidt, Christopher M. and Heinemann, Sabine and Banholzer, Volker Markus and Nielsen, Martin and Siems, Florian U.},
	year = {2023},
	doi = {10.1007/978-3-658-40705-6_2},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {43--58},
	file = {Landmann et al. - 2023 - Lessons learned from COVID-19 Zwischenmenschliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DDJCNIKC/Landmann et al. - 2023 - Lessons learned from COVID-19 Zwischenmenschliche.pdf:application/pdf},
}

@incollection{schmidt_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Communication} {Strategies}: {The} {Impact} of {Framing} in {Debt} {Collection} {Messages}},
	volume = {35},
	isbn = {978-3-658-40704-9 978-3-658-40705-6},
	shorttitle = {Digital {Communication} {Strategies}},
	url = {https://link.springer.com/10.1007/978-3-658-40705-6_3},
	language = {en-GB},
	urldate = {2023-06-26},
	booktitle = {Soziale {Themen} in {Unternehmens}- und {Wirtschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kobsch, Henry and Conrad, Ricarda and Goetze, Minou and Stricker, Stephan},
	editor = {Schmidt, Christopher M. and Heinemann, Sabine and Banholzer, Volker Markus and Nielsen, Martin and Siems, Florian U.},
	year = {2023},
	doi = {10.1007/978-3-658-40705-6_3},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {59--77},
	file = {Kobsch et al. - 2023 - Digital Communication Strategies The Impact of Fr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DEZU92UZ/Kobsch et al. - 2023 - Digital Communication Strategies The Impact of Fr.pdf:application/pdf},
}

@incollection{schmidt_public_2023,
	address = {Wiesbaden},
	title = {Public {Relations} im {Zeitalter} zunehmender {Digitalisierung}: {Erkenntnisse} einer explorativen {Expert}:innenstudie},
	volume = {35},
	isbn = {978-3-658-40704-9 978-3-658-40705-6},
	shorttitle = {Public {Relations} im {Zeitalter} zunehmender {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-40705-6_4},
	language = {de-DE},
	urldate = {2023-06-26},
	booktitle = {Soziale {Themen} in {Unternehmens}- und {Wirtschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Redler, Jörn and Rolke, Lothar and Giuliano, Gina},
	editor = {Schmidt, Christopher M. and Heinemann, Sabine and Banholzer, Volker Markus and Nielsen, Martin and Siems, Florian U.},
	year = {2023},
	doi = {10.1007/978-3-658-40705-6_4},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {79--109},
	file = {Redler et al. - 2023 - Public Relations im Zeitalter zunehmender Digitali.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TNFH4QEU/Redler et al. - 2023 - Public Relations im Zeitalter zunehmender Digitali.pdf:application/pdf},
}

@incollection{schmidt_social_2023,
	address = {Wiesbaden},
	title = {Social {Issues} or the {Social} as an {Issue}—{Rethinking} {Sociality} in a {Post}-{Digital} {Era}},
	volume = {35},
	isbn = {978-3-658-40704-9 978-3-658-40705-6},
	url = {https://link.springer.com/10.1007/978-3-658-40705-6_5},
	abstract = {In the post-digital era we are currently experiencing, digital technologies are becoming so ubiquitous that we have begun to take them for granted in our lives—at home as well as at work. The argument of this chapter is that this technological transformation is, in fact, a social revolution, and that this urges us to re-think what we mean with ‘the social’. The chapter starts by teasing out what makes the current technological transformation a social revolution. Then we unpack what the contemporary technological development does to the social. In so doing, we outline two existential concerns: the separation of humans and machines, and the proliferation of relationships to many others. Because of these reconfigurations, we argue, sociality needs to be reconceptualized in a way that also should be considered by those interested in communication. We end the chapter by elaborating on this.},
	language = {en-GB},
	urldate = {2023-06-26},
	booktitle = {Soziale {Themen} in {Unternehmens}- und {Wirtschaftskommunikation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hallin, Anette and Ivory, Chris},
	editor = {Schmidt, Christopher M. and Heinemann, Sabine and Banholzer, Volker Markus and Nielsen, Martin and Siems, Florian U.},
	year = {2023},
	doi = {10.1007/978-3-658-40705-6_5},
	note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {111--123},
	file = {Hallin und Ivory - 2023 - Social Issues or the Social as an Issue—Rethinking.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZWD85WSX/Hallin und Ivory - 2023 - Social Issues or the Social as an Issue—Rethinking.pdf:application/pdf},
}

@incollection{lattemann_handwerk_2023,
	address = {Wiesbaden},
	title = {Handwerk 4.0: {Bedarf} und {Existenz} digitaler {Kompetenzen} und {Qualifizierungsvorlieben} im {Handwerksbetrieb} vor dem {Hintergrund} der {Implementierung} und {Etablierung} der neuen {Servicesoftware} {Athene} 4.0},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {Handwerk 4.0},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_8},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Guhlemann, Kerstin and Best, Christine and Ali, Amina},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_8},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {135--148},
	file = {Guhlemann et al. - 2023 - Handwerk 4.0 Bedarf und Existenz digitaler Kompet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PLQPCC6M/Guhlemann et al. - 2023 - Handwerk 4.0 Bedarf und Existenz digitaler Kompet.pdf:application/pdf},
}

@incollection{lattemann_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung personennaher {Dienstleistungen}: {Die} {Service} {Canvas} als {Gestaltungswerkzeug}},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {Digitalisierung personennaher {Dienstleistungen}},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_9},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lattemann, Christoph and Ahmad, Rangina and Gebbing, Pia and Geiger, Manuel and Guerrero, Ricardo and Kroschewski, Theresa and Lohrenz, Lisa and Michalke, Simon},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_9},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {149--165},
	file = {Lattemann et al. - 2023 - Digitalisierung personennaher Dienstleistungen Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HUF2EJD7/Lattemann et al. - 2023 - Digitalisierung personennaher Dienstleistungen Di.pdf:application/pdf},
}

@incollection{lattemann_livingsmart_2023,
	address = {Wiesbaden},
	title = {{LivingSmart}: {Vertrauen} als {Kernelement} zur erfolgreichen {Positionierung} digitaler {Plattformen} für personennahe {Dienstleistungen}},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {{LivingSmart}},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_3},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ferdinand, Manuela and Schultz, Carsten},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_3},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {37--52},
	file = {Ferdinand und Schultz - 2023 - LivingSmart Vertrauen als Kernelement zur erfolgr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LUX4DH55/Ferdinand und Schultz - 2023 - LivingSmart Vertrauen als Kernelement zur erfolgr.pdf:application/pdf},
}

@incollection{lattemann_durch_2023,
	address = {Wiesbaden},
	title = {Durch {Selbstlernkompetenz} beim informellen {Arbeitsplatzlernen} mit der digitalen {Transformation} {Schritt} halten: {Wissenschaftliche} {Ergebnisse} aus dem {Projekt} {Lernen} in der digitalisierten {Arbeitswelt} – {LidA}},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {Durch {Selbstlernkompetenz} beim informellen {Arbeitsplatzlernen} mit der digitalen {Transformation} {Schritt} halten},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_10},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kittel, Anne F. D. and Radi-Pentz, Anita and Seufert, Tina},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_10},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--180},
	file = {Kittel et al. - 2023 - Durch Selbstlernkompetenz beim informellen Arbeits.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DH2RCDMX/Kittel et al. - 2023 - Durch Selbstlernkompetenz beim informellen Arbeits.pdf:application/pdf},
}

@incollection{lattemann_athene_2023,
	address = {Wiesbaden},
	title = {Athene 4.0: {Konzeption}, {Entwicklung} und {Erprobung} einer {Softwarelösung} zur {Digitalisierung} kleiner {Handwerksbetriebe}},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	shorttitle = {Athene 4.0},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_17},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lücke, Michael and Hausmann, Maik},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_17},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {295--309},
	file = {Lücke und Hausmann - 2023 - Athene 4.0 Konzeption, Entwicklung und Erprobung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/73HMJTQ9/Lücke und Hausmann - 2023 - Athene 4.0 Konzeption, Entwicklung und Erprobung .pdf:application/pdf},
}

@incollection{lattemann_lernen_2023,
	address = {Wiesbaden},
	title = {Lernen in der digitalisierten {Arbeitswelt} ({LidA})},
	isbn = {978-3-658-38812-6 978-3-658-38813-3},
	url = {https://link.springer.com/10.1007/978-3-658-38813-3_19},
	language = {de-DE},
	urldate = {2023-05-30},
	booktitle = {Personennahe {Dienstleistungen} der {Zukunft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Seiter, Mischa and Kasselmann, Sebastian and Stich, Volker and Senderek, Roman and Seufert, Tina and Kittel, Anne and Radi-Pentz, Anita and Tödt, Alexandra and Samoila, Oliver and Zenzen, Enrico and Zeyrek, Korhan and Hutfless, Joachim and Schupik, Christian and Piel, Lena},
	editor = {Lattemann, Christoph and Robra-Bissantz, Susanne},
	year = {2023},
	doi = {10.1007/978-3-658-38813-3_19},
	note = {Series Title: Edition HMD},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {327--352},
	file = {Seiter et al. - 2023 - Lernen in der digitalisierten Arbeitswelt (LidA).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZBKQD73/Seiter et al. - 2023 - Lernen in der digitalisierten Arbeitswelt (LidA).pdf:application/pdf},
}

@incollection{mayrberger_mediendidaktik_2023,
	title = {Mediendidaktik als {Didaktik} in der {Digitalität} – praxistheoretisch informierte {Betrachtung} von {Handlungsfähigkeit} in der {Hochschulbildung} in der digitalen {Transformation}},
	language = {de-DE},
	booktitle = {Bildung und {Medien}: {Theorien}, {Konzepte} und {Innovationen}},
	author = {Mayrberger, Kerstin},
	year = {2023},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, ⛔ No DOI found},
	file = {Mayrberger - 2023 - Mediendidaktik als Didaktik in der Digitalität – p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYEZWZYK/Mayrberger - 2023 - Mediendidaktik als Didaktik in der Digitalität – p.pdf:application/pdf;Mayrberger - Mediendidaktik als Didaktik in der Digitalität – p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AS2DR25P/Mayrberger - Mediendidaktik als Didaktik in der Digitalität – p.pdf:application/pdf},
}

@incollection{meier_lehr-lern-labore_2023-1,
	address = {Wiesbaden},
	title = {Lehr-{Lern}-{Labore} und {Digitalisierung}: {Strömungen} und {Veränderungen} in der {Lehr}-{Lern}-{Labor}-{Landschaft} als {Folge} des digitalen {Wandels}},
	isbn = {978-3-658-40108-5 978-3-658-40109-2},
	shorttitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	url = {https://link.springer.com/10.1007/978-3-658-40109-2_1},
	language = {de-DE},
	urldate = {2023-04-05},
	booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin},
	year = {2023},
	doi = {10.1007/978-3-658-40109-2_1},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--16},
	file = {Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung Strömungen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DUNZZGJI/Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung Strömungen u.pdf:application/pdf},
}

@incollection{de_witt_fortgeschrittene_2023,
	address = {Wiesbaden},
	title = {Fortgeschrittene {Digitalisierung} und {Strategien} für die berufliche ({Weiter}-){Bildung}. {Augmentation}, {Fusion} {Skills} und {Augmentationsstrategien}},
	isbn = {978-3-658-40078-1 978-3-658-40079-8},
	url = {https://link.springer.com/10.1007/978-3-658-40079-8_16},
	language = {de-DE},
	urldate = {2024-04-03},
	booktitle = {Künstliche {Intelligenz} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Seufert, Sabine and Meier, Christoph},
	editor = {De Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth},
	year = {2023},
	doi = {10.1007/978-3-658-40079-8_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {331--353},
	file = {Seufert und Meier - 2023 - Fortgeschrittene Digitalisierung und Strategien fü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QECCQAUP/Seufert und Meier - 2023 - Fortgeschrittene Digitalisierung und Strategien fü.pdf:application/pdf},
}

@incollection{de_witt_computational_2023,
	address = {Wiesbaden},
	title = {Computational {Thinking} vermitteln. {Wie} {Problemlösekompetenz} als {Bestandteil} digitaler {Souveränität} erworben werden kann},
	isbn = {978-3-658-40078-1 978-3-658-40079-8},
	url = {https://link.springer.com/10.1007/978-3-658-40079-8_9},
	language = {de-DE},
	urldate = {2024-04-03},
	booktitle = {Künstliche {Intelligenz} in der {Bildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fehrmann, Raphael and Zeinz, Horst},
	editor = {De Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth},
	year = {2023},
	doi = {10.1007/978-3-658-40079-8_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {175--196},
	file = {Fehrmann und Zeinz - 2023 - Computational Thinking vermitteln. Wie Problemlöse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VZLYIBBJ/Fehrmann und Zeinz - 2023 - Computational Thinking vermitteln. Wie Problemlöse.pdf:application/pdf},
}

@incollection{wilmers_informationskompetenz_2023,
	title = {Informationskompetenz von {Schüler}:innen stärken: {Wie} kann man das {Prüfen} von {Informationen} durch den {Einsatz} digitaler {Medien} fördern?},
	isbn = {978-3-8309-4846-9},
	shorttitle = {Informationskompetenz von {Schüler}},
	url = {https://www.waxmann.com/bildungimdigitalenwandel_4/},
	abstract = {Heranwachsende werden durch das Internet mit einer Vielzahl an Informationen konfrontiert. Dabei gilt es die Orientierung zu behalten, um effizient passende, aber auch akkurate Informationen für den eigenen Informationsbedarf beschaffen zu können. Informationskompetenz (IK) wird damit zu einer Schlüsselkompetenz für Lebenslanges Lernen, Bildung in der digitalen Welt und gesellschaftliche Teilhabe. Bildungsinstitutionen stehen so vor der Herausforderung, den souveränen und selbstbestimmten Umgang mit Informationen im Kontext der Digitalität bei Lernenden zu fördern.},
	language = {de-DE},
	urldate = {2024-05-04},
	booktitle = {Bildung im digitalen {Wandel}. {Die} {Bedeutung} digitaler {Medien} für soziales {Lernen} und {Teilhabe}},
	publisher = {Waxmann Verlag GmbH},
	author = {Leber, Jens and Heinemann, Anna and Sander, Pia and Ahmad, Chirine and Meneghinello, Lara and Peters, Louis},
	editor = {Wilmers, Annika and Achenbach, Michaela and Keller, Carolin},
	month = dec,
	year = {2023},
	doi = {10.31244/9783830998464.03},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {75--106},
	file = {Leber et al. - 2023 - Informationskompetenz von Schülerinnen stärken W.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/37IJLRFX/Leber et al. - 2023 - Informationskompetenz von Schülerinnen stärken W.pdf:application/pdf},
}

@incollection{jeanrenaud_fachkulturen_2023,
	address = {Wiesbaden},
	title = {Fachkulturen und die pandemische {Umstellung} auf digitales {Lernen}: {Ein} explorativer {Vergleich} mittels {Lehrevaluationen}, {Feedbackgesprächen}, {Feldnotizen} und {Lehrtagebüchern}},
	isbn = {978-3-658-43374-1 978-3-658-43375-8},
	shorttitle = {Fachkulturen und die pandemische {Umstellung} auf digitales {Lernen}},
	url = {https://link.springer.com/10.1007/978-3-658-43375-8_4},
	language = {de-DE},
	urldate = {2024-02-03},
	booktitle = {Teaching {Gender} in {MINT} in der {Pandemie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jeanrenaud, Yves},
	editor = {Jeanrenaud, Yves},
	year = {2023},
	doi = {10.1007/978-3-658-43375-8_4},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--95},
	file = {Jeanrenaud - 2023 - Fachkulturen und die pandemische Umstellung auf di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W43XHT6B/Jeanrenaud - 2023 - Fachkulturen und die pandemische Umstellung auf di.pdf:application/pdf},
}

@incollection{jeanrenaud_es_2023,
	address = {Wiesbaden},
	title = {„{Es} ist immer zu viel los im {Haushalt} …“ {Studentische} {Lebenswelten} und deren {Auswirkungen} auf digitale {Lernbedingungen}},
	isbn = {978-3-658-43374-1 978-3-658-43375-8},
	url = {https://link.springer.com/10.1007/978-3-658-43375-8_3},
	language = {de-DE},
	urldate = {2024-02-03},
	booktitle = {Teaching {Gender} in {MINT} in der {Pandemie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haffner, Yvonne},
	editor = {Jeanrenaud, Yves},
	year = {2023},
	doi = {10.1007/978-3-658-43375-8_3},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {55--71},
	file = {Haffner - 2023 - „Es ist immer zu viel los im Haushalt …“ Studentis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LE5F92X3/Haffner - 2023 - „Es ist immer zu viel los im Haushalt …“ Studentis.pdf:application/pdf},
}

@incollection{helmold_homeoffice_2023,
	address = {Wiesbaden},
	title = {Homeoffice und digitale {Arbeitskonzepte}},
	isbn = {978-3-658-41288-3 978-3-658-41289-0},
	url = {https://link.springer.com/10.1007/978-3-658-41289-0_11},
	language = {de-DE},
	urldate = {2024-02-03},
	booktitle = {New {Work}, {Neues} {Arbeiten} virtuell und in {Präsenz}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Landes, Miriam and Steiner, Eberhard},
	collaborator = {Helmold, Marc and Landes, Miriam and Steiner, Eberhard and Dathe, Tracy and Jeschio, Lars},
	year = {2023},
	doi = {10.1007/978-3-658-41289-0_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {127--141},
	file = {Landes und Steiner - 2023 - Homeoffice und digitale Arbeitskonzepte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9S22RRMH/Landes und Steiner - 2023 - Homeoffice und digitale Arbeitskonzepte.pdf:application/pdf},
}

@incollection{jeanrenaud_erklarvideos_2023,
	address = {Wiesbaden},
	title = {Erklärvideos gestalten. {Eine} digitale {Mehrfachstrategie} zur {Vermittlung} von {Gender}- und {Diversitykompetenz} in den {Ingenieurwissenschaften} und zur kreativen {Auseinandersetzung} mit {Physik}},
	isbn = {978-3-658-43374-1 978-3-658-43375-8},
	url = {https://link.springer.com/10.1007/978-3-658-43375-8_2},
	language = {de-DE},
	urldate = {2024-02-03},
	booktitle = {Teaching {Gender} in {MINT} in der {Pandemie}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Götschel, Helene},
	editor = {Jeanrenaud, Yves},
	year = {2023},
	doi = {10.1007/978-3-658-43375-8_2},
	note = {Series Title: Edition Fachdidaktiken},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--54},
	file = {Götschel - 2023 - Erklärvideos gestalten. Eine digitale Mehrfachstra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AZ62GYLH/Götschel - 2023 - Erklärvideos gestalten. Eine digitale Mehrfachstra.pdf:application/pdf},
}

@incollection{schiefner-rohs_vermessung_2023,
	title = {Vermessung verstehen: {Medienpädagogik} auf den {Spuren} von kreativen {Datenpraktiken} und ambivalenten {Algorithmen}},
	isbn = {978-3-8394-6582-0},
	shorttitle = {Vermessung verstehen},
	url = {https://www.degruyter.com/document/doi/10.1515/9783839465820-021/html},
	abstract = {Der Beitrag befasst sich mit der Bedeutung von Daten und ihrer Verwendung in der digitalen Welt. Dabei sind Aspekte wie Kompetenz, Transparenz und die Bedeutung von Kreativität im Umgang mit (digitalen) Daten unter Berücksichtigung von gesamtgesellschaftlichen Herausforderungen leitend. Es wird argumentiert, dass sich kreative Ansätze und Herangehensweisen für medienpädagogische Auseinandersetzungen als fruchtbar erweisen, um das volle Potenzial von Daten auszuschöpfen und innovative Lösungen zu entwickeln. Hier wird auch die Rolle von Design Thinking und anderen Ansätzen im Umgang mit Daten exemplarisch hervorgehoben. Kompetenz im Umgang mit Daten, Transparenz bei ihrer Nutzung und kreative Herangehensweisen sind hierbei zentrale und ineinander verwobene Elemente, um eine sinnvolle und verantwortungsvolle Verwendung von Daten unter ethischen Maßgaben zu diskutieren.},
	language = {de-DE},
	urldate = {2024-01-31},
	booktitle = {Datafizierung (in) der {Bildung}},
	publisher = {transcript Verlag},
	author = {Ahlborn, Juliane and Verständig, Dan},
	editor = {Schiefner-Rohs, Mandy and Hofhues, Sandra and Breiter, Andreas},
	month = dec,
	year = {2023},
	doi = {10.1515/9783839465820-021},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {335--356},
	file = {Ahlborn und Verständig - 2023 - Vermessung verstehen Medienpädagogik auf den Spur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NWTNTLQB/Ahlborn und Verständig - 2023 - Vermessung verstehen Medienpädagogik auf den Spur.pdf:application/pdf},
}

@incollection{fegert_sexueller_2023,
	address = {Berlin, Heidelberg},
	title = {Sexueller {Missbrauch}. {Bislang} marginalisierte {Konstellationen} sexueller {Gewalt} sowie die {Rolle} der digitalen {Medien}},
	isbn = {978-3-662-66899-3 978-3-662-66900-6},
	url = {https://link.springer.com/10.1007/978-3-662-66900-6_24},
	language = {de-DE},
	urldate = {2024-01-10},
	booktitle = {Gute {Kinderschutzverfahren}},
	publisher = {Springer Berlin Heidelberg},
	author = {Gerke, Jelena and Rassenhofer, Miriam and Fegert, Jörg M.},
	editor = {Fegert, Jörg M. and Meysen, Thomas and Kindler, Heinz and Chauviré-Geib, Katrin and Hoffmann, Ulrike and Schumann, Eva},
	year = {2023},
	doi = {10.1007/978-3-662-66900-6_24},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {353--361},
	file = {Gerke et al. - 2023 - Sexueller Missbrauch. Bislang marginalisierte Kons.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RTF45JYP/Gerke et al. - 2023 - Sexueller Missbrauch. Bislang marginalisierte Kons.pdf:application/pdf},
}

@incollection{bohnet-joschko_digitale_2023,
	address = {Wiesbaden},
	title = {Digitale {Transformation} in der {Gesundheitswirtschaft}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_1},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--3},
	file = {Bohnet-Joschko und Pilgrim - 2023 - Digitale Transformation in der Gesundheitswirtscha.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JY5HKKN6/Bohnet-Joschko und Pilgrim - 2023 - Digitale Transformation in der Gesundheitswirtscha.pdf:application/pdf},
}

@incollection{angerer_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung der {Unternehmensberatung}: {Eine} multiperspektivische {Analyse} aus {Sicht} von {Kunden}- und {Beratungsunternehmen}},
	isbn = {978-3-658-38820-1 978-3-658-38821-8},
	shorttitle = {Digitalisierung der {Unternehmensberatung}},
	url = {https://link.springer.com/10.1007/978-3-658-38821-8_6},
	language = {de-DE},
	urldate = {2023-06-26},
	booktitle = {Managementforschung},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hähnel, Heinz M.},
	editor = {Angerer, Thomas and Roegner, Andrea},
	year = {2023},
	doi = {10.1007/978-3-658-38821-8_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--344},
	file = {Hähnel - 2023 - Digitalisierung der Unternehmensberatung Eine mul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HQNX6UB4/Hähnel - 2023 - Digitalisierung der Unternehmensberatung Eine mul.pdf:application/pdf;Hähnel - 2023 - Digitalisierung der Unternehmensberatung Eine mul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RJXN5GIZ/Hähnel - 2023 - Digitalisierung der Unternehmensberatung Eine mul.pdf:application/pdf},
}

@incollection{bohnet-joschko_smartphones_2023,
	address = {Wiesbaden},
	title = {Smartphones im {Klinikalltag}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_7},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kraushaar, Judith},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--31},
	file = {Kraushaar - 2023 - Smartphones im Klinikalltag.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H62GHEWB/Kraushaar - 2023 - Smartphones im Klinikalltag.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-1,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} im {Gesundheitswesen}: {Historische} {Entwicklung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Künstliche {Intelligenz} im {Gesundheitswesen}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_3},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ostermann, Thomas},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11--14},
	file = {Ostermann - 2023 - Künstliche Intelligenz im Gesundheitswesen Histor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CRIJXFTM/Ostermann - 2023 - Künstliche Intelligenz im Gesundheitswesen Histor.pdf:application/pdf},
}

@incollection{bohnet-joschko_stellenwert_2023,
	address = {Wiesbaden},
	title = {Stellenwert von {Digital} {Literacy} in der medizinischen {Aus}-, {Fort}- und {Weiterbildung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_4},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ehlers, Jan P.},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {15--18},
	file = {Ehlers - 2023 - Stellenwert von Digital Literacy in der medizinisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/86M2AIQL/Ehlers - 2023 - Stellenwert von Digital Literacy in der medizinisc.pdf:application/pdf},
}

@incollection{bohnet-joschko_rolle_2023,
	address = {Wiesbaden},
	title = {Die {Rolle} von {Suchmaschinen} beim {Patienten}-{Empowerment}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_5},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {19--22},
	file = {Korte - 2023 - Die Rolle von Suchmaschinen beim Patienten-Empower.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RN2MQLG2/Korte - 2023 - Die Rolle von Suchmaschinen beim Patienten-Empower.pdf:application/pdf},
}

@incollection{bohnet-joschko_akzeptanz_2023,
	address = {Wiesbaden},
	title = {Akzeptanz von {Robotik} in der {Pflege}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_6},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {23--26},
	file = {Korte - 2023 - Akzeptanz von Robotik in der Pflege.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4U4WSH26/Korte - 2023 - Akzeptanz von Robotik in der Pflege.pdf:application/pdf},
}

@incollection{bohnet-joschko_telemedizin_2023,
	address = {Wiesbaden},
	title = {Telemedizin im {Zivilschutz} als {Zukunftsstrategie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_8},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sattelberger, Julia},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--37},
	file = {Sattelberger - 2023 - Telemedizin im Zivilschutz als Zukunftsstrategie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ITPJUIA6/Sattelberger - 2023 - Telemedizin im Zivilschutz als Zukunftsstrategie.pdf:application/pdf},
}

@incollection{bohnet-joschko_digital_2023,
	address = {Wiesbaden},
	title = {Digital {Divide}: {Ursachenforschung} {Chancengleichheit}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Digital {Divide}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_10},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {47--50},
	file = {Kreyenschulte - 2023 - Digital Divide Ursachenforschung Chancengleichhei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XA349W4N/Kreyenschulte - 2023 - Digital Divide Ursachenforschung Chancengleichhei.pdf:application/pdf},
}

@incollection{bohnet-joschko_big_2023,
	address = {Wiesbaden},
	title = {Big {Data}: {Verbesserung} der {Versorgung} durch patientenzentrierte {Analysen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Big {Data}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_11},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schulte, Timo},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {51--55},
	file = {Schulte - 2023 - Big Data Verbesserung der Versorgung durch patien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3Q36PE6M/Schulte - 2023 - Big Data Verbesserung der Versorgung durch patien.pdf:application/pdf},
}

@incollection{bohnet-joschko_ethischer_2023,
	address = {Wiesbaden},
	title = {Ein ethischer {Blick} auf die {Nutzung} öffentlicher {Daten} mittels {Social} {Media} {Mining}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_13},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {63--66},
	file = {Koß - 2023 - Ein ethischer Blick auf die Nutzung öffentlicher D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L59XNW67/Koß - 2023 - Ein ethischer Blick auf die Nutzung öffentlicher D.pdf:application/pdf},
}

@incollection{bohnet-joschko_prozessdigitalisierung_2023,
	address = {Wiesbaden},
	title = {Prozessdigitalisierung: {Digitale} {Forschungs}- und {Entwicklungsplattformen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Prozessdigitalisierung},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_15},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--76},
	file = {Koß - 2023 - Prozessdigitalisierung Digitale Forschungs- und E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MLB3T7M8/Koß - 2023 - Prozessdigitalisierung Digitale Forschungs- und E.pdf:application/pdf},
}

@incollection{bohnet-joschko_verhaltensdaten_2023,
	address = {Wiesbaden},
	title = {Verhaltensdaten zur {Verringerung} gesundheitlicher {Ungleichheit}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_9},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {41--46},
	file = {Köbe - 2023 - Verhaltensdaten zur Verringerung gesundheitlicher .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VK4AQVQB/Köbe - 2023 - Verhaltensdaten zur Verringerung gesundheitlicher .pdf:application/pdf},
}

@incollection{bohnet-joschko_digitalisierung_2023,
	address = {Wiesbaden},
	title = {Digitalisierung und {Klimaschutz}: {Wirkung} des {Megatrends} auf {Nachhaltigkeit} im {Gesundheitswesen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Digitalisierung und {Klimaschutz}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_12},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bohnet-Joschko, Sabine},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {57--61},
	file = {Bohnet-Joschko - 2023 - Digitalisierung und Klimaschutz Wirkung des Megat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VKBFEJY8/Bohnet-Joschko - 2023 - Digitalisierung und Klimaschutz Wirkung des Megat.pdf:application/pdf},
}

@incollection{bohnet-joschko_digital_2023-1,
	address = {Wiesbaden},
	title = {Digital {Legacy} in der {Palliativversorgung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_14},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {67--70},
	file = {Korte - 2023 - Digital Legacy in der Palliativversorgung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8RXA2RVA/Korte - 2023 - Digital Legacy in der Palliativversorgung.pdf:application/pdf},
}

@incollection{bohnet-joschko_predictive_2023,
	address = {Wiesbaden},
	title = {Predictive {Enrichment}: {Einsatz} in klinischen {Studien}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Predictive {Enrichment}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_16},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {77--79},
	file = {Koß - 2023 - Predictive Enrichment Einsatz in klinischen Studi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G3ECZM7B/Koß - 2023 - Predictive Enrichment Einsatz in klinischen Studi.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-2,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} im {Einsatz} gegen die {Knowledge}-{Gap}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_17},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {81--84},
	file = {Kreyenschulte - 2023 - Künstliche Intelligenz im Einsatz gegen die Knowle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6KYKQXJV/Kreyenschulte - 2023 - Künstliche Intelligenz im Einsatz gegen die Knowle.pdf:application/pdf},
}

@incollection{bohnet-joschko_digitale_2023-1,
	address = {Wiesbaden},
	title = {Digitale {Gesundheitsanwendungen}: {Chancen} und {Herausforderungen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Digitale {Gesundheitsanwendungen}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_34},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vollmar, Horst Christian and Busse, Theresa Sophie},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_34},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {163--167},
	file = {Vollmar und Busse - 2023 - Digitale Gesundheitsanwendungen Chancen und Herau.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6LTSS567/Vollmar und Busse - 2023 - Digitale Gesundheitsanwendungen Chancen und Herau.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-3,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} zur {Steigerung} des {In}-{Vitro}-{Fertilisationserfolgs}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_35},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_35},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {169--172},
	file = {Kreyenschulte - 2023 - Künstliche Intelligenz zur Steigerung des In-Vitro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K3ISBR9C/Kreyenschulte - 2023 - Künstliche Intelligenz zur Steigerung des In-Vitro.pdf:application/pdf},
}

@incollection{bohnet-joschko_smart_2023,
	address = {Wiesbaden},
	title = {Smart {Glasses} in der {Anästhesie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_37},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_37},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {177--180},
	file = {Korte - 2023 - Smart Glasses in der Anästhesie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3JS7CUMF/Korte - 2023 - Smart Glasses in der Anästhesie.pdf:application/pdf},
}

@incollection{bohnet-joschko_mikrochips_2023,
	address = {Wiesbaden},
	title = {Mikrochips für die {Glaukomtherapie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_39},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_39},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--188},
	file = {Kreyenschulte - 2023 - Mikrochips für die Glaukomtherapie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M5FXZTCK/Kreyenschulte - 2023 - Mikrochips für die Glaukomtherapie.pdf:application/pdf},
}

@incollection{bohnet-joschko_robotik_2023,
	address = {Wiesbaden},
	title = {Robotik: {Einsatzmöglichkeiten} in der {Rehabilitation}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Robotik},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_40},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_40},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {191--194},
	file = {Kreyenschulte - 2023 - Robotik Einsatzmöglichkeiten in der Rehabilitatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V9I5ZDXD/Kreyenschulte - 2023 - Robotik Einsatzmöglichkeiten in der Rehabilitatio.pdf:application/pdf},
}

@incollection{bohnet-joschko_gehirn-computer-schnittstellen_2023,
	address = {Wiesbaden},
	title = {Gehirn-{Computer}-{Schnittstellen}: {Potenziale} für die rehabilitative {Gesundheitsversorgung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Gehirn-{Computer}-{Schnittstellen}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_41},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_41},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {195--198},
	file = {Korte - 2023 - Gehirn-Computer-Schnittstellen Potenziale für die.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY6NM9PG/Korte - 2023 - Gehirn-Computer-Schnittstellen Potenziale für die.pdf:application/pdf},
}

@incollection{bohnet-joschko_pflege_2023,
	address = {Wiesbaden},
	title = {Pflege 4.0: {Digitalisierung} zur {Sicherung} der {Pflege} von morgen},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Pflege 4.0},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_44},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_44},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--212},
	file = {Korte - 2023 - Pflege 4.0 Digitalisierung zur Sicherung der Pfle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TS8L8RYN/Korte - 2023 - Pflege 4.0 Digitalisierung zur Sicherung der Pfle.pdf:application/pdf},
}

@incollection{bohnet-joschko_intelligente_2023,
	address = {Wiesbaden},
	title = {Intelligente {Hirnschrittmacher} verbessern die {Parkinsontherapie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_36},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Melzer, Laura},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_36},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {173--176},
	file = {Melzer - 2023 - Intelligente Hirnschrittmacher verbessern die Park.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8MNN4IWY/Melzer - 2023 - Intelligente Hirnschrittmacher verbessern die Park.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-4,
	address = {Wiesbaden},
	title = {Künstliche {Neurone} in der {Epilepsiechirurgie}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_38},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Melzer, Laura},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_38},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {181--183},
	file = {Melzer - 2023 - Künstliche Neurone in der Epilepsiechirurgie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DXT34IQY/Melzer - 2023 - Künstliche Neurone in der Epilepsiechirurgie.pdf:application/pdf},
}

@incollection{bohnet-joschko_exoskelett_2023,
	address = {Wiesbaden},
	title = {Das {Exoskelett} in der {Schlaganfall}-{Rehabilitation}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_42},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_42},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {199--202},
	file = {Köbe - 2023 - Das Exoskelett in der Schlaganfall-Rehabilitation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2RCT7PIB/Köbe - 2023 - Das Exoskelett in der Schlaganfall-Rehabilitation.pdf:application/pdf},
}

@incollection{bohnet-joschko_ambient-assisted-living-systeme_2023,
	address = {Wiesbaden},
	title = {Ambient-{Assisted}-{Living}-{Systeme}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_43},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_43},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {203--206},
	file = {Kreyenschulte - 2023 - Ambient-Assisted-Living-Systeme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SHTEVYBQ/Kreyenschulte - 2023 - Ambient-Assisted-Living-Systeme.pdf:application/pdf},
}

@incollection{bohnet-joschko_pflegende_2023,
	address = {Wiesbaden},
	title = {Pflegende {Angehörige}: {Digitale} {Angebote} zu {Unterstützung} und {Entlastung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Pflegende {Angehörige}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_45},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Loboiko, Katharina},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_45},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {213--216},
	file = {Loboiko - 2023 - Pflegende Angehörige Digitale Angebote zu Unterst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U4SWR42U/Loboiko - 2023 - Pflegende Angehörige Digitale Angebote zu Unterst.pdf:application/pdf},
}

@incollection{bohnet-joschko_pravention_2023,
	address = {Wiesbaden},
	title = {Prävention {Pflegeheim}-sensitiver {Krankenhausfälle} durch {Telemedizin}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_46},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Valk-Draad, Maria Paula and Bohnet-Joschko, Sabine},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_46},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {217--220},
	file = {Valk-Draad und Bohnet-Joschko - 2023 - Prävention Pflegeheim-sensitiver Krankenhausfälle .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWTR6QFE/Valk-Draad und Bohnet-Joschko - 2023 - Prävention Pflegeheim-sensitiver Krankenhausfälle .pdf:application/pdf},
}

@incollection{bohnet-joschko_betreuung_2023,
	address = {Wiesbaden},
	title = {Betreuung von {Demenzpatienten} per {Musik}-{App}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_48},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_48},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {225--228},
	file = {Korte - 2023 - Betreuung von Demenzpatienten per Musik-App.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FU754683/Korte - 2023 - Betreuung von Demenzpatienten per Musik-App.pdf:application/pdf},
}

@incollection{bohnet-joschko_aufnahme_2023,
	address = {Wiesbaden},
	title = {Aufnahme ins {DiGA}-{Verzeichnis}: {Fluch} und {Segen} für den {Businessplan}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Aufnahme ins {DiGA}-{Verzeichnis}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_49},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Timmreck, Christian},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_49},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {231--237},
	file = {Timmreck - 2023 - Aufnahme ins DiGA-Verzeichnis Fluch und Segen für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JCISS49F/Timmreck - 2023 - Aufnahme ins DiGA-Verzeichnis Fluch und Segen für.pdf:application/pdf},
}

@incollection{bohnet-joschko_data_2023,
	address = {Wiesbaden},
	title = {Data {Intelligence} in der {Wertschöpfung} pharmazeutischer {Unternehmen}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_53},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_53},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {251--254},
	file = {Köbe - 2023 - Data Intelligence in der Wertschöpfung pharmazeuti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A5MDBL4B/Köbe - 2023 - Data Intelligence in der Wertschöpfung pharmazeuti.pdf:application/pdf},
}

@incollection{bohnet-joschko_digitales_2023,
	address = {Wiesbaden},
	title = {Digitales klinisches {Entlassmanagement} für den Übergang in die {Pflege}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_47},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_47},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--224},
	file = {Kreyenschulte - 2023 - Digitales klinisches Entlassmanagement für den Übe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7HM3LS6N/Kreyenschulte - 2023 - Digitales klinisches Entlassmanagement für den Übe.pdf:application/pdf},
}

@incollection{bohnet-joschko_femtech_2023,
	address = {Wiesbaden},
	title = {Femtech: {Marktpotenziale} genderspezifischer {Versorgung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Femtech},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_50},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Korte, Lisa},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_50},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {239--242},
	file = {Korte - 2023 - Femtech Marktpotenziale genderspezifischer Versor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R2WCVJN3/Korte - 2023 - Femtech Marktpotenziale genderspezifischer Versor.pdf:application/pdf},
}

@incollection{bohnet-joschko_zukunft_2023,
	address = {Wiesbaden},
	title = {Die {Zukunft} des {Apothekenmarktes}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_51},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_51},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {243--246},
	file = {Köbe - 2023 - Die Zukunft des Apothekenmarktes.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T62TXWUG/Köbe - 2023 - Die Zukunft des Apothekenmarktes.pdf:application/pdf},
}

@incollection{bohnet-joschko_gesundheitsokosysteme_2023,
	address = {Wiesbaden},
	title = {Gesundheitsökosysteme am {Beispiel} von {Amazon} {Care}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_52},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_52},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {247--250},
	file = {Koß - 2023 - Gesundheitsökosysteme am Beispiel von Amazon Care.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TIFPN2GE/Koß - 2023 - Gesundheitsökosysteme am Beispiel von Amazon Care.pdf:application/pdf},
}

@incollection{bohnet-joschko_metaversum_2023,
	address = {Wiesbaden},
	title = {Das {Metaversum} und seine {Rolle} im {Gesundheitsmarkt}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_54},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_54},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {255--259},
	file = {Köbe - 2023 - Das Metaversum und seine Rolle im Gesundheitsmarkt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NUFYIDQC/Köbe - 2023 - Das Metaversum und seine Rolle im Gesundheitsmarkt.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-5,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} in der {Medizin}: {Anmerkungen} zum aktuellen {Verordnungsentwurf} der {Europäischen} {Kommission}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Künstliche {Intelligenz} in der {Medizin}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_55},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spranger, Tade Matthias and Wenzel, Michael},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_55},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {263--266},
	file = {Spranger und Wenzel - 2023 - Künstliche Intelligenz in der Medizin Anmerkungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T8IVJNEK/Spranger und Wenzel - 2023 - Künstliche Intelligenz in der Medizin Anmerkungen.pdf:application/pdf},
}

@incollection{bohnet-joschko_cybersicherheit_2023,
	address = {Wiesbaden},
	title = {Cybersicherheit im stationären {Umfeld}: {Herausforderungen} und {Potenziale}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Cybersicherheit im stationären {Umfeld}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_56},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_56},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {267--270},
	file = {Köbe - 2023 - Cybersicherheit im stationären Umfeld Herausforde.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4LAP3MSN/Köbe - 2023 - Cybersicherheit im stationären Umfeld Herausforde.pdf:application/pdf},
}

@incollection{bohnet-joschko_mobile-health-dienste_2023,
	address = {Wiesbaden},
	title = {Mobile-{Health}-{Dienste}: {Rechtliche} {Herausforderungen} auf dem {Weg} zum {Medizinprodukt}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Mobile-{Health}-{Dienste}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_57},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Spranger, Tade},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_57},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {271--273},
	file = {Spranger - 2023 - Mobile-Health-Dienste Rechtliche Herausforderunge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SY2QYLTG/Spranger - 2023 - Mobile-Health-Dienste Rechtliche Herausforderunge.pdf:application/pdf},
}

@incollection{bohnet-joschko_perspektive_2023,
	address = {Wiesbaden},
	title = {Perspektive für kommunale {Krankenhäuser} durch {Shared} {Services}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_65},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Balling, Stephan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_65},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {311--314},
	file = {Balling - 2023 - Perspektive für kommunale Krankenhäuser durch Shar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XFAX89DX/Balling - 2023 - Perspektive für kommunale Krankenhäuser durch Shar.pdf:application/pdf},
}

@incollection{bohnet-joschko_kunstliche_2023-6,
	address = {Wiesbaden},
	title = {Künstliche {Intelligenz} in der {Krankenhausabrechnung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_58},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koß, Jonathan},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_58},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {275--278},
	file = {Koß - 2023 - Künstliche Intelligenz in der Krankenhausabrechnun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DTEA7FIT/Koß - 2023 - Künstliche Intelligenz in der Krankenhausabrechnun.pdf:application/pdf},
}

@incollection{bohnet-joschko_rechtliche_2023,
	address = {Wiesbaden},
	title = {Rechtliche {Herausforderungen} für stationäre {Behandlungen} bei räumlicher {Trennung} von {Patient} und {Arzt}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_59},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sachs, Gunnar and Kemmner, Carolin and Giesen, Caroline and Joschko, Annabel},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_59},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {279--283},
	file = {Sachs et al. - 2023 - Rechtliche Herausforderungen für stationäre Behand.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/334DH7UC/Sachs et al. - 2023 - Rechtliche Herausforderungen für stationäre Behand.pdf:application/pdf},
}

@incollection{bohnet-joschko_nutzung_2023,
	address = {Wiesbaden},
	title = {Nutzung von {Messenger}-{Diensten} durch medizinisches {Personal}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_60},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreyenschulte, Thea},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_60},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {285--288},
	file = {Kreyenschulte - 2023 - Nutzung von Messenger-Diensten durch medizinisches.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HEELI26P/Kreyenschulte - 2023 - Nutzung von Messenger-Diensten durch medizinisches.pdf:application/pdf},
}

@incollection{bohnet-joschko_krankenkassen-transformation_2023,
	address = {Wiesbaden},
	title = {Krankenkassen-{Transformation}: {Gesundheitspartner} der {Zukunft}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Krankenkassen-{Transformation}},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_61},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Jahn, Justin},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_61},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {291--295},
	file = {Jahn - 2023 - Krankenkassen-Transformation Gesundheitspartner d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7CYZ2HS2/Jahn - 2023 - Krankenkassen-Transformation Gesundheitspartner d.pdf:application/pdf},
}

@incollection{bohnet-joschko_kliniktransformation_2023,
	address = {Wiesbaden},
	title = {Kliniktransformation: {Chancen} durch {Kollaboration}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Kliniktransformation},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_62},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Köbe, Philipp},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_62},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {297--300},
	file = {Köbe - 2023 - Kliniktransformation Chancen durch Kollaboration.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RQLNET7B/Köbe - 2023 - Kliniktransformation Chancen durch Kollaboration.pdf:application/pdf},
}

@incollection{bohnet-joschko_organtransplantation_2023,
	address = {Wiesbaden},
	title = {Organtransplantation: {Prozessoptimierung} durch {Digitalisierung}},
	isbn = {978-3-658-41780-2 978-3-658-41781-9},
	shorttitle = {Organtransplantation},
	url = {https://link.springer.com/10.1007/978-3-658-41781-9_63},
	language = {de-DE},
	urldate = {2024-01-04},
	booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pilgrim, Katharina},
	editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina},
	year = {2023},
	doi = {10.1007/978-3-658-41781-9_63},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--305},
	file = {Pilgrim - 2023 - Organtransplantation Prozessoptimierung durch Dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EYFQJC8J/Pilgrim - 2023 - Organtransplantation Prozessoptimierung durch Dig.pdf:application/pdf},
}

@article{cui_effectiveness_2023,
	title = {Effectiveness of flipped classroom in pharmacy education – a meta-analysis},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04865-2},
	doi = {10/gs565t},
	abstract = {Background  Flipped classroom, blended with online and offline learning, was regarded as an effective learning approach in pharmacy education. This meta-analysis was to comprehensively compare the effectiveness of flipped classroom and traditional lecture-based approaches, attempting to generate a unified and firm conclusion of the effectiveness of flipped classroom in pharmacy education.
Methods  Data were collected from 7 databases, involving Cochrane Library, PubMed, Embase, ScienceDirect, Web of Science, China National Knowledge Infrastructure (CNKI), and Chinese Biomedical Literature Service System (SinoMed). The studies were included if they included objective evaluation of students’ performance between groups of flipped classroom and traditional approaches. The standardized mean difference (SMD) with a corresponding 95\% confidence interval (95\% CI) was used as the outcomes for data pooling.
Results  A total of 22 studies (28 comparing groups) with 4379 participants were included in the meta-analysis. The risk of bias was relatively high. Results of the analysis revealed that flipped classroom presented significant advantages over traditional approaches in student performance improvement, with no evidence of publication bias. Through subgroup analysis, it showed better outcomes for flipped classrooms over traditional lectures for the other subgroups, including different performance, degree programs.
Conclusions  Current evidence reveals that the flipped classroom approach in pharmacy education yields a statistical improvement in student learning compared with traditional methods. In the future, instructors should introduce more online technology into classroom and construct an interactive learning environment.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Cui, He and Xie, Xinyu and Wang, Boyang and Zhao, Yuan},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, \#8:Zeitschriftenartikel:blended:learning},
	pages = {881},
	file = {Cui et al. - 2023 - Effectiveness of flipped classroom in pharmacy edu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YIVYCJIR/Cui et al. - 2023 - Effectiveness of flipped classroom in pharmacy edu.pdf:application/pdf},
}

@incollection{watanabe_akzeptanzforschung_2023,
	address = {Wiesbaden},
	title = {Akzeptanzforschung zum {Einsatz} {Künstlicher} {Intelligenz} in der {Hochschulbildung}. {Eine} kritische {Bestandsaufnahme}},
	copyright = {Creative Commons Namensnennung - Nicht kommerziell 4.0 International},
	isbn = {978-3-658-40078-1 978-3-658-40079-8},
	url = {https://link.springer.com/10.1007/978-3-658-40079-8_13},
	abstract = {Innovationen in der Hochschulbildung führen nicht per se zu gesteigerter Nachfrage oder Akzeptanz aufseiten der relevanten Bildungsgruppen (Krone \& Pinkl 2017). Im Fall KI-gestützter Innovationen im Kontext akademischen Lehrens und Lernens kommt erschwerend hinzu, dass weder Lernende noch Lehrende der Technik unvoreingenommen begegnen: Vorbehalte gegenüber KI werden hier zu kritischen Erfolgsfaktoren für die Implementierung innovativer Technologie (Schäfer \& Keppler 2013, S. 5). Während im technologischen, bildungswissenschaftlichen und didaktischen Bereich bereits Forschungsergebnisse und auch erste Implementationen vorliegen, ist die Akzeptanzforschung vor allem in Bezug auf die Studierendenperspektive gegenüber KI-Anwendungen noch vergleichsweise gering entwickelt (Kieslich et al. 2019). Der vorliegende Beitrag adressiert diesen »blinden Fleck« anhand einer Übersicht über grundlegende Konzepte und Modelle aus dem Bereich der Akzeptanzforschung. Anhand aktueller KI-Trends werden zunächst allgemeine Überlegungen zur Akzeptanz abgeleitet. Auf Basis theoretischer Grundlagen zum Gegenstand der Akzeptanz, der Exemplifikation an einem Fallbeispiel sowie einer Synopse relevanter Modelle wird anschließend kritisch diskutiert, welche Bedeutung der Akzeptanzforschung zum KI-Einsatz in der Hochschulbildung künftig zugemessen werden kann. Der Beitrag stellt eine Anregung und Orientierung für empirische Untersuchungen dar.},
	language = {de-DE},
	urldate = {2023-10-15},
	booktitle = {Künstliche {Intelligenz} in der {Bildung}.},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Watanabe, Alice and Schmohl, Tobias and Schelling, Kathrin},
	editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}},
	year = {2023},
	note = {ISBN: 9783658400798
Publisher: Springer VS : Wiesbaden},
	keywords = {Forschung, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Deployment of media, Digitale Bildung, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Learning, Technologie, \#6:Buchteil:Bildung:Technologie, Higher education lecturing, Research, Male student, Student, Hochschulbildung, Partizipation, Higher education, University level of education, Artificial intelligence, Acceptance, Akzeptanz},
	pages = {263--289},
	file = {Watanabe et al. - 2023 - Akzeptanzforschung zum Einsatz Künstlicher Intelli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q2CFSSZJ/Watanabe et al. - 2023 - Akzeptanzforschung zum Einsatz Künstlicher Intelli.pdf:application/pdf;Watanabe et al. - 2023 - Akzeptanzforschung zum Einsatz Künstlicher Intelli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQWSA3AV/Watanabe et al. - 2023 - Akzeptanzforschung zum Einsatz Künstlicher Intelli.pdf:application/pdf},
}

@article{adarkwah_blended_2023,
	title = {Blended learning for the “multi-track” undergraduate students in {Ghana} in an adverse era},
	volume = {21},
	issn = {24682276},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2468227623002284},
	doi = {10.1016/j.sciaf.2023.e01772},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Scientific African},
	author = {Adarkwah, Michael Agyemang and Huang, Ronghuai},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#8:Zeitschriftenartikel:blended:learning},
	pages = {e01772},
	file = {Adarkwah und Huang - 2023 - Blended learning for the “multi-track” undergradua.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/283GMPR2/Adarkwah und Huang - 2023 - Blended learning for the “multi-track” undergradua.pdf:application/pdf},
}

@article{lehmann_accept_2023,
	title = {Accept it or forget it: mandatory digital learning and technology acceptance in higher education},
	volume = {10},
	issn = {2197-9987, 2197-9995},
	shorttitle = {Accept it or forget it},
	url = {https://link.springer.com/10.1007/s40692-022-00244-w},
	doi = {10.1007/s40692-022-00244-w},
	abstract = {In early 2020, the COVID-19 pandemic led to a rapid shift to emergency remote teaching and mandatory digital learning in higher education. This study tested an extended causal model built on the Unified Theory of Acceptance and Use of Technology (UTAUT) under the restrictions on higher education stemming from the pandemic. Data collected from a survey among 485 students were analyzed using structural equation modeling. Confirmatory factor analyses were performed to examine the construct validity of the measurement model using polychoric correlations. Path analysis was used to test the causal model. The results indicate a psychologically sound baseline model with nine latent variables that affect students’ behavioral intention to accept and continue using technology for learning. However, the model is only partially in line with the proposed causal model based on UTAUT. The implications of these results are discussed in terms of technology acceptance and use in higher education, both under the restrictions leading to mandatory digital learning and in future.},
	language = {en-GB},
	number = {4},
	urldate = {2023-11-22},
	journal = {Journal of Computers in Education},
	author = {Lehmann, Thomas and Blumschein, Patrick and Seel, Norbert M.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU1},
	pages = {797--817},
	file = {Lehmann et al. - 2023 - Accept it or forget it mandatory digital learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YR7YK4NB/Lehmann et al. - 2023 - Accept it or forget it mandatory digital learning.pdf:application/pdf},
}

@article{fey_agile_2023,
	title = {Agile {Methoden} in {Entwicklungsprojekten} zur {Innovation} digitaler {Hochschullehre}},
	volume = {18},
	issn = {2219-6994},
	url = {https://www.zfhe.at/index.php/zfhe/article/view/1766},
	doi = {10/gs39d8},
	abstract = {Hochschulen stehen vor der Herausforderung, ihre Lehre im Rahmen der digitalen Transformation laufend zu innovieren. Dabei zielen sie vielfach auf eine Anreicherung der Lehre mit neuen digitalen Technologien ab. Um derartige Technologien nachhaltig und bedarfsorientiert zu entwickeln, bietet sich der Einsatz agiler Entwicklungsmethoden an, deren Umsetzung jedoch häufig mit universitären Strukturen und Prozessen kollidiert. Entsprechende Projekte sehen sich mit der Schwierigkeit konfrontiert, die Werte agiler Projektmethoden dennoch umzusetzen und zu leben. Dieser Beitrag berichtet von einem Good-Practice-Beispiel, in dem mithilfe von angepassten agilen Methoden interdisziplinär nutzbare Plugins zur digitalen Unterstützung von Feedback- und Gruppenkooperationsszenarien für das an der Universität Augsburg genutzte LMS entwickelt wurden.},
	language = {de-DE},
	number = {3},
	urldate = {2023-11-08},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Fey, Carl-Christian and Wekerle, Christina and Beckmann, Inke and Schröder, Arne and Kollar, Ingo},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b, Agilität},
	pages = {275--294},
	file = {Fey et al. - 2023 - Agile Methoden in Entwicklungsprojekten zur Innova.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NVT2BYQH/Fey et al. - 2023 - Agile Methoden in Entwicklungsprojekten zur Innova.pdf:application/pdf},
}

@article{konig_transfer_2023,
	title = {The transfer of digitalized teaching-learning and assessment tools in higher education: approaches and best practices},
	volume = {26},
	issn = {1434-663X, 1862-5215},
	shorttitle = {The transfer of digitalized teaching-learning and assessment tools in higher education},
	url = {https://link.springer.com/10.1007/s11618-023-01172-w},
	doi = {10/gs39fk},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-08},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {König, Johannes and Lindmeier, Anke and Zlatkin-Troitschanskaia, Olga and Borowski, Andreas},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b},
	pages = {579--584},
	file = {König et al. - 2023 - The transfer of digitalized teaching-learning and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4UNR2VQ4/König et al. - 2023 - The transfer of digitalized teaching-learning and .pdf:application/pdf},
}

@article{gerhard_opportunities_2023,
	title = {Opportunities to learn, technological pedagogical knowledge, and personal factors of pre-service teachers: understanding the link between teacher education program characteristics and student teacher learning outcomes in times of digitalization},
	volume = {26},
	issn = {1434-663X, 1862-5215},
	shorttitle = {Opportunities to learn, technological pedagogical knowledge, and personal factors of pre-service teachers},
	url = {https://link.springer.com/10.1007/s11618-023-01162-y},
	doi = {10/gs39c7},
	abstract = {Despite the need to foster pre-service teacher competence with respect to information and communication technology (ICT) integration in school during the current era of digitalization, scientiﬁc understanding of the correlation between the relevant characteristics of teacher education programs and student teachers’ learning outcomes remains limited. This paper thus examines the relationship between student teachers’ opportunities to learn (OTL) and technological pedagogical knowledge (TPK) with the aim of obtaining insights into their learning processes and the effectiveness of teachers’ preparation upon completing their bachelor studies. A sample of 338 student teachers in their 6th semester at the University of Cologne was used. Findings from path modeling reveal that measures of OTL relate to TPK. While no direct effect of technological pedagogical OTL on TPK was identiﬁed, an indirect effect between conventional pedagogical OTL and TPK, mediated by student teachers’ general pedagogical knowledge (GPK) was found. Among the personal factors that affect student teachers, their motivation for using ICT reveals a direct effect on TPK. Further factors, such as gender and teacher education program type have no effect on TPK. The ﬁndings will be discussed in relation to expectations of teacher education effectiveness.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-08},
	journal = {Zeitschrift für Erziehungswissenschaft},
	author = {Gerhard, Kristina and Jäger-Biela, Daniela J. and König, Johannes},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning},
	pages = {653--676},
	file = {Gerhard et al. - 2023 - Opportunities to learn, technological pedagogical .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JLW5D8RF/Gerhard et al. - 2023 - Opportunities to learn, technological pedagogical .pdf:application/pdf},
}

@inproceedings{pauls_partizipatives_2023,
	title = {Ein partizipatives {Konzept} für die {Technikentwick}- lung unter {Beteiligung} von {Pflegestudierenden} als {Co}-{Forschende}},
	abstract = {Die Digitalisierung beeinflusst neben den Arbeitsprozessen zunehmend auch die Rollen und Qualifikationsanforderungen von Pflegefachpersonen. Die Kompetenzen der unterschiedlichen Abschlüsse sind noch unzureichend aufeinander abgestimmt und spezifische Aufgabenfelder im Bereich der Digitalisierung und Technik fehlen. Eine stärkende Rolle im Entwicklungsprozess von Technologien könnte ein Tätigkeitsbereich sein, um zukünftig neue Lösungen nutzer*innenorientiert entwickeln und in der Pflegepraxis implementieren zu können. Anhand mehrerer Schritte wurde interdisziplinär im Projekt Data-DrivenHealth ein partizipatives Konzept entwickelt, dass unterschiedliche Beteiligungsformen ermöglicht. Ein zentrales Element hierbei ist die aktive Einbindung von Pflegestudierenden als Co-Forschende. Neben beteiligten Kliniken und Pflegefachpersonen aus unterschiedlichen Einrichtungen, sollen Studierende nach theoretischen Inhalten anwendungsbezogene Kompetenzen in einem Forschungsprojekt erlernen.},
	language = {de-DE},
	author = {Pauls, Alexander and Bruns, Fenja and Cobus, Vanessa and Dietsche, Stefan and Fleßner, Jannik and Wallhoff, Frank and Koppelin, Frauke},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU4b, \#9:Konferenz-Paper:digital:lernen},
	file = {Pauls et al. - Ein partizipatives Konzept für die Technikentwick-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y75FA7AV/Pauls et al. - Ein partizipatives Konzept für die Technikentwick-.pdf:application/pdf},
}

@article{kuhlmann_digitale_2023,
	title = {Digitale {Hochschullehre} für {Alle} gestalten: {Ergebnisse} einer {Lehrendenbefragung} an vier {Hochschulen}},
	issn = {1424-3636},
	shorttitle = {Digitale {Hochschullehre} für {Alle} gestalten},
	url = {https://www.medienpaed.com/article/view/1730},
	doi = {10/gsr76k},
	abstract = {The increasing heterogeneity of students and advancing digitization processes at German universities are creating new challenges for teaching. Teachers in particular, as the main actors, are facing new challenges. An empirical study conducted in the spring of 2022 at four German universities provides new insights into how teachers meet the requirements of digital teaching that is accessible to all students. In this context, the knowledge, attitudes and experience of teachers, especially in their interdependencies, prove to be central. A central role in this context is played by the significance of an anticipated additional effort in the implementation of digital, accessible teaching. This can be explained by a lack of knowledge and experience, which influences the attitude of teachers. For the realization of a university for all, it is therefore necessary to provide teachers with support and further training opportunities to qualify them for the new challenges they face in implementing digital, accessible teaching.},
	language = {de-DE},
	urldate = {2023-09-22},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kuhlmann, Judith and Günter, Jule and Kamin, Anna-Maria},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU4b},
	pages = {169--182},
	file = {Kuhlmann et al. - 2023 - Digitale Hochschullehre für Alle gestalten Ergebn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F36597IP/Kuhlmann et al. - 2023 - Digitale Hochschullehre für Alle gestalten Ergebn.pdf:application/pdf},
}

@article{ryan_systematic_2023,
	title = {Systematic literature review as a digital collaborative research-like learning activity: a case study},
	issn = {1360-2357, 1573-7608},
	shorttitle = {Systematic literature review as a digital collaborative research-like learning activity},
	url = {https://link.springer.com/10.1007/s10639-023-11997-x},
	doi = {10/gskbjs},
	abstract = {Within the higher education sector, the principle of student-active and researchbased education are established in strategy documents and action plans, but at the same time there is an ongoing debate about what is meant by research-based learning and how it can be applied in practical teaching contexts. The aim of this empirical study is to explore inclusion of research elements in higher education. The study introduces the concept of using systematic literature review (SLR) and digital collaboration as a learning method, and addresses how to succeed with digital collaborative systematic literature review as a research-like learning activity in higher education. An exploratory multiple case design is used, with participatory observation technique and thematic analysis. A practical contribution of this study is an example of how SLR is well-suited to do collective research-like learning activities. The main contribution is that the higher education teacher needs integrated knowledge, including research competence in addition to the traditional link between professional, didactic and technological competence. A model for research-like learning is proposed, which illustrates the need for research knowledge in relation to the technological pedagogical content knowledge.},
	language = {en-GB},
	urldate = {2023-07-25},
	journal = {Education and Information Technologies},
	author = {Ryan, Anne Wally and Kolås, Line and Nilsen, Anders Grov and Almås, Aslaug Grov},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU5},
	file = {Ryan et al. - 2023 - Systematic literature review as a digital collabor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DXYGKK9E/Ryan et al. - 2023 - Systematic literature review as a digital collabor.pdf:application/pdf},
}

@inproceedings{lean_rise_2023,
	address = {Valencia, Spain},
	title = {The rise in learnification and self-exploitation in online learning},
	url = {https://library.iated.org/view/LEAN2023RIS},
	doi = {10/gr3wxd},
	abstract = {The pursuit of student-centred lifelong learning and its subsidiary goals of self-regulated learning and selfdirection have often been pitted in direct opposition to notions of the teacher and teacher-centred education and learning. While the push towards student-centred learning signals a movement away from top-down, dictatorial teaching towards allowing students to focus on their own needs and goals, it is also part of a greater social shift away from traditional forms of authority in terms of both power and knowledge. This development has been expedited by digital technology use and can be seen in the adoption of online learning-specific teaching and learning frameworks, Computer Supported Collaborative Learning systems, and other platforms. The development of student-centred pedagogies is partly a result of educational institutions' emphasis on the demands of the fourth industrial revolution. Therefore, a critical analysis of the adoption and adaptation of frameworks for student-centred learning is paramount in order to understand how student-centred learning may impact adult education in practice. This paper initially draws from Biesta's (1, 2) critique of "learnification" in education and Han's (3, 4) notion of the self-exploiting individual to argue that the role of the student is changing, that students are becoming self-exploiting individuals that decreasingly require teachers' facilitation of learning and leadership acts to move forward in learning as they are increasingly capable of self-discipline, self-regulation, and self-direction. It then argues that this process is supported by digital tools and online learning, highlighting the development of particular online learning frameworks and tools. Finally, it argues for critical reflection on frameworks for online learning, making the point that educators should step back and evaluate the ways in which allegedly emancipatory approaches and tools are being utilised in higher education.},
	language = {en-GB},
	urldate = {2023-04-07},
	author = {Lean, Graham and Barber, Wendy},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#0:Konferenz-Paper:digital:learning},
	pages = {3364--3369},
	file = {Lean und Barber - 2023 - THE RISE IN LEARNIFICATION AND SELF-EXPLOITATION I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C38EHB76/Lean und Barber - 2023 - THE RISE IN LEARNIFICATION AND SELF-EXPLOITATION I.pdf:application/pdf},
}

@article{turkmen_systematic_2023,
	title = {A {Systematic} {Review} of {Group} {Metacognition} {Researches} on {Online} and {Face}-to-{Face} {Learning} {Environments}},
	issn = {2458-8350},
	url = {http://dergipark.org.tr/en/doi/10.53850/joltida.1369928},
	doi = {10.53850/joltida.1369928},
	abstract = {Group metacognition involves a collective understanding of cognitive processes and collaborative problem-solving mechanisms within a group. This study, conducted through a systematic review of 54 studies, aims to present the evolutionary trajectory of research on group metacognition in (predominantly) online and face-to-face learning environments. It explores the definitional shifts, methodological trends, and potential connections between the quality of collaboration and studies on group metacognition in online learning environments. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to report the study's results. In investigating determinants influencing group metacognition, the research examined the distribution of effective variables such as group size, composition, task complexity, and time constraints. This systematic review provides an overview of the evolutionary path for definitions of the group metacognition concept, accumulated methodological approaches, and key insights into studies that may be associated with group metacognition. Thus, it underscores the importance of customized interventions that appropriately consider variables that could affect group metacognition effectively.},
	language = {en-GB},
	urldate = {2024-07-14},
	journal = {Journal of Learning and Teaching in Digital Age},
	author = {Türkmen, Gamze},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:FU2a, \#0:Zeitschriftenartikel:digital:learning, Lernsystemarchitektur},
	file = {Türkmen - 2023 - A Systematic Review of Group Metacognition Researc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JQBCTF2A/Türkmen - 2023 - A Systematic Review of Group Metacognition Researc.pdf:application/pdf},
}

@article{eichstetter_medienkritik_2023,
	title = {Medienkritik und pädagogisches {Handeln} im {Unterrichtsfach} {Digitale} {Grundbildung}. {Die} {Vermittlung} von {Medienkompetenz} aus der {Perspektive} eines {Lehrenden}},
	volume = {61},
	language = {de-DE},
	number = {4},
	journal = {Medienimpulse},
	author = {Eichstetter, Pia and Rainer, Florian},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Systemanpassung, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Promotion:FU5},
	file = {Eichstetter und Rainer - 2023 - Medienkritik und pädagogisches Handeln im Unterric.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J3MMI9VU/Eichstetter und Rainer - 2023 - Medienkritik und pädagogisches Handeln im Unterric.pdf:application/pdf},
}

@incollection{gottburgsen_digitale_2023,
	title = {Digitale {Lernumwelten}, studentische {Diversität} und {Learning} {Outcomes}: {Empirische} {Befunde} und {Implikationen} für die digitale {Hochschulbildung}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=27834},
	abstract = {Digitalen Lernumwelten, die Künstliche Intelligenz (KI) einsetzen, wird zugeschrieben, dass sie der Diversität Studierender, ihren unterschiedlichen Lebenslagen und differierenden Lernvoraussetzungen sowie -erfahrungen besser gerecht werden, indem sie flexibles, zeit- und ortsunabhängiges sowie personalisiertes Lernen ermöglichen und somit zum individuellen Lern- und Studienerfolg beitragen können. Dieser Beitrag gibt einen Überblick, in welcher Weise die Vielfalt der Studierenden bisher in die empirische Forschung zur digitalen Hochschulbildung (unter Einbeziehung von KI) Eingang gefunden hat. Während diversitätsorientierte Studien zur ICT-Literacy sowie zu Mediennutzung und -präferenzen diverser Studierendengruppen international vorhanden sind, werden die Effekte digitaler Lernumwelten bzw. Lernformate oder die Auswirkungen von KI auf die Learning Outcomes einer divers zusammengesetzten Studierendenschaft (z.B. Lernerfolge, Mobilität) auch international selten thematisiert. Der vorliegende Beitrag stellt daher exemplarisch aktuelle Befunde zum Einfluss digitaler Lernumwelten auf die Mobilität diverser Studierender vor und zeigt, welche Ansatzpunkte und Herausforderungen für künftige Forschung zur digitalen Hochschulbildung bestehen.},
	language = {de-DE},
	urldate = {2025-07-17},
	booktitle = {Künstliche {Intelligenz} in der {Hochschulbildung}. {Chancen} und {Grenzen} des {KI}-gestützten {Lernens} und {Lehrens}},
	author = {Gottburgsen, Anja and Hofmann, Yvette E and Willige, Janka},
	editor = {Schmohl, Tobias, Tobias and Watanabe, Alice and Schelling, Kathrin},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3},
	pages = {119--144},
	file = {Gottburgsen et al. - Digitale Lernumwelten, studentische Diversität und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LRSNQXU9/Gottburgsen et al. - Digitale Lernumwelten, studentische Diversität und.pdf:application/pdf},
}

@inproceedings{neugebauer_steigerung_2023,
	title = {Steigerung von {Lernerfolg} und {Motivation} durch gamifizierte {Mathematik}-{Aufgaben} in {Lernmanagementsystemen}},
	isbn = {978-3-88579-732-6},
	url = {https://dl.gi.de/handle/20.500.12116/42200},
	doi = {10/gsn7n4},
	abstract = {Da Mathematik-Kompetenz entscheidend für Studierende ist und die Punkte in Studieneingangstests sinken, ist eine gesteigerte Motivation zum Lernen nötig. Gamification kann helfen, jedoch sind viele Lösungen aufwändig und nicht erweiterbar. Eine skalierbare, quelloffene Lösung, die mit LMS-Aufgabensammlungen kompatibel ist, wäre ideal. Ein Gamification-System wird in Moodle und ILIAS mittels JavaScript integriert, und automatisch generierte Lerndaten werden als Lernpfade visualisiert. Eine Pilotierung (n=115) zeigt erhöhte Motivation und Lernerfolg bei Vorkurs-Mathematik-Aufgaben. Der Ansatz eignet sich auch für höhere Mathematik.},
	language = {de-DE},
	urldate = {2023-09-05},
	publisher = {Gesellschaft für Informatik e.V.},
	author = {Neugebauer, Malte and Frochte, Jörg},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, Bildung, Multimedia, Digitale Bildung, Lernsystemarchitektur, Promotion:FU6, Mathematik, Gamification, \#9:Konferenz-Paper:digital:lernen, Lernmanagementsystem},
	file = {Neugebauer und Frochte - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GXPZVRKP/Neugebauer und Frochte - 2023 - TextConference Paper.pdf:application/pdf},
}

@article{thormann_digital_2023,
	title = {Digital hands-on learning in radiology—design and evaluation of a {PACS}-based concept for medical students},
	issn = {2731-7048, 2731-7056},
	url = {https://link.springer.com/10.1007/s00117-023-01185-w},
	doi = {10/gskbjz},
	abstract = {Background: The reorganization of the medical curriculum has increased the demands on medical didactics. For interdisciplinary ﬁelds such as radiology this oﬀers the opportunity to be more visible in clinical medical teaching and to emphasize its integrative role in patient care. We present a novel integrative learning concept based on the notion of PACS (picture archiving and communication system) learning. In the initial phase it was available to students in their ﬁnal-year internships.
Methods: We designed 100 case vignettes on a designated workstation. Vignettes were prepared in a patient-based format in Aycan PACS (Aycan Medical Systems, NY, USA). The ﬁrst image of each case included the case description and background information. Students worked through the vignettes independently. Each imaging examination was followed by small quizzes or open questions. Short texts provided additional information on the case, leading to the next examination. The typical case included several imaging modalities (CT, MRI, X-ray, etc.) in diagnosis and follow-up. After processing the cases, the students completed an evaluation form on a ﬁve-point Likert scale.
Results: Students approved the learning concept in terms of knowledge level, didactic structure, and motivation for self-study. A large proportion of respondents indicated that the new concept had sparked their interest in radiology Almost all students stated that they had beneﬁted from the concept and favored its continuation.
Conclusion: Our PACS workstation enjoyed high acceptance among students. This underlines the importance of integrative, competence-based teaching models in the medical curriculum. Radiology as a cross-disciplinary discipline is in particular suitable for encouraging students to combine theoretical and practical knowledge and can become a central component in student education through innovative concepts.},
	language = {en-GB},
	urldate = {2023-07-25},
	journal = {Die Radiologie},
	author = {Thormann, Maximilian and Neumann, Hannes and Behme, Daniel and Surov, Alexey},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU6},
	file = {Thormann et al. - 2023 - Digital hands-on learning in radiology—design and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MMXXVENA/Thormann et al. - 2023 - Digital hands-on learning in radiology—design and .pdf:application/pdf},
}

@article{mayer_einstellungen_2023,
	title = {Einstellungen von {Lehrpersonen} zu digitalen {Medien} und die effektive {Nutzung} einer {Suchmaschine} ({KANSAS})},
	issn = {2235-0977, 2235-0985},
	url = {https://econtent.hogrefe.com/doi/10.1024/2235-0977/a000396},
	doi = {10/grncx9},
	abstract = {Background: Teachers in the field of basic education and language skills promotion need learning material that is adapted to the heterogeneous needs and interests of learners in terms of both content and language. Digital tools can help to simplify teaching / learning processes. KANSAS is a search engine created to support teachers in researching language learning texts. In the present online evaluation, we investigated the usefulness of the search engine for lesson planning and whether teachers' attitudes toward digital media have an impact on their work outcomes. Method: A total of 27 teachers created lesson plans based on a text researched with KANSAS, which were then evaluated in terms of various quality criteria. Multiple hierarchical regression analyses were used to examine the extent to which attitudes toward digital media influence the quality of the lesson plans. Results: The average ratings of lesson designs are in a medium to high range. In terms of attitudes, only the added value of digital media assessed by the teachers is related to one of the evaluation criteria. Discussion: Overall, KANSAS is suitable for text research and lesson planning, but there are also desiderata. The quality of lesson plans is mostly independent of teachers' attitudes towards digital media, but this result could be biased by the selective sample.},
	language = {de-DE},
	urldate = {2023-01-16},
	journal = {Lernen und Lernstörungen},
	author = {Mayer, Nadine and Jambor-Fahlen, Simone and Kholin, Mareike},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {2235--0977/a000396},
	file = {Mayer et al. - 2023 - Einstellungen von Lehrpersonen zu digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DIFSCLPU/Mayer et al. - 2023 - Einstellungen von Lehrpersonen zu digitalen Medien.pdf:application/pdf},
}

@article{sauter_future_2023,
	title = {Future {Learning} – ein {Paradigmenwechsel} im betrieblichen {Lernen}},
	volume = {10},
	issn = {2196-7261},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/2196-7261-2023-4-362},
	doi = {10.5771/2196-7261-2023-4-362},
	abstract = {Neue Formen und Methoden des Arbeitens – New Work – begegnen uns immer mehr: im Berufsleben, sowohl in alten wie auch in neuen Berufen, in Unternehmen und Organisationen. Vernetzung, Komplexität, Digitalisierung, Agilität und Selbst­ organisation sind die einschlägigen Stichworte. Hinter all diesen Formen steckt stets erweitertes oder auch ganz neues, oft disruptives zerstörend-verstörendes Wissen; dahinter liegen neue Fähigkeiten, selbstorganisiert und kreativ zu handeln, neue Kompetenzen und neue, sie begründende Werte.},
	language = {de-DE},
	number = {4},
	urldate = {2024-01-10},
	journal = {Zeitschrift für Didaktik der Rechtswissenschaft},
	author = {Sauter, Werner},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {362--388},
	file = {Sauter - 2023 - Future Learning – ein Paradigmenwechsel im betrieb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VEDJDE8X/Sauter - 2023 - Future Learning – ein Paradigmenwechsel im betrieb.pdf:application/pdf},
}

@article{bierschwale_digitalitat_2023,
	title = {Digitalität meets {Inklusion}: {Vorstellung} eines {Selbstlernangebots} für die {Aus}- und {Fortbildung} von {Lehrkräften}: {Digitalität} meets {Inklusion}: {A} self-study course for (further) education of (prospective) teachers},
	volume = {5},
	issn = {2699-2477},
	shorttitle = {Digitalität meets {Inklusion}},
	url = {https://www.qfi-oz.de/index.php/inklusion/article/view/88},
	doi = {10/gs57b5},
	abstract = {Eine zeitgemäße Lehrkräftebildung sollte die Verschränkung von „Inklusion“ und „Digitalität“ als ein zentrales Element der Aus- und Fortbildung begreifen. Es gilt, (angehende) Lehrkräfte für die Potenziale digitaler Medien zur Sicherung einer umfänglichen Teilhabe aller Schüler:innen zu sensibilisieren. Der Online-Lehrgang Digitalität meets Inklusion greift diesen Bedarf auf, indem er für (angehende) Lehrkräfte Materialien zur Umsetzung einer inklusiven Schule in einer digital geprägten Welt bereitstellt. Neben der Auseinandersetzung mit grundlegenden Verständ­nissen von Digitalität und Inklusion (Grundlagenmodul), können (angehende) Lehrkräfte zu verschiedenen Ausbildungszeitpunkten durch fünf thematische Module die assistive Funktion von Medien, Ansprüche an eine Inklusive Medienbildung sowie methodisch-didaktische Ansprüche an einen inklusiven Unterricht mit Medien kennenlernen. Sie lernen, Bildungs­materialien kriteriengeleitet auszuwählen und können dank vielfältiger Good Practice-Beispiele Anregungen für den eigenen Unterricht bekommen. Bei der Konzeption der Selbstlerneinheit wurde auf eine möglichst zugängliche und lernförderliche Gestaltung sowie die Bereitstellung des Angebots als Open Educational Ressource (OER, freies Bildungsmaterial) geachtet. Der Beitrag beschreibt die grundlegenden methodisch-didaktischen Gestaltungsprinzipien, den Aufbau und den Inhalt des Selbstlernkurses und diskutiert vor diesem Hintergrund Potenziale und Herausforderungen eines solchen Angebots.
 
Abstract
In teacher training today, the interweaving of the requirements of inclusion and digitization should be a central element of initial and in-service training to sensitize (prospective) teachers to the potential of digital media for the participation of all students. The online course “Inclusion goes Digital” addresses this need by teaching (prospective) teachers how inclusion can be fostered at schools in a digitally shaped world and with digital media. In addition to the basic understanding of digitality and inclusion, (prospective) teachers can learn about the assistive function of media and the demands and implementation possibilities of media education as well as inclusive teaching with media by means of a basic module and six thematic modules. They can learn to select educational materials based on criteria and, thanks to a variety of examples, take away suggestions for their own teaching. The self-study course was designed to be as accessible and conducive to the learning process as possible and shall be made available as an Open Educational Resource (OER). The article describes the basic design principles, the structure and the content of the self-study course and discusses the potentials and challenges of such an offer against this background.},
	language = {de-DE},
	number = {2},
	urldate = {2023-11-18},
	journal = {QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte},
	author = {Bierschwale, Christoph and Vogt, Michaela and Kamin, Anna-Maria and Mertens, Claudia and Bruns, Saskia and Schaper, Franziska and Bremer, Katja},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	file = {Bierschwale et al. - 2023 - Digitalität meets Inklusion Vorstellung eines Sel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TSTGG35T/Bierschwale et al. - 2023 - Digitalität meets Inklusion Vorstellung eines Sel.pdf:application/pdf},
}

@article{kortsch_transformation_2023,
	title = {Transformation durch {Lernen}: {Wie} die {Unternehmenstransformation} der {DATEV} {eG} mit verschiedenen {Dialog}- und {Lernformaten} gestaltet wird},
	volume = {54},
	issn = {2366-6145, 2366-6218},
	shorttitle = {Transformation durch {Lernen}},
	url = {https://link.springer.com/10.1007/s11612-023-00698-1},
	doi = {10/gsx9nb},
	abstract = {This article of the journal Gruppe. Interaktion. Organisation. deals with the importance of learning at the individual, team and organizational levels in the context of the digital transformation of organizations. A case study is used to illustrate how such a transformation project can succeed by means of various dialog and learning formats.},
	language = {de-DE},
	number = {3},
	urldate = {2023-10-22},
	journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)},
	author = {Kortsch, Timo and Kaiser, Christian and Stüve, Till},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#9:Zeitschriftenartikel:digital:lernen, FU},
	pages = {403--410},
	file = {Kortsch et al. - 2023 - Transformation durch Lernen Wie die Unternehmenst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7T75PHI2/Kortsch et al. - 2023 - Transformation durch Lernen Wie die Unternehmenst.pdf:application/pdf},
}

@article{schacher_machines_2023,
	title = {Some machine’s doin’ that for you* – elektronische {Triagesysteme} in der {Notaufnahme}},
	volume = {26},
	issn = {1434-6222, 1436-0578},
	url = {https://link.springer.com/10.1007/s10049-021-00874-0},
	doi = {10/gjvbx6},
	abstract = {Zusammenfassung
            
              Hintergrund
              In den letzten 25 Jahren haben sich Triagesysteme zur Dringlichkeitseinschätzung in den Notaufnahmen etabliert. Die bisherigen symptomorientierten Triagesysteme haben allerdings auch Schwächen. Inzwischen ermöglichen die Digitalisierung der Notaufnahmen und die Leistungsfähigkeit der aktuellen Computergeneration bereits zum Triagezeitpunkt einen algorithmenbasierten Datenvergleich und eine Risikostratifizierung für bestimmte klinische Endpunkte über die reine Triagestufe hinaus.
            
            
              Ziel der Arbeit
              Nach selektiver Literaturrecherche erfolgt eine Übersicht über elektronische Triagesysteme (ETS). Das Funktionsprinzip und die aktuellen Möglichkeiten der ETS werden dargestellt. Daneben werden Chancen und Schwierigkeiten einer Etablierung von ETS in deutschen Notaufnahmen betrachtet.
            
            
              Ergebnisse
              Es wurden wesentliche Prädiktorvariablen wie Alter und bestimmte Vitalparameter identifiziert, die bisher nicht standardisiert in die Triagestufen einfließen, aber mithilfe von Modelllernen (ML) in belastbare Vorhersagen für klinische Endpunkte wie stationäre Aufnahme oder Mortalität einfließen können. Die Güte der Ersteinschätzung durch ein ETS ist insgesamt hoch. Ein ETS kann das Triagepersonal evidenzbasiert bei der Disposition der Patienten unterstützen und Über- und Untertriage reduzieren. Es gibt einige Entwicklungen, die günstige Bedingungen für den Einsatz von ETS in deutschen ZNA schaffen. So erleichtern z. B. repräsentative Notaufnahmeregister die Erstellung von Referenzdatensätzen, die zum Aufbau computerbasierter Klassifikationsmodelle benötigt werden. Außerdem müssen individuelle Patientendaten schnell verfügbar sein.
            
            
              Schlussfolgerung
              ETS können zur Erhöhung der Patientensicherheit und zur besseren Ressourcennutzung beitragen. Bislang fehlen allerdings noch objektive Referenzstandards und Leitlinien zum maschinellen Lernen.
            
          , 
            Abstract
            
              Background
              In the last 25 years, triage systems for urgency assessment have been established in emergency departments (ED). The existing symptom-based triage systems show some weaknesses. The present state of digitization of the EDs and the capacity of the current generation of computers allow, at the time of triage, algorithm-based data evaluation and risk stratification for specific clinical endpoints beyond the triage level.
            
            
              Aim of the study
              After selective literature review, we performed an analysis of electronic triage systems (ETS). The underlying principles and the current capabilities of ETS are explained. In addition, opportunities and difficulties of establishing ETS in German EDs are considered.
            
            
              Results
              Age and other vital signs have been identified as important predictor variables, which have not yet been standardized in triage systems. Using these variables, machine learning (ML) can provide reliable predictions for clinical endpoints such as inpatient admission or mortality. The overall quality of initial assessment via ETS is high. ETS can offer evidence-based support to triage staff in patient disposition and reduce over- and undertriage. There are developments that create favorable conditions for the use of ETS in German EDs. For example, representative ED registries facilitate the creation of reference data sets needed to build computer-based classification models. In addition, individual patient data must be available quickly.
            
            
              Conclusion
              ETS can help increase patient safety and improve resource utilization. However, to date, objective reference standards and guidelines for machine learning are still lacking.},
	language = {de-DE},
	number = {5},
	urldate = {2023-08-06},
	journal = {Notfall + Rettungsmedizin},
	author = {Schacher, S. and Kuehl, M. and Gräff, I.},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, NFS-H, \#9:Zeitschriftenartikel:digital:lernen, H-GFRD},
	pages = {331--338},
	file = {Schacher et al. - 2023 - Some machine’s doin’ that for you – elektronische.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VHRXDLI8/Schacher et al. - 2023 - Some machine’s doin’ that for you – elektronische.pdf:application/pdf},
}

@article{udry_digitale_2023,
	title = {Digitale Übersetzungsprogramme und {Online}-{Wörterbücher} im {Fremdsprachenunterricht}:: {Erkenntnisse} aus einer {Umfrage} bei {Lehrpersonen} und {Lernenden} der obligatorischen, post-obligatorischen und tertiären {Bildung}},
	volume = {120},
	issn = {1615-3014},
	shorttitle = {Digitale Übersetzungsprogramme und {Online}-{Wörterbücher} im {Fremdsprachenunterricht}},
	url = {https://bop.unibe.ch/linguistik-online/article/view/9720},
	doi = {10/gr7xxj},
	abstract = {This survey investigates teacher and student perceptions and beliefs relating to the use of digital translation tools and online dictionaries (e. g. Google Translate, DeepL, Leo, Pons) in the foreign language classroom. Over the past few years, these tools have become increasingly popular, a development that has given rise to questions about their benefits for foreign language learning and teaching. A total of 1187 participants (985 students and 202 teachers) took part in the study. They came from primary schools, lower and upper secondary schools (Gymnasium and Fachmatura, vocational schools), as well as tertiary education and professional development classes. The survey was conducted in French (n=834) and German (n=353) in the cantons of Bern, Fribourg, Geneva, Jura, Neuchâtel and Solothurn. Participation was voluntary. Results show that regardless of language background and educational context, participants perceive of the tools as a normal and largely established part of their everyday practices. Compared to their teachers, students are more optimistic about the tools’ potential contribution to foreign language learning and less concerned about possible pitfalls linked to using the tools. Students in lower secondary school use digital translation aids less frequently and rate their contribution to language learning and motivation less favourably than the other learner groups. Many teachers would like to use digital translators and online dictionaries in their classroom, but they express uncertainty about how to do so meaningfully. Teachers voice concerns over certain student practices, namely the lack of cognitive involvement when simply translating text without considering the output. Teachers also highlight the gap between curricular/institutional prescriptions and the way the tools are commonly used, a mismatch that can affect their teaching. Overall, our findings emphasize the need for a) empirical evidence on the effects of digital translation tools on foreign language acquisition, b) pedagogical scenarios for implementing the tools, and 3) alignment of policy with practice.},
	language = {de-DE},
	number = {2},
	urldate = {2023-05-09},
	journal = {Linguistik Online},
	author = {Udry, Isabelle and Berthele, Raphael},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, NFS-H-06, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {145--167},
	file = {Udry und Berthele - 2023 - Digitale Übersetzungsprogramme und Online-Wörterbü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4EK62KBE/Udry und Berthele - 2023 - Digitale Übersetzungsprogramme und Online-Wörterbü.pdf:application/pdf},
}

@article{trentepohl_self-regulation_2023,
	title = {Self-regulation of resources in higher education: {Strategic} learning behaviour mediates the effect of learning strategy knowledge on academic performance},
	copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0},
	issn = {1010-0652, 1664-2910},
	shorttitle = {Self-regulation of resources in higher education},
	url = {https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000374},
	doi = {10.1024/1010-0652/a000374},
	abstract = {Resource-management learning strategies are particularly important for performance in higher education. Despite this consideration, the current state of research still lacks evidence on the precise interplay of the different learning process components that affect academ­ ic performance. The aim of the present study was to test a mediation model derived from process theories of self-regulated learning, in which students' knowledge about resource-management strategies impacts their academic performance via its behavioural manifestations. N = 106 university students took part in an online course over the period of one semester. Students' resource-management strategy knowledge was assessed at the beginning of the semester, and their use of resource-management strategies was observed via log data of their learning behaviour during the semester while learning through the online course. Academic performance was assessed on the basis of an exam at the end of the semester. The mediation model was tested for three different resource-management strategies: time management, effort regulation, and help seeking. There was a significant indirect effect of strategy knowledge via strategy use on academic performance for all learning strategies considered. We conclude that students' strategic learning behaviour is an indispensable link in the relationship between their strategy know­ ledge and academic performance, and discuss implications for research and training practice.},
	language = {en-GB},
	urldate = {2024-07-21},
	journal = {Zeitschrift für Pädagogische Psychologie},
	author = {Trentepohl, Sebastian and Waldeyer, Julia and Fleischer, Jens and Roelle, Julian and Leutner, Detlev and Wirth, Joachim},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, Promotion:FU5},
	pages = {1010--0652/a000374},
	file = {Trentepohl et al. - 2023 - Self-regulation of resources in higher education .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/65ML2UGK/Trentepohl et al. - 2023 - Self-regulation of resources in higher education .pdf:application/pdf},
}

@article{hernandez_guillamet_machine_2023,
	title = {Machine {Learning} {Model} for {Predicting} {Mortality} {Risk} in {Patients} {With} {Complex} {Chronic} {Conditions}: {Retrospective} {Analysis}},
	volume = {15},
	issn = {1947-2579},
	shorttitle = {Machine {Learning} {Model} for {Predicting} {Mortality} {Risk} in {Patients} {With} {Complex} {Chronic} {Conditions}},
	doi = {10.2196/52782},
	abstract = {BACKGROUND: The health care system is undergoing a shift toward a more patient-centered approach for individuals with chronic and complex conditions, which presents a series of challenges, such as predicting hospital needs and optimizing resources. At the same time, the exponential increase in health data availability has made it possible to apply advanced statistics and artificial intelligence techniques to develop decision-support systems and improve resource planning, diagnosis, and patient screening. These methods are key to automating the analysis of large volumes of medical data and reducing professional workloads.
OBJECTIVE: This article aims to present a machine learning model and a case study in a cohort of patients with highly complex conditions. The object was to predict mortality within the following 4 years and early mortality over 6 months following diagnosis. The method used easily accessible variables and health care resource utilization information.
METHODS: A classification algorithm was selected among 6 models implemented and evaluated using a stratified cross-validation strategy with k=10 and a 70/30 train-test split. The evaluation metrics used included accuracy, recall, precision, F1-score, and area under the receiver operating characteristic (AUROC) curve.
RESULTS: The model predicted patient death with an 87\% accuracy, recall of 87\%, precision of 82\%, F1-score of 84\%, and area under the curve (AUC) of 0.88 using the best model, the Extreme Gradient Boosting (XGBoost) classifier. The results were worse when predicting premature deaths (following 6 months) with an 83\% accuracy (recall=55\%, precision=64\% F1-score=57\%, and AUC=0.88) using the Gradient Boosting (GRBoost) classifier.
CONCLUSIONS: This study showcases encouraging outcomes in forecasting mortality among patients with intricate and persistent health conditions. The employed variables are conveniently accessible, and the incorporation of health care resource utilization information of the patient, which has not been employed by current state-of-the-art approaches, displays promising predictive power. The proposed prediction model is designed to efficiently identify cases that need customized care and proactively anticipate the demand for critical resources by health care providers.},
	language = {en-GB},
	journal = {Online Journal of Public Health Informatics},
	author = {Hernández Guillamet, Guillem and Morancho Pallaruelo, Ariadna Ning and Miró Mezquita, Laura and Miralles, Ramón and Mas, Miquel Àngel and Ulldemolins Papaseit, María José and Estrada Cuxart, Oriol and López Seguí, Francesc},
	year = {2023},
	pmid = {38223690},
	pmcid = {PMC10784974},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, machine learning, algorithm, algorithms, predict, prediction, predictive, classification, health data, mortality, risk prediction, mortality prediction, chromic, chronicity, complex, complexity, death, mortality risk},
	pages = {e52782},
	file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/PSU95AD6/Hernández Guillamet et al. - 2023 - Machine Learning Model for Predicting Mortality Ri.pdf:application/pdf},
}

@article{lim_how_2023,
	title = {How do students learn with real-time personalized scaffolds?},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13414},
	doi = {10.1111/bjet.13414},
	abstract = {Scaffolds that support self-regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to learning progress and individualized content to learning needs. The present study investigated finer-grained effects of how personalized scaffolds driven by a rule-based artificial intelligence system influenced SRL processes, especially how students learned with them. Using a pre-post experimental design, we investigated personalized scaffolds based on university students' real-time learning processes in a technologically enhanced learning environment. Students in the experimental group (n = 30) received personalized scaffolds, while the control group (n = 29) learned without scaffolds. All students completed a 45-minute learning task with trace data recorded. Findings indicated scaffold effects on students' subsequent learning behaviour. Additionally, only scaffold interaction correlated to essay performance and suggests that the increase in frequencies of SRL activities alone does not contribute directly to learning outcomes. As guidelines for real-time SRL support are lacking, this study provides valuable insights to enhance SRL support with adaptive learning technologies. Practitioner notes What is already known about this topic Self-regulated learning scaffolds, especially adaptive scaffolds, improve learning. Personalized scaffolds have effects on self-regulated learning activities. Past research focused on aggregated effects of scaffolds. What this paper adds Investigates how students learn with personalized scaffolds in terms of frequencies of learning activities and scaffold interaction. Takes a closer look at which learning activities and when the effects of personalized scaffolds occur. Examines how finer-grained effects of personalized scaffolds correspond to learning outcomes. Implications for practice and/or policy Personalized scaffold effects vary across learning, and future research should consider finer-grained investigations of SRL support in order to better understand their influence on learning. The number of personalized scaffolds provided should be reconsidered in the future as students only use some of the support provided, especially when task demands increase. Personalized scaffold interaction is linked to improvement in task performance, so future research should also focus on students' appropriate use of self-regulated learning support.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Lim, Lyn and Bannert, Maria and van der Graaf, Joep and Fan, Yizhou and Rakovic, Mladen and Singh, Shaveen and Molenaar, Inge and Gašević, Dragan},
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13414},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, educational technology, self-regulated learning, adaptive support, personalized scaffolds, real-time learning analytics, trace data},
	pages = {1--19},
	file = {Lim et al. - 2023 - How do students learn with real‐time personalized .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2X22TE8J/Lim et al. - 2023 - How do students learn with real‐time personalized .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/RGG2I8MK/bjet.html:text/html},
}

@article{josuttis_einarbeitung_2023,
	title = {Einarbeitung junger {Fachkräfte} auf der {Intensivstation}: {Eine} bundesweite {Onlineumfrage} der {Jungen} {DIVI} – einer {Initiative} der {Deutschen} {Interdisziplinären} {Vereinigung} für {Intensiv}- und {Notfallmedizin} ({DIVI})},
	issn = {2193-6218, 2193-6226},
	shorttitle = {Einarbeitung junger {Fachkräfte} auf der {Intensivstation}},
	url = {https://link.springer.com/10.1007/s00063-023-01067-y},
	doi = {10/gsv8zg},
	abstract = {Zusammenfassung
            
              Hintergrund
              Das Ankommen auf der Intensivstation ist für Fachkräfte entscheidend, um hochqualitative Patient:innenversorgung gewährleisten zu können. Dieser Prozess hängt von der Einarbeitungsqualität ab.
            
            
              Ziel der Arbeit
              Ziel der Arbeit ist die Erfassung von Art und Umfang der Einarbeitung und der Zufriedenheit von jungen Fachkräften auf der Intensivstation.
            
            
              Material und Methoden
              In einer anonymen, berufsgruppenübergreifenden Onlineumfrage wurde die Einarbeitungsstruktur sowie Zufriedenheit untersucht.
            
            
              Ergebnisse
              Von 554 Teilnehmenden kamen etwa zwei Drittel aus dem ärztlichen Bereich. Während bei der Pflege 59 \% ein schriftliches Einarbeitungskonzept aufwiesen, lag ein solches nur bei 27 \% der Ärzt:innen vor. Pflegefachpersonen gaben im Median 30 Tage als Einarbeitungszeit, Ärzt:innen 7 Tage an. Ein Drittel der Pflegefachpersonen stimmte der Aussage zu, ausreichend durch die Einarbeitung auf die intensivmedizinische Tätigkeit vorbereitet worden zu sein. Im ärztlichen Bereich fühlten sich nur 17 \% der Teilnehmenden ausreichend durch die Einarbeitung vorbereitet. Mehr als 42 \% der Befragten konnten sich vorstellen, noch länger als 3 Jahre in der Intensivmedizin tätig zu sein.
            
            
              Diskussion
              Evidenzbasierte Methoden zur Strukturierung der Einarbeitung von neuen Fachkräften sind in deutschen Intensivstationen nur gering verbreitet. Die Einarbeitungszeit liegt weit unter publizierten Empfehlungen. Auch wenn bezüglich der materiellen und personellen Ausstattung Defizite wahrgenommen werden, geben die meisten Befragten Zufriedenheit mit Lernzuwachs und interprofessioneller Zusammenarbeit an.
            
          , 
            Abstract
            
              Background
              Onboarding of junior staff in the intensive care unit is vital to ensure high-quality critical care treatment. This process depends on beginner’s training.
            
            
              Aim
              We aimed to determine structure and duration of intensive care onboarding and the job satisfaction of junior professionals in German intensive care units.
            
            
              Materials and methods
              We conducted an anonymous, interprofessional online survey regarding quality of onboarding and job satisfaction among young professionals.
            
            
              Results
              A total of 554 young professionals participated, about two thirds were physicians. A written concept was used in 59\% of the nurse’s and 27\% of physicians’ training. Median duration of training before taking full charge of patient treatment was 30 days among nurses and 7 days among physicians. About one third of nurses and 17\% of physicians stated that they were sufficiently prepared after the training period, whereby 49\% of physicians often felt overwhelmed. More than 42\% can imagine working in critical care longer than the next 3 years.
            
            
              Conclusion
              Fundamental methods for training of critical care professionals starting their intensive care career are underused in Germany and the duration of training blatantly differs from national guideline recommendations. Although there seem to be deficits concerning material and staff resources, participants are satisfied with learning progress and teamwork.},
	language = {de-DE},
	urldate = {2023-10-15},
	journal = {Medizinische Klinik - Intensivmedizin und Notfallmedizin},
	author = {Josuttis, David and Regner, Frida and Deffner, Teresa and Freund, Diana and Freund, Felix and Cornelius, Celina and Beer, Angelina and Spieckermann, Aileen and Deininger, Matthias Manfred},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Josuttis et al. - 2023 - Einarbeitung junger Fachkräfte auf der Intensivsta.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/975IRC9X/Josuttis et al. - 2023 - Einarbeitung junger Fachkräfte auf der Intensivsta.pdf:application/pdf},
}

@article{chang-tik_collaborative_2023,
	title = {Collaborative spaces: investigating the relationships between students’ group-based learning and lecturers’ approaches},
	issn = {0013-1881, 1469-5847},
	shorttitle = {Collaborative spaces},
	url = {https://www.tandfonline.com/doi/full/10.1080/00131881.2023.2256747},
	doi = {10/gss62r},
	abstract = {Background: Enabling teaching approaches that promote active learning can require a certain amount of organisational reorienta­ tion. For example, structural and cultural shifts may be needed to accommodate moves towards student-centred learning. In higher education environments, lecturers can play a significant role in supporting students’ collaborative learning. More needs to be understood about the connections between lecturers’ pedagogical approaches and the enhancement of student learning through group-based activities.
Purpose: With the context of a journey towards active learning in mind, this qualitative study sought to explore the relationship between lecturers’ pedagogical approaches and students’ groupbased learning, and consider how student learning may be enriched through collaborative activities.
Method: Data were collected through semi-structured interviews with 12 lecturers who were teaching a range of subjects in a higher education institution in Malaysia. Observations of teaching were also undertaken. Data were analysed thematically. Findings: The in-depth analysis of rich data identified the many different ways in which lecturers enabled and promoted students’ group-based learning, through the design and delivery of appro­ priate and engaging collaborative tasks. Some challenges in the journey towards active learning development were identified in terms of supportive and procedural information provision.
Conclusion: Findings offer insight into how group activities may enhance student learning, when supported with carefully designed learning tasks which help students acquire the necessary collabora­ tive skills. More broadly, they also highlight the need for institu­ tional professional development support for higher education lecturers in order to engender a sustained culture of collaborative teaching and learning.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Educational Research},
	author = {Chang-Tik, Chan},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Systemanpassung, Promotion:Weiterführung, Promotion:FU3},
	pages = {1--19},
	file = {Chang-Tik - 2023 - Collaborative spaces investigating the relationsh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5CMCVBPX/Chang-Tik - 2023 - Collaborative spaces investigating the relationsh.pdf:application/pdf},
}

@article{inan_online_2023,
	title = {Online instructors’ pedagogical beliefs and choice of student learning activities},
	issn = {1042-1629, 1556-6501},
	url = {https://link.springer.com/10.1007/s11423-023-10331-z},
	doi = {10.1007/s11423-023-10331-z},
	abstract = {The purpose of this study was to explore the relationship between online instructors’ pedagogical beliefs and their choices of online learning activities. Data were collected from 167 faculty members with the use of online instructors’ pedagogical beliefs and student learning activities surveys at a medium-sized masters-level public university located in the western United States. A canonical correlation was conducted to determine whether relationships existed between the pedagogical beliefs and enacted online learning activities. Results showed that participating instructors had more student-centered beliefs than teacher-directed beliefs. Most instructors implemented activities such as reading textbooks, articles, and lecture notes frequently or extensively, whereas student-centered practices such as collaborative projects and peer review or feedback were implemented less frequently. Furthermore, the analysis revealed that online courses tend to include more student-centered activities when instructors lean more toward constructivist pedagogical beliefs. However, the data showed that student-centered beliefs co-exist with traditional teaching practices. The results of this study may be useful for online educators, professional development professionals, instructional designers, and administrators supporting online programs who aim to influence faculty’s beliefs to derive more learner-centered education.},
	language = {en-GB},
	urldate = {2023-12-23},
	journal = {Educational technology research and development},
	author = {Inan, Fethi A. and Bolliger, Doris U.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden},
	file = {Inan und Bolliger - 2023 - Online instructors’ pedagogical beliefs and choice.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YBK28XDT/Inan und Bolliger - 2023 - Online instructors’ pedagogical beliefs and choice.pdf:application/pdf},
}

@article{leger_preparing_2023,
	title = {Preparing distance learning graduate students: {Results} of an innovative online orientation program},
	volume = {6},
	issn = {27725693},
	shorttitle = {Preparing distance learning graduate students},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2772569323000427},
	doi = {10.1016/j.sctalk.2023.100167},
	abstract = {Purpose: The intent of the MSN Online Orientation for Retention Excellence (MORE) Program is to provide students with the tools and resources to help them overcome hurdles faced by students in distance education programs. It is proposed that participation in the MORE Program by graduate students will result in (1) higher on-time graduation rates and (2) lower withdraw rates from the graduate program.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Science Talks},
	author = {Leger, J. Michael and Ferris, Cynde and Nguyen, Hoang T.},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU6},
	pages = {100167},
	file = {Leger et al. - 2023 - Preparing distance learning graduate students Res.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UBF4D3IA/Leger et al. - 2023 - Preparing distance learning graduate students Res.pdf:application/pdf},
}

@article{norz_measuring_2023,
	title = {Measuring social presence in online-based learning: {An} exploratory path analysis using log data and social network analysis},
	volume = {56},
	issn = {10967516},
	shorttitle = {Measuring social presence in online-based learning},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1096751622000501},
	doi = {10.1016/j.iheduc.2022.100894},
	abstract = {Social presence is a key element in collaborative/cooperative learning. In online learning environments, it is challenging to measure the current state of social presence. This work aims to identify measures of social presence.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {The Internet and Higher Education},
	author = {Norz, Lisa-Maria and Dornauer, Verena and Hackl, Werner O. and Ammenwerth, Elske},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:Argumentation},
	pages = {100894},
	file = {Norz et al. - 2023 - Measuring social presence in online-based learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V3FSM72P/Norz et al. - 2023 - Measuring social presence in online-based learning.pdf:application/pdf},
}

@article{donkin_online_2023,
	title = {Online case-based learning in medical education: a scoping review},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Online case-based learning in medical education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04520-w},
	doi = {10/gs569f},
	abstract = {Background  Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve cases from clinical patients. Due to the challenges afforded by the COVID-19 pandemic, small group learning such as CBL, transitioned quickly to include technologyenhanced learning to enable distance delivery, with little information on how to apply pedagogical frameworks and use learning theories to design and deliver online content.
Methods  To extend understanding of online CBL a scoping review protocol following the PRISMA-ScR framework explored the literature that describes the use of online CBL application in medical education and the outcomes, perceptions, and learning theories. A literature search was conducted in January 2022 followed by a subsequent review in October 2022. After peer review using the PRESS guidelines, the CASP appraisal tool was used to assess the rigor of each study design.
Results  The scoping review identified literature published between 2010 and 2022 (n = 13 articles), on online CBL in the field of medical education with 11 observational studies describing student and facilitator perceptions and two randomized controlled studies. Positive perceptions of online learning included a flexible work-life balance, connection with learners, and improved accessibility. Negative experiences of online CBL included poor internet access, a distracting learning environment, and loss of communication. In the studies that collected student performance data, results showed equivalent or improved outcomes compared to the control. The CASP appraisal tool highlighted the deficiencies in most study designs, lack of framework or learning theory, and poor reproducibility of the methods to answer the research questions.
Conclusion  This scoping review identified literature to describe the academic outcomes, and student and facilitator perceptions of online CBL in medical education. However, the CASP tool uncovered deficiencies in study descriptions and design leading to poor quality evidence in this area. The authors provide recommendations for frameworks and learning theories for the future implementation of online CBL.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Donkin, Rebecca and Yule, Heather and Fyfe, Trina},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU6},
	pages = {564},
	file = {Donkin et al. - 2023 - Online case-based learning in medical education a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IS5BMMA3/Donkin et al. - 2023 - Online case-based learning in medical education a.pdf:application/pdf},
}

@article{bandono_collaborative_2023,
	title = {Collaborative {Learning} in {Higher} {Education} in the {Fourth} {Industrial} {Revolution}: {A} {Systematic} {Literature} {Review} and {Future} {Research}},
	volume = {22},
	issn = {16942493, 16942116},
	shorttitle = {Collaborative {Learning} in {Higher} {Education} in the {Fourth} {Industrial} {Revolution}},
	url = {https://ijlter.org/index.php/ijlter/article/view/8806/pdf},
	doi = {10/gs39fq},
	abstract = {The goal of this study is to determine the variables and difficulties that contribute to collaborative learning at tertiary institutions during the fourth industrial revolution and future research gaps. This study employs a systematic literature review to summarise and provide a comprehensive understanding of collaborative learning. The systematic literature review process used the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) technique between 2008 and 2022, supported by NVivo and Microsoft Excel. A systematic literature review, which is an appropriate method for strengthening research issues and gaps, was conducted with 61 papers. It should be noted that this manuscript only presents work from the Scopus database with journal criteria. This study has identified six factors related to collaborative learning in tertiary institutions in the fourth industrial revolution era including Task \& Context, Environment, Social, Technology, Teacher, and Learner. This study presents a comprehensive literature assessment of collaborative learning in tertiary institutions during the fourth industrial revolution in order to acquire a clear grasp of its importance and application in higher education. Furthermore, Several higher education models have adopted the online-based collaborative learning paradigm, according to the study's findings.},
	language = {en-GB},
	number = {10},
	urldate = {2023-11-08},
	journal = {International Journal of Learning, Teaching and Educational Research},
	author = {Bandono, Adi and Mukhlis, Mukhlis and Susilo, A K and Prabowo, A R},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU5},
	pages = {209--230},
	file = {Bandono et al. - 2023 - Collaborative Learning in Higher Education in the .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3SCVJJ53/Bandono et al. - 2023 - Collaborative Learning in Higher Education in the .pdf:application/pdf},
}

@article{yadav_high-performance_2023,
	title = {High-performance work system and learning orientation in offline, online, and hybrid workplaces: the mediating role of affective commitment},
	issn = {0969-6474, 0969-6474},
	shorttitle = {High-performance work system and learning orientation in offline, online, and hybrid workplaces},
	url = {https://www.emerald.com/insight/content/doi/10.1108/TLO-10-2022-0118/full/html},
	doi = {10/gs3qfb},
	abstract = {Purpose – The present study primarily aims to investigate the role of the high-performance work system (HPWS) in shaping learning orientation (LO). Moreover, the study delves into the examination of affective commitment’s (AC) role as a mediator. Additionally, the research extends to exploring the potential moderating impact of workplace settings, speciﬁcally ofﬂine, online and hybrid workplaces, on the mediated relationship.},
	language = {en-GB},
	urldate = {2023-11-04},
	journal = {The Learning Organization},
	author = {Yadav, Rohit and Yadav, Mohit and Vihari, Nitin Simha},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4},
	file = {Yadav et al. - 2023 - High-performance work system and learning orientat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SDI2Z9I3/Yadav et al. - 2023 - High-performance work system and learning orientat.pdf:application/pdf},
}

@article{xue_examining_2023,
	title = {Examining the {Affordances} of an {Online} {Learning} {Platform}: {A} {Usefulness} {Theoretical} {Perspective}},
	volume = {13},
	issn = {2158-2440, 2158-2440},
	shorttitle = {Examining the {Affordances} of an {Online} {Learning} {Platform}},
	url = {http://journals.sagepub.com/doi/10.1177/21582440231202821},
	doi = {10/gsv83n},
	abstract = {This study examined the affordances of an online learning platform used in a Chinese university for online teaching and learning during the pandemic period. A usefulness theoretical perspective was adopted to examine three types of affordances of the platform, namely, educational affordances, social affordances, and technological affordances. Both quantitative and qualitative data were collected and analyzed, including survey questionnaires, observation, and semi-structured interviews. A range of educational affordances emerged from the results, including Representation, Resource sharing, Community-building, Promoting interaction, and Administration. However, despite the respondents’ perceived ease of use of the platform, results indicate that the platform played a limited role in increasing learners’ social presence. A framework for examining usefulness has been developed based on the results. Pedagogical implications are proposed and suggestions for future research are provided.},
	language = {en-GB},
	number = {4},
	urldate = {2023-10-17},
	journal = {SAGE Open},
	author = {Xue, Sijia and Wang, Chuang and Muhaimaiti, Mirebanguli},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Lernsystemarchitektur, Promotion:FU3},
	pages = {21582440231202821},
	file = {Xue et al. - 2023 - Examining the Affordances of an Online Learning Pl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7GC5MN3P/Xue et al. - 2023 - Examining the Affordances of an Online Learning Pl.pdf:application/pdf},
}

@article{ali_supporting_2023,
	title = {Supporting self-directed learning and self-assessment using {TeacherGAIA}, a generative {AI} chatbot application: {Learning} approaches and prompt engineering},
	issn = {2373-5082, 2373-5090},
	shorttitle = {Supporting self-directed learning and self-assessment using {TeacherGAIA}, a generative {AI} chatbot application},
	url = {https://www.tandfonline.com/doi/full/10.1080/23735082.2023.2258886},
	doi = {10/gss62t},
	abstract = {Self-directed learning and self-assessment require student respon­ sibility over learning needs, goals, processes, and outcomes. However, this student-led learning can be challenging to achieve in a classroom limited by a one-to-many teacher-led instruction. We, thus, have designed and prototyped a generative artificial intelligence chatbot application (GAIA), named TeacherGAIA, that can be used to asynchronously support students in their selfdirected learning and self-assessment outside the classroom. We first identified diverse constructivist learning approaches that align with, and promote, student-led learning. These included knowl­ edge construction, inquiry-based learning, self-assessment, and peer teaching. The in-context learning abilities of large language model (LLM) from OpenAI were then leveraged via prompt engi­ neering to steer interactions supporting these different learning approaches. These interactions contrasted with ChatGPT, OpenAI’s chatbot which by default engaged in the traditional transmissionist mode of learning reminiscent of teacher-led instruction. Preliminary design, prompt engineering and prototyping suggested fidelity to the learning approaches, cognitive guidance, and social-emotional support, all of which were implemented in a generative AI manner without pre-specified rules or “hard-coding”. Other affordances of TeacherGAIA are discussed and future development outlined. We anticipate TeacherGAIA to be a useful application for teachers in facilitating self-directed learning and self-assessment among K-12 students.},
	language = {en-GB},
	urldate = {2023-09-30},
	journal = {Learning: Research and Practice},
	author = {Ali, Farhan and Choy, Doris and Divaharan, Shanti and Tay, Hui Yong and Chen, Wenli},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:FU6, GPT},
	pages = {1--13},
	file = {Ali et al. - 2023 - Supporting self-directed learning and self-assessm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PR49HAKQ/Ali et al. - 2023 - Supporting self-directed learning and self-assessm.pdf:application/pdf},
}

@inproceedings{lee_step_2023,
	title = {A {Step} toward {Characterizing} {Student} {Collaboration} in {Online} {Knowledge} {Building} {Environments} with {Machine} {Learning}},
	abstract = {Existing research has substantial progress in uncovering outcomes of collaborative learning in recent years, but more attention can be directed towards the better understanding of collaborative learning processes via quantitative frameworks and methods. Through the use of knowledge building as a collaborative learning pedagogical approach, it is possible for researchers to glean deeper insights into aspects of students’ collaboration within authentic learning environments. In this paper, the multimodal approach of data collection and analysis was conducted with a proposed conceptual analytical framework that can characterize constructs of collaborative activities in a knowledge building classroom using machine learning methods. The application in a pilot is discussed along with how this conceptual development can offer a summary of new insights into students’ individual and group collaborative trajectories during learning tasks.},
	language = {en-GB},
	booktitle = {Proceedings of the 31st {International} {Conference} on {Computers} in {Education}},
	author = {Lee, Alwyn Vwen Yen and Teo, Chew Lee and Ong, Aloysius},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, \#b:Konferenz-Paper:online:learning},
	file = {Lee et al. - A Step toward Characterizing Student Collaboration.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXRNZAGQ/Lee et al. - A Step toward Characterizing Student Collaboration.pdf:application/pdf},
}

@article{feng_peer_2023,
	title = {Peer {Relationships} in {Hybrid} {Learning} {During} {COVID}-19: {Inferences} {From} {One} {Online} {Class}},
	abstract = {The COVID-19 pandemic popularized remote interactions in higher education, necessitating examination of their effectiveness in supporting peer relationships. Our qualitative study of one online class in a hybrid graduate program found varying levels of meaningful peer connections, with students relying significantly more on teachers to create interaction opportunities. Group work, course content, and pedagogical approaches emerged as crucial factors in fostering connections, while asynchrony due to lack of collocation and technology failures posed barriers.},
	language = {en-GB},
	author = {Feng, Tianyi and Zhang, Wei},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4},
	file = {Feng und Zhang - 2023 - Peer Relationships in Hybrid Learning During COVID.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9N2DUEXM/Feng und Zhang - 2023 - Peer Relationships in Hybrid Learning During COVID.pdf:application/pdf},
}

@article{goswami_supporting_2023,
	title = {Supporting {Co}-{Regulation} and {Motivation} in {Learning} {Programming} in {Online} {Classrooms}},
	volume = {7},
	abstract = {Self-regulation of learning in programming has been extensively investigated, emphasising an individual’s metacognitive and motivational regulation components. However, learning often happens in socially situated contexts, and little emphasis has been paid to studying social modes of regulation in programming. We designed Thyone, a collaborative Jupyter Notebook extension to support learners’ programming regulation in an online classroom context with the overall aim to foster their intrinsic motivation toward programming. Thyone’s salient features - Flowchart, Discuss and Share Cell - incorporate affordances for learners to co-regulate their learning and drive their motivation. In an exploratory quasi-experimental study, we investigated learners’ engagement with Thyone’s features and assessed its influence on their learning motivation in an introductory programming course. We found that Thyone facilitated the co-regulation of programming learning and that the users’ engagement with Thyone appeared to positively influence components of their motivation: interest, autonomy, and relatedness. Our results inform the design of technological interventions to support co-regulation in programming learning. CCS Concepts: • Software and its engineering → Collaboration in software development; • Humancentered computing → Empirical studies in collaborative and social computing; • Social and professional topics → CS1.},
	language = {en-GB},
	number = {2},
	author = {Goswami, Lahari},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a},
	file = {Goswami - Supporting Co-Regulation and Motivation in Learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I3WIX8ZM/Goswami - Supporting Co-Regulation and Motivation in Learnin.pdf:application/pdf},
}

@article{darici_are_2023,
	title = {Are stereotypes in decline? {The} portrayal of female anatomy in e‐learning},
	volume = {16},
	issn = {1935-9772, 1935-9780},
	shorttitle = {Are stereotypes in decline?},
	url = {https://anatomypubs.onlinelibrary.wiley.com/doi/10.1002/ase.2211},
	doi = {10.1002/ase.2211},
	abstract = {Sex and gender bias in anatomy learning materials are considered a “hidden obstacle” to gender equity in medical curricula. The purpose of this study was to investigate whether quantitative sex and gender biases do exist in popular anatomy e-­learning platforms and compare the results with those found in contemporary textbooks and atlases. A systematic content-­analysis was performed on N = 3767 images published from 2008 to 2021 in which sex/gender could be identified by considering technical aspects of illustration and various intersectional categories. E-­learning platforms took into account an appropriate representation of the female body and presented even more females (n = 932/1412; 66\%), more frequently from a ventral/anterior (χ2 = 26, P {\textless} 0.001) and whole-­body perspective (χ2 = 27, P {\textless} 0.001). This was in contrast to German anatomy books, where the results pointed to a significant sex and gender bias. For example, all books assessed underrepresented females (n = 707/2355; 30\%) and placed them in stereotypical sex-­specific context (χ2 = 348, P {\textless} 0.001), showing them more often from a caudal/inferior (χ2 = 99, P {\textless} 0.001) and internal (χ2 = 132, P {\textless} 0.001) perspective. Altogether, the visual representation of sex and gender in anatomical curricula is still biased and the stereotypical perceptions of human anatomy seem to be a global issue. However, the increasing use of electronic learning platforms, which gradually replace traditional books is changing the way the male and female body is depicted, which might offer new opportunities for reducing stereotypes in anatomy education.},
	language = {en-GB},
	number = {4},
	urldate = {2024-03-09},
	journal = {Anatomical Sciences Education},
	author = {Darici, Dogus and Schneider, Agnes Yüeh‐Dan and Missler, Markus and Pfleiderer, Bettina},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Außergewöhnlich 🟣},
	pages = {720--732},
	file = {Darici et al. - 2023 - Are stereotypes in decline The portrayal of femal.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G86LAMHW/Darici et al. - 2023 - Are stereotypes in decline The portrayal of femal.pdf:application/pdf},
}

@article{taghizade_integrating_2023,
	title = {Integrating {Community} of {Inquiry} {Framework} {Principles} {With} {Flipped} {Classroom} {Pedagogy} to {Enhance} {Students}’ {Perceived} {Presence} {Sense}, {Self}-{Regulated} {Learning}, and {Learning} {Performance} in {Preservice} {Teacher} {Education}},
	volume = {24},
	issn = {1492-3831},
	url = {https://www.irrodl.org/index.php/irrodl/article/view/7005},
	doi = {10.19173/irrodl.v24i4.7005},
	abstract = {The purpose of this study was to assess the effectiveness of integrating community of inquiry (COI) framework principles with flipped classroom pedagogy to enhance students’ perceived presence sense, selfregulated learning, and learning performance. A quasi-experimental study was conducted to examine whether integrating COI framework principles with flipped classrooms could enhance college students’ perceived presence sense, self-regulated learning, and learning performance. The participants were 64 third-year male college students in an online course at a teacher education university in Iran in 2021. The study employed the COI Survey, the online self-regulated learning questionnaire (OLSQ), and a teachermade test to measure learning performance. The results indicated significant between-group differences in perceived presence sense, self-regulated learning, and learning performance (p {\textless} 0.001). Integrating COI framework principles with flipped classroom pedagogy was an effective approach to enhancing perceived presence sense, self-regulated learning, and learning performance among teacher education students.},
	language = {en-GB},
	number = {4},
	urldate = {2023-12-09},
	journal = {The International Review of Research in Open and Distributed Learning},
	author = {Taghizade, Abbas and Azimi, Esmaeil and Mahmoodian, Hassan and Akhash, Salman},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a},
	pages = {154--173},
	file = {Taghizade et al. - 2023 - Integrating Community of Inquiry Framework Princip.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JCAPYPC8/Taghizade et al. - 2023 - Integrating Community of Inquiry Framework Princip.pdf:application/pdf;Taghizade et al. - 2023 - Integrating Community of Inquiry Framework Princip.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VGR7SXFC/Taghizade et al. - 2023 - Integrating Community of Inquiry Framework Princip.pdf:application/pdf},
}

@article{naamati-schneider_enhancing_2023,
	title = {Enhancing collaborative learning in health management education: an investigation of {Padlet}-mediated interventions and the influence of flexible thinking},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Enhancing collaborative learning in health management education},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04796-y},
	doi = {10/gs5658},
	abstract = {This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regard‑ing this intervention and how it affected their collaborative learning experiences. Additionally, the third objective of the study aimed to investigate how students’ flexible thinking within the learning process might shape their perceptions of the advantages derived from this instructional activity within the domain of online collaborative learning. Data for the analysis were gathered from 100 Israeli undergraduate students by two measurements: Flexible thinking in learning and Student perceptions of collaborative learning via Padlet. The intervention program included several stages. First, the students discussed the pedagogic objective of using Padlet. In the second stage, the students were presented with ill-structured problems related to the course content. Each group had to choose one prob‑lem and analyze it from three perspectives discussed in the course—healthcare provider, patient, and organization. Next, the students presented and explained their solutions employing the shared knowledge base. The final work was presented in different formats using various technologies. The PLS-SEM analysis has corroborated our hypoth‑esis that students’ flexible thinking might positively contribute to their perception of Padlet utilization. According to the empirical model, in general, students who perceived themselves as more flexible were found more receptive to utilizing the proposed technological tool (Padlet) and hence tended to appreciate its function as a collaborative learning platform enabler. This study mainly underscores the important role flexible thinking plays in motivating man‑agers and medical professionals to embrace innovative technologies or methods for teamwork, that could enable them to weigh arguments, seek alternative solutions to authentic problems, and adjust their approaches effectively and collaboratively as new challenges emerge.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Naamati-Schneider, Lior and Alt, Dorit},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a},
	pages = {846},
	file = {Naamati-Schneider und Alt - 2023 - Enhancing collaborative learning in health managem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DCX7GB9E/Naamati-Schneider und Alt - 2023 - Enhancing collaborative learning in health managem.pdf:application/pdf},
}

@article{buseyne_assessing_2023,
	title = {Assessing verbal interaction of adult learners in computer-supported collaborative problem solving},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13391},
	doi = {10.1111/bjet.13391},
	abstract = {The objective of this study is to explore new ways of assessing collaborative problem solving (CPS) processes based on different modalities of audio data and their combination. The data collection took place in an educational lab setting during an experiment with adult teams from professional contexts who collaboratively solved multiple problems as part of a CPS training. From audio data, both verbal (ie, speech) and non-verbal (ie, pitch) aspects were extracted. Four analysis methods were used, including (a) content analysis; (b) linguistic inquiry and word count; (c) verbal entrainment analysis; and (d) acoustic–prosodic entrainment based on pitch data. Insights are given into the CPS processes of the participating groups using these measures and relevant relationships between some of these measures are further investigated. Based on content analysis, it was found that most of the interactions during the CPS process are task oriented, whereas team-oriented interactions are less present. Second, three measures of proportion of contribution in CPS were investigated and clear differences in participation patterns between and within teams were found. We suggest that a combination of utterance count and words per sentence could provide valuable insights for quantity and equality of participation. Third, the study explored pronoun use and found that the most frequently used personal pronouns were first-person singular. Next, the results indicated a relationship between pronoun use and the relative frequency of interactions. Fourth, a rather weak relationship between lexical entrainment measures and the acoustic–prosodic measures were found, suggesting that these measures are indicative of separate communicative aspects in CPS. This study contributes to a better understanding of which type of audio-based data is most informative to teachers and students as a feedback or assessment tool. This study complements previous research as it focuses on spoken human-to-human communication collected in an authentic context. Practitioner notes What is already known about this topic Support and guidance systems for learning coaches, teachers and learners are needed to foster the educational quality of collaborative problem solving (CPS) activities. CPS is a complex process and measuring the quality of CPS processes remains challenging. Multimodal learning analytics, focusing on verbal and non-verbal data sources and using content analysis, linguistic inquiry and word count and verbal and acoustic entrainment measures could be valuable to measure the quality of CPS. What this paper adds The majority of interactions during CPS processes are task oriented or cognitive of nature, whereas team-oriented interactions are less present. Utterance count and words per sentence should be used in combination, as they are indicative of different aspects. Pronoun use in learners' discourse is related to the types of CPS interactions. Lexical entrainment measures and acoustic–prosodic are indicative of distinctive communicative aspects in CPS. Implications for practice and/or policy Quality indicators of CPS processes should include both verbal and non-verbal measures of students' interactions. Educational researchers and the (Edtech) industry should further leverage their forces to foster the development of (semi-)automated systems for measuring the quality of CPS processes. It should be further investigated how quality indicators of CPS processes can be most meaningful to trainers, teachers and learners, for example, through the use of dashboards.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Buseyne, Siem and Rajagopal, Kamakshi and Danquigny, Thierry and Depaepe, Fien and Heutte, Jean and Raes, Annelies},
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13391},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU2b, content analysis, audio data, collaborative problem solving, linguistic inquiry, linguistic style matching},
	pages = {1--21},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/DXNBKDHH/Buseyne et al. - Assessing verbal interaction of adult learners in .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/DF7PMZG5/bjet.html:text/html},
}

@article{radovic_analysing_2023,
	title = {Analysing students' self‐assessment practice in a distance education environment: {Student} behaviour, accuracy, and task‐related characteristics},
	issn = {0266-4909, 1365-2729},
	shorttitle = {Analysing students' self‐assessment practice in a distance education environment},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12907},
	doi = {10.1111/jcal.12907},
	abstract = {Background: Self-assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to improve one's competence. However, the complexity of the self-assessment process is widely recognized, as well as that students can benefit from it only if their assessment is accurate enough.},
	language = {en-GB},
	urldate = {2023-11-22},
	journal = {Journal of Computer Assisted Learning},
	author = {Radović, Slaviša and Seidel, Niels and Haake, Joerg M. and Kasakowskij, Regina},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU2b},
	pages = {jcal.12907},
	file = {Radović et al. - 2023 - Analysing students' self‐assessment practice in a .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MC8LL5QB/Radović et al. - 2023 - Analysing students' self‐assessment practice in a .pdf:application/pdf},
}

@article{gedera_learning_2023,
	title = {Learning during a pandemic: an {Activity} {Theory} analysis of the challenges experienced by {Aotearoa}/{New} {Zealand} university students},
	volume = {71},
	issn = {1042-1629, 1556-6501},
	shorttitle = {Learning during a pandemic},
	url = {https://link.springer.com/10.1007/s11423-023-10284-3},
	doi = {10.1007/s11423-023-10284-3},
	abstract = {The worldwide disruption of higher education during the Covid-19 pandemic has been studied from the viewpoints of institutions and teachers, with some attention to students’ health and learning challenges. Attempts to theorise the diverse and conflicting challenges faced by students learning online during the pandemic have been limited. It is helpful to analyse students’ experiences as part of an activity system in order to unravel the system’s elements and determine contradictions that occur. This study adopted a mixed methods approach to investigate students’ online learning experiences at all eight New Zealand universities during the pandemic. Data obtained via a large-scale online survey, followed by focus groups and individual interviews, is presented in light of an Activity Theory framework. Findings show that students’ key challenges were associated with new tools and technologies, lack of interaction and social connection, lack of routine and space, and clashing commitments due to multiple roles and responsibilities. Contradictions can be a driving force for change and development in teaching and learning contexts. We conclude with recommendations for tertiary institutions, teachers, learning designers and students to inform future learning and teaching plans.},
	language = {en-GB},
	number = {6},
	urldate = {2023-12-23},
	journal = {Educational technology research and development},
	author = {Gedera, Dilani and Forbes, Dianne and Brown, Cheryl and Hartnett, Maggie and Datt, Ashwini},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {2271--2295},
	file = {Gedera et al. - 2023 - Learning during a pandemic an Activity Theory ana.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F8T4F76N/Gedera et al. - 2023 - Learning during a pandemic an Activity Theory ana.pdf:application/pdf},
}

@article{kirk_sullivan_lighting_2023,
	title = {Lighting the fire: unleashing student agency in emergency remote teaching during the covid-19 pedagogical shift},
	shorttitle = {Lighting the fire},
	url = {https://www.abdn.ac.uk/education/research/eitn/journal/archive/63/735/},
	doi = {10.26203/W38E-J819},
	abstract = {This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.},
	language = {en-GB},
	urldate = {2023-12-23},
	author = {{Kirk Sullivan} and {Niclas Lindström} and {Hannah Lindfors} and {Lukas Oskarsson} and {Gustav Surting} and {Nils Vestring}},
	year = {2023},
	note = {Publisher: University of Aberdeen},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Kirk Sullivan et al. - 2023 - Lighting the fire unleashing student agency in em.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JQ5DII6/Kirk Sullivan et al. - 2023 - Lighting the fire unleashing student agency in em.pdf:application/pdf},
}

@inproceedings{werlen_think_2023,
	title = {Think, speak, and reflect! {Deeper} learning with self-control tasks and voice input},
	url = {https://eapril.org/assets/images/2023_Proceedingsfinal.pdf},
	abstract = {In online learning environments, closed-ended questions, such as multiple-choice questions, allow learners to receive immediate feedback on their answers. Although open-ended questions may be more appropriate for some learning objectives and materials, providing immediate feedback on open-ended responses remains a challenge. Self-control tasks (SCT) provide students with instant feedback on answers to open-ended questions. The focus is on comparing the student's own answer with a sample answer and reflecting on differences between the answers. The tasks are designed in such a way that deeper learning can be achieved. SCT with oral answers adds another modality and should deepen learning even more. We received valuable feedback from qualitative interviews with undergraduate students from a project management course of a central European distance university. Some of the students reported benefits from the SCTs, others experienced difficulties with the selfdirected learning that the tasks require. In the case of the SCTs with verbal input, there were also problems with the transcription. Students are required to learn to speak their answers. We would like to discuss what interventions are appropriate to help students to learn the skills for self-evaluation and self-reflection, and what is the additional benefit of a voice input for deeper learning.},
	language = {en-GB},
	urldate = {2025-07-17},
	author = {Werlen, Egon and Laubscher, Dorothy},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Konferenz-Paper:online:learning},
	file = {Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FQRQEU9V/Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:application/pdf;Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VP8ZDKS2/Werlen und Laubscher - Think, speak, and reflect! Deeper learning with se.pdf:application/pdf},
}

@article{pokorny_out_2023,
	title = {“{Out} of my control”: science undergraduates report mental health concerns and inconsistent conditions when using remote proctoring software},
	volume = {19},
	issn = {1833-2595},
	shorttitle = {“{Out} of my control”},
	url = {https://edintegrity.biomedcentral.com/articles/10.1007/s40979-023-00141-4},
	doi = {10.1007/s40979-023-00141-4},
	abstract = {Efforts to discourage academic misconduct in online learning environments frequently include the use of remote proctoring services. While these services are relatively commonplace in undergraduate science courses, there are open questions about students’ remote assessment environments and their concerns related to remote proctoring services. Using a survey distributed to 11 undergraduate science courses engaging in remote instruction at three American, public, research-focused institutions during the spring of 2021, we found that the majority of undergraduate students reported testing in suboptimal environments. Students’ concerns about remote proctoring services were closely tied to technological difficulties, fear of being wrongfully accused of cheating, and negative impacts on mental health. Our results suggest that remote proctoring services can create and perpetuate inequitable assessment environments for students, and additional research is required to understand the efficacy of their intended purpose to prevent cheating. We also advocate for continued conversations about the broader social and institutional conditions that can pressure students into cheating. While changes to academic culture are difficult, these conversations are necessary for higher education to remain relevant in an increasingly technological world.},
	language = {en-GB},
	number = {1},
	urldate = {2023-12-02},
	journal = {International Journal for Educational Integrity},
	author = {Pokorny, Annika and Ballen, Cissy J. and Drake, Abby Grace and Driessen, Emily P. and Fagbodun, Sheritta and Gibbens, Brian and Henning, Jeremiah A. and McCoy, Sophie J. and Thompson, Seth K. and Willis, Charles G. and Lane, A. Kelly},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {22},
	file = {Pokorny et al. - 2023 - “Out of my control” science undergraduates report.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5L9F285Z/Pokorny et al. - 2023 - “Out of my control” science undergraduates report.pdf:application/pdf},
}

@article{zgheib_contextual_2023,
	title = {A contextual approach for exploring faculty readiness to teach online},
	volume = {9},
	issn = {24058440},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S2405844023076995},
	doi = {10.1016/j.heliyon.2023.e20491},
	abstract = {Effective online teaching and learning requires readiness of all stakeholders, students, faculty, and administrators while considering contextual factors that influence the design and delivery of online learning. The purpose of this study is to explore how ready for online teaching faculty are in a Lebanese higher education context and to investigate readiness factors that impact their online teaching. It also aims at identifying any significant differences in readiness based on gender, years of teaching experience and discipline. A survey was developed based on a review of the literature and existing surveys that address readiness factors for online teaching. The survey was administered in Spring 2020, and 210 faculty at a private higher education institution completed the survey. Exploratory Factor Analysis (EFA), Multivariate Analysis of Variance (MANOVA) and descriptive statistics were conducted. The EFA resulted in 5 factors associated with faculty readiness to teach online, namely technology access and skills, course design, online pedagogy, attitude, and institutional support. Descriptive statistics revealed that faculty have the minimum required technology skills to teach online, yet they are faced with technical challenges associated with the context and the need for institutional support. MANOVA tests revealed a statistically significant difference between female faculty members who are readier in terms of course design and attitude than their counterpart males, a statistically significant difference in terms of course design for faculty who have more years of teaching experience. As for discipline specific readiness, majors that are focused on art and design revealed to be less ready for online teaching. This study implies the need for a more robust infrastructure to expand the delivery of online learning in Lebanon and the need for professional development for faculty to create pedagogically and technically enhanced online courses.},
	language = {en-GB},
	number = {10},
	urldate = {2023-11-22},
	journal = {Heliyon},
	author = {Zgheib, Ghania and Al Daia, Roula and Serhan, Mireille},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {e20491},
	file = {Zgheib et al. - 2023 - A contextual approach for exploring faculty readin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LIRAA6YU/Zgheib et al. - 2023 - A contextual approach for exploring faculty readin.pdf:application/pdf},
}

@article{woon_it_2023,
	title = {“{It} kinda helped us to be there”: students’ perspectives on the use of virtual patient software in psychiatry posting},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {“{It} kinda helped us to be there”},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04834-9},
	doi = {10/gs5657},
	abstract = {Background  At the Faculty of Medicine of the National University of Malaysia, a virtual patient software program, DxR Clinician, was utilised for the teaching of neurocognitive disorder topics during the psychiatry posting of undergraduate medical students in a modified team-based learning (TBL) module. This study aimed to explore medical students’ learning experiences with virtual patient.
Methods  Ten students who previously underwent the learning module were recruited through purposive sampling. The inclusion criteria were: (a) Fourth-year medical students; and (b) Completed psychiatry posting with the new module. Students who dropped out or were unable to participate in data collection were excluded. Two online focus group discussions (FGDs) with five participants each were conducted by an independent facilitator, guided by a questioning route. The data were transcribed verbatim and coded using the thematic analysis approach to identify themes.
Results  Three main themes of their learning experience were identified: (1) fulfilment of the desired pedagogy (2), realism of the clinical case, and (3) ease of use related to technical settings. The pedagogy theme was further divided into the following subthemes: level of entry for students, flexibility of presentation of content, provision of learning guidance, collaboration with peers, provision of feedback, and assessment of performance. The realism theme had two subthemes: how much the virtual patient experience mimicked an actual patient and how much the case scenario reflected real conditions in the Malaysian context. The technical setting theme entailed two subthemes: access to the software and appearance of the user interface. The study findings are considered in the light of learning formats, pedagogical and learning theories, and technological frameworks.
Conclusions  The findings shed light on both positive and negative aspects of using virtual patients for medical students’ psychiatry posting, which opens room for further improvement of their usage in undergraduate psychiatry education.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Woon, Luke Sy-Cherng and Mohd Daud, Tuti Iryani and Tong, Seng Fah},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {851},
	file = {Woon et al. - 2023 - “It kinda helped us to be there” students’ perspe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RGPW2FKZ/Woon et al. - 2023 - “It kinda helped us to be there” students’ perspe.pdf:application/pdf},
}

@article{buajeeb_development_2023,
	title = {The development of an online serious game for oral diagnosis and treatment planning: evaluation of knowledge acquisition and retention},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {The development of an online serious game for oral diagnosis and treatment planning},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04789-x},
	doi = {10/gs566g},
	abstract = {Background  While serious games seem to be supportive in healthcare education, none of them had been designed to develop competence in diagnosis and treatment planning of oral lesions. Therefore, this research aimed to develop an online simulation-based serious game for training diagnosis and treatment planning of oral lesions (SimOL) and to evaluate its educational impact in terms of knowledge improvement and retention.
Methods  As a mandatory task in an oral lesion course, all 28 students were required to participate in SimOL activities. Participants were instructed to complete a pre-knowledge assessment following a one-week washout period prior to the game activity. Subsequent to the game completion, they were tasked to complete a post-knowledge assessment I (Full score = 15) and satisfaction questionnaire. A post-knowledge assessment II was administered a week later to evaluate knowledge retention.
Results  The findings demonstrated a significant increase in the assessment scores after interacting with the game (P {\textless} 0.001), where the pre- and immediate post-knowledge assessment scores were 8.00 (SD = 2.11) and 11.71 (SD = 2.39), respectively. The game also exhibited a positive impact on knowledge retention, as there was no significant difference between the scores of post-knowledge assessment I and II (P {\textgreater} 0.05). Additionally, students perceived the game as positively in all aspects, although the entertainment aspect achieved a slightly lower score of 3.70 (SD = 0.21), in comparison to the usefulness and ease of use with a score of 4.02 (SD = 0.11) and 4.02 (SD = 0.16), respectively.
Conclusion  SimOL demonstrated its potential as an effective learning tool for improving and retaining knowledge for diagnosis and treatment planning of oral lesions. The game was perceived positively by dental students in all aspects, however further improvements should prioritize the enhancement of entertaining components.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Buajeeb, Waranun and Chokpipatkun, Jirachaya and Achalanan, Napas and Kriwattanawong, Nawaphat and Sipiyaruk, Kawin},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {830},
	file = {Buajeeb et al. - 2023 - The development of an online serious game for oral.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SKF6HEWF/Buajeeb et al. - 2023 - The development of an online serious game for oral.pdf:application/pdf},
}

@article{straub_personal_2023,
	title = {Personal protective equipment and medical students in times of {COVID}-19: experiences and perspectives from the final clerkship year},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {Personal protective equipment and medical students in times of {COVID}-19},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04784-2},
	doi = {10/gs566t},
	abstract = {Background  The availability and correct use of personal protective equipment (PPE) to prevent and control infections plays a critical role in the safety of medical students in clinical placements. This study explored their experiences and perspectives in their final clerkship year with PPE during the COVID-19 pandemic.
Methods  This qualitative study was based on social constructivism and was conducted in 2021 at the Charité Universitätsmedizin Berlin. In three online focus group discussions, 15 medical students in their final clerkship year reported their experiences with PPE training and use during the COVID-19 pandemic. Data were recorded, transcribed and analysed based on Kuckartz’s approach to content analysis. We drew upon the a priori dimensions of the capability, opportunity, motivation - behaviour (COM-B) model as main categories as well as emergent issues raised by the study participants (subcategories).
Results  In addition to the three main categories of the COM-B model, eleven subcategories were identified through inductive analysis. The study participants reported several factors that hindered the correct use of PPE. In the area of capabilities, these factors were related to learning experience with PPE in terms of both theoretical and practical learning together with later supervision in practice. In the area of opportunities, these factors included the limited availability of some PPE components, a lack of time for PPE instruction and supervision and inappropriate role modelling due to the inconsistent use of PPE by physicians and nursing staff. The area of motivation to use PPE was characterized by an ambivalent fear of infection by the SARS-CoV-2 virus and the prioritization of patient safety, i.e., the need to prevent the transmission of the virus to patients.
Conclusions  Our study revealed several limitations pertaining to the enabling factors associated with the trainable behaviour “correct use of PPE”. The concept of shared responsibility for student safety was used to derive recommendations for future improvement specifically for the medical school as an organization, the teachers and supervisors, and students themselves. This study may guide and stimulate other medical schools and faculties to explore and analyse components of student safety in clinical settings in times of infectious pandemics.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Straub, Janina and Franz, Anne and Holzhausen, Ylva and Schumann, Marwa and Peters, Harm},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {806},
	file = {Straub et al. - 2023 - Personal protective equipment and medical students.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HAG3CELB/Straub et al. - 2023 - Personal protective equipment and medical students.pdf:application/pdf},
}

@article{quail_twine_2023,
	title = {Twine virtual patient games as an online resource for undergraduate diabetes acute care education},
	volume = {23},
	issn = {1472-6920},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04231-2},
	doi = {10/gs5669},
	abstract = {Background  Virtual patients provide a safe way to simulate authentic clinical practice. Twine is an open-source software that can be used to create intricate virtual patient games, including elements like non-linear free text history taking and time-related changes to the game’s narrative. We evaluated the incorporation of Twine virtual patient games into a diabetes acute care online learning package for undergraduate medical students at the University of Glassgow, Scotland.
Methods  Three games were developed using Twine, Wacom Intuous Pro, Autodesk SketchBook, Camtasia Studio, and simulated patients. Online material included three VP games, eight microlectures, and a single best answer multiple choice question quiz. The games were evaluated at Kirkpatrick Level 1 with an acceptability and usability questionnaire. The entire online package was evaluated at Kirkpatrick Level 2 with pre- and post-course multiple choice and confidence questions, with statistical analysis performed using paired t-tests.
Results  122 of approximately 270 eligible students provided information on resource utilisation, with 96\% of these students using at least one online resource. 68\% of students who returned surveys used at least one VP game. 73 students provided feedback on the VP games they had played, with the majority of median responses being “agree” on positive usability and acceptability statements. The online resources were associated with a mean multiple choice score increase from 4.37 out of 10 to 7.96 out of 10 (p {\textless} 0.0001, 95\% CI + 2.99 to + 4.20, n = 52) and a mean total confidence score increase from 4.86 out of 10 to 6.70 out of 10 (p {\textless} 0.0001, 95\% CI + 1.37 to + 2.30, n = 48).
Conclusions  Our VP games were well-received by students and promoted engagement with online material. The package of online material led to statistically significant increases in confidence and knowledge in diabetes acute care outcomes. A blueprint with supporting instructions has now been created to facilitate rapid creation of further games using Twine software.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Quail, Nathaniel Patrick Andrew and Boyle, James Graham},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {417},
	file = {Quail und Boyle - 2023 - Twine virtual patient games as an online resource .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FJTWIBVP/Quail und Boyle - 2023 - Twine virtual patient games as an online resource .pdf:application/pdf},
}

@article{budakoglu_e-pbl_2023,
	title = {e-{PBL} with multimedia animations: a design-based research},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {e-{PBL} with multimedia animations},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04298-x},
	doi = {10/gs567b},
	abstract = {Background  This study was conducted to explore the effectiveness of online problem-based learning (e-PBL) with multimedia animation scenarios by comparing the face-to-face (f2f ) PBL method with paper-based scenarios. Adapting different f2f teaching methodologies to online environments is a significant problem that urgently needs attention, particularly in health education.
Methods  This study is part of design-based research and consists of three phases, which comprise design, analysis, and re-design. First, the animation-based problem scenarios were developed, and the learning environment (e-PBL) elements were organized. Then animation-based scenarios and the e-PBL environment were used, and problems related to the use of the environment were determined with an experimental study which was based on a pretestposttest control group design. Finally, we used the following three measurement tools in the data collection process: a scale to determine the effectiveness of PBL, an attitude scale toward PBL, and the Clinical Objective Reasoning Exams (CORE). The study group in this research comprised 92 medical undergraduates (47 female and 45 male).
Results  There were similar scores between the two groups (e-PBL and f2f ) in terms of the effectiveness of the platforms, the attitudes of the medical undergraduates, and the CORE scores. Also, there were positive relationships between the attitude scores, grade point average (GPA), and PBL scores of the undergraduates. Another significant positive relationship was found between the CORE scores and the GPA.
Conclusions  The animation-supported e-PBL environment positively effects the participants’ knowledge, skills, and attitude. Students who have high academic scores attitude positively towards e-PBL. Providing problem scenarios as multimedia animations is the innovative face of the research. They have been produced inexpensively with off-theshelf web-based animation apps. These technological advances may democratize the production of video-based cases in the future. Although the results of this study were obtained before the pandemic, they showed no differences between e-PBL and f2f-PBL in terms of effectiveness.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Budakoğlu, Işıl İrem and Coşkun, Özlem and Özeke, Vildan},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {338},
	file = {Budakoğlu et al. - 2023 - e-PBL with multimedia animations a design-based r.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KD5YF9G8/Budakoğlu et al. - 2023 - e-PBL with multimedia animations a design-based r.pdf:application/pdf},
}

@article{kube_hacking_2023,
	title = {Hacking gender in computer‐supported collaborative learning: {The} experience of being in mixed‐gender teams at a computer science hackathon},
	issn = {0266-4909, 1365-2729},
	shorttitle = {Hacking gender in computer‐supported collaborative learning},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12905},
	doi = {10/gs567v},
	abstract = {Background: Gender stereotypes about women and men are prevalent in computer science (CS). The study's goal was to investigate the role of gender bias in computersupported collaborative learning (CSCL) in a CS context by elaborating on gendered experiences in the perception of individual and team performance in mixed-gender teams in a hackathon.},
	language = {en-GB},
	urldate = {2023-11-18},
	journal = {Journal of Computer Assisted Learning},
	author = {Kube, Dana and Gombert, Sebastian and Suter, Brigitte and Weidlich, Joshua and Kreijns, Karel and Drachsler, Hendrik},
	month = nov,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {jcal.12905},
	file = {Kube et al. - 2023 - Hacking gender in computer‐supported collaborative.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E8UU6YHQ/Kube et al. - 2023 - Hacking gender in computer‐supported collaborative.pdf:application/pdf},
}

@article{spang_perceptions_2023,
	title = {Perceptions {Predict} {Problem} {Regulation}? {The} {Role} of {Homogeneous} {Problem} {Perception} for {Successful} {Regulation} in {Collaborative} {Learning}},
	abstract = {Collaborative learning does not always yield positive results. One problem might be that group members have different problem perceptions and fall short in homogenizing them. Yet, little is known whether a homogenous problem perception and an awareness of the homovs. heterogeneity of their problem perceptions enhance the regulation process. In this study, N=310 pre-service teacher students collaborated online in a problem-based leaning scenario. Afterwards, they answered an online questionnaire to measure their problem perceptions, their awareness of the homo-/heterogeneity of their perceptions, and different indicators of regulation success. Path models indicated that homogeneous problem perceptions enabled regulation success. Learners should thus be scaffolded to achieve homogeneous problem perceptions.},
	language = {en-GB},
	author = {Spang, Laura and Greisel, Martin and Kollar, Ingo},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found},
	file = {Spang et al. - 2023 - Perceptions Predict Problem Regulation The Role o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7A62QV3U/Spang et al. - 2023 - Perceptions Predict Problem Regulation The Role o.pdf:application/pdf},
}

@article{lin_examining_2023,
	title = {Examining {University} {Instructors}’ {Conceptions} and {Perceived}},
	abstract = {This is a work-in-process research project aiming at examining the design of Knowledge Building professional development (KBPD) to foster university instructors’ conceptions of teaching and learning and teaching practices. 10 instructors from the same university joined this study. Multiple sources of data were collected, including surveys, classroom and online artefacts, and interviews. Analysis of pre- and post-surveys showed that the participants hold more constructivist conceptions about teaching and learning after attending KBPD. The classroom reflection artefacts showed that they were more inclined to apply the KB principles in their own classes, and that they regarded the epistemological role of their students have shifted more towards knowledge constructors/creators in their classrooms after attending the KBPD. Interview analysis further showed in what ways they have changed their conceptions and perceived practices. Implications for future design of KBPD were discussed.},
	language = {en-GB},
	author = {Lin, Feng and Low, Wei Yan and Zhu, Gaoxia and Teo, Chew Lee},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found},
	file = {Lin et al. - 2023 - Examining University Instructors’ Conceptions and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VBLX3PXY/Lin et al. - 2023 - Examining University Instructors’ Conceptions and .pdf:application/pdf},
}

@article{yildiz_durak_feedforward_2023,
	title = {Feedforward‐ or feedback‐based group regulation guidance in collaborative groups},
	issn = {0266-4909, 1365-2729},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12887},
	doi = {10/gsv83q},
	abstract = {Background: Collaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effective group regulation in collaborative learning. On the other hand, the focus should be on the effect of group regulation guidance intervention on the improvement of both individual and group performance, modes of motivational regulation strategies, and the progression of group metacognition.},
	language = {en-GB},
	urldate = {2023-10-17},
	journal = {Journal of Computer Assisted Learning},
	author = {Yildiz Durak, Hatice},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {jcal.12887},
	file = {Yildiz Durak - 2023 - Feedforward‐ or feedback‐based group regulation gu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7U6U3BZB/Yildiz Durak - 2023 - Feedforward‐ or feedback‐based group regulation gu.pdf:application/pdf},
}

@article{kolmos_interdisciplinary_2023,
	title = {Interdisciplinary project types in engineering education},
	issn = {0304-3797, 1469-5898},
	url = {https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2267476},
	doi = {10/gsv83p},
	abstract = {Problem- and project-based learning (PBL) is often highlighted as a valuable approach for addressing the need for interdisciplinarity in engineering education. However, studies indicate that applied projects in engineering education tend to be limited to a single discipline. This article presents a new project typology which can be applied in engineering education. The typology is based on an action research study in a systemic PBL environment. The model presented has two dimensions: a) the complexity of teams, ranging from single team to networks of teams, and b) the complexity of interdisciplinarity, ranging from disciplinary projects to broad interdisciplinary projects. This results in the identiﬁcation of six diﬀerent project types. This typology can be used as a conceptual framework for interdisciplinary learning throughout engineering education. The project types embrace both single-team projects and larger projects consisting of multiple teams working together on complex problems.},
	language = {en-GB},
	urldate = {2023-10-17},
	journal = {European Journal of Engineering Education},
	author = {Kolmos, Anette and Holgaard, Jette Egelund and Routhe, Henrik Worm and Winther, Maiken and Bertel, Lykke},
	month = oct,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--26},
	file = {Kolmos et al. - 2023 - Interdisciplinary project types in engineering edu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXX3DRJQ/Kolmos et al. - 2023 - Interdisciplinary project types in engineering edu.pdf:application/pdf},
}

@inproceedings{gombert_making_2023,
	title = {Making an {Online} {Whiteboard} {Ready} for {Multimodal} {Interaction}: {Integrating} {Text}- and {Voice} {Chat} into {Hyperchalk}},
	abstract = {Hyperchalk is an open-source online whiteboard aimed at use cases in education and has been developed with Learning Analytics in mind. It allows users to sketch and draw in a collaborative environment. Similar to commercial whiteboard tools, this allows the implementation of various collaborative learning tasks. However, unlike commercial solutions, in the background, the tool collects trace data, which can be used to study learners’ collaboration processes and calculate metrics that inform teachers about their learners’ collaboration processes. Collaboration, however, always involves communication between collaborators, and analyzing it is crucial for understanding emerging learning processes. So far, this was a dead spot of Hyperchalk as the tool was limited to collecting only what happened on the whiteboard itself. In this paper, we present an updated version of the tool, which allows users to communicate directly within Hyperchalk with the help of text and voice chat functionalities that have been added. In particular, we illustrate the technical architecture that is a basis for these added features.},
	language = {en-GB},
	author = {Gombert, Sebastian and Menzel, Lukas and Karademir, Onur and Mitri, Daniele Di and Drachsler, Hendrik},
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Lernsystemarchitektur, \#b:Konferenz-Paper:online:learning},
	file = {Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D5QKR25J/Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:application/pdf},
}

@article{thommen_empirische_2023,
	title = {Empirische {Arbeit}: {Der} {Einfluss} des {Einsatzes} von {Breakout}-{Räumen} auf das {Erleben} von sozialer {Eingebundenheit} und intrinsischer {Motivation} von {Studierenden} im {Onlineunterricht}},
	volume = {70},
	issn = {0342-183X},
	shorttitle = {Empirische {Arbeit}},
	url = {https://reinhardt-journals.de/index.php/peu/article/view/156038},
	doi = {10/gsswbh},
	abstract = {Maintaining students’ intrinsic motivation in online teaching can be challenging, as many typical opportunities for interaction among students are not available in this setting. To date, little is known about how learning environments in online classes should be designed to help ­satisfy students’ psychological need for social relatedness and thereby promote their intrinsic motivation. This study investigated the impact of using breakout rooms in group discussions on students’ expe­ rience of relatedness and intrinsic motivation. An experimental study with undergraduate students (N = 108) showed that the use of breakout rooms during group discussions resulted in higher satis­ faction of students’ need for social relatedness and higher intrinsic motivation compared to using plenary discussions. As expected, the positive effect of the use of breakout rooms on students’ in­ trinsic motivation was partially mediated by the satisfaction of students’ need for social relatedness. Practical implications, as well as limitations of the study, are discussed.},
	language = {de-DE},
	number = {4},
	urldate = {2023-09-28},
	journal = {Psychologie in Erziehung und Unterricht},
	author = {Thommen, Désirée and Hüppi, Roya and Lauermann, Fani},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {228--241},
	file = {Thommen et al. - 2023 - Empirische Arbeit Der Einfluss des Einsatzes von .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZG9DTL7Z/Thommen et al. - 2023 - Empirische Arbeit Der Einfluss des Einsatzes von .pdf:application/pdf},
}

@article{peters_collaborative_2023,
	title = {Collaborative {Workshops} at {Scale}: {A} {Method} for {Non}-{Facilitated} {Virtual} {Collaborative} {Design} {Workshops}},
	issn = {1044-7318, 1532-7590},
	shorttitle = {Collaborative {Workshops} at {Scale}},
	url = {https://www.tandfonline.com/doi/full/10.1080/10447318.2023.2247589},
	doi = {10/gsqscd},
	abstract = {This article introduces a method for conducting a fully online collaborative design workshop requiring no facilitation which we refer to as a Self-guided Collaborative Online Workshop (SCOW). The article provides three main contributions. Firstly, we present a process for the conversion of a faceto-face facilitated design workshop into a SCOW using a method we call the “playboard” which draws on concepts from CSCL literature. Secondly, we evaluate the efficacy of SCOWs using an iterative evaluation with 75 participants, including measures for participant satisfaction, subjective and objective learning outcomes, quality of the online and self-guided experience, and comparison with face-to-face workshops. Results across all measures indicate that the self-guided workshop was as successful as the in-person facilitated original. Moreover, participants reported advantages of the more scalable format including improved access to those with non-visible disabilities and in the Global South. Finally, based on our findings, we present a set of recommendations for others interested in using SCOWs as an inclusive and scalable way to support collaborative experiences.},
	language = {en-GB},
	urldate = {2023-09-14},
	journal = {International Journal of Human–Computer Interaction},
	author = {Peters, Dorian and Sadek, Malak and Ahmadpour, Naseem},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--18},
	file = {Peters et al. - 2023 - Collaborative Workshops at Scale A Method for Non.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H4MSCZ63/Peters et al. - 2023 - Collaborative Workshops at Scale A Method for Non.pdf:application/pdf},
}

@article{lawrence_how_2023,
	title = {How teachers conceptualise shared control with an {\textless}span style="font-variant:small-caps;"{\textgreater}{AI}{\textless}/span{\textgreater} co‐orchestration tool: {A} multiyear teacher‐centred design process},
	issn = {0007-1013, 1467-8535},
	shorttitle = {How teachers conceptualise shared control with an {\textless}span style="font-variant},
	url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13372},
	doi = {10/gsnbk2},
	abstract = {Abstract
            
              
              
                Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un‐planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and how teachers' voices might be included to inform design decisions. The goal of our article is twofold. First, we describe a secondary analysis of our co‐design process comprising six design methods to understand how teachers conceptualise sharing control with an AI co‐orchestration tool, called
                Pair‐Up
                . We worked with 76 middle school math teachers, each taking part in one to three methods, to create a co‐orchestration tool that supports dynamic combinations of individual and collaborative learning using two AI‐based tutoring systems. We leveraged qualitative content analysis to examine teachers' views about sharing control with
                Pair‐Up
                , and we describe high‐level insights about the human‐AI interaction, including control, trust, responsibility, efficiency, and accuracy. Secondly, we use our results as an example showcasing how human‐centred learning analytics can be applied to the design of human‐AI technologies and share reflections for human‐AI technology designers regarding the methods that might be fruitful to elicit teacher feedback and ideas. Our findings illustrate the design of a novel co‐orchestration tool to facilitate the transitions between individual and collaborative learning and highlight considerations and reflections for designers of similar systems.
              
            
            
              
              
                
                  
                    Practitioner notes
                  
                  
                    What is already known about this topic:
                    
                      
                        Artificial Intelligence (AI) can help teachers facilitate complex classroom activities, such as having students move between individual and collaborative learning in unplanned ways.
                      
                      
                        Designers should use human‐centred design approaches to give teachers a voice in deciding what AI might do in the classroom and if or how they want to share control with it.
                      
                    
                  
                  
                    What this paper adds:
                    
                      
                        Presents teacher views about how they want to share control with AI to support students moving between individual and collaborative learning.
                      
                      
                        Describes how we adapted six design methods to design AI features.
                      
                      
                        Illustrates a complete, iterative process to create human‐AI interactions to support teachers as they facilitate students moving from individual to collaborative learning.
                      
                    
                  
                  
                    Implications for practice:
                    
                      
                        We share five implications for designers that teachers highlighted as necessary when designing AI‐features, including control, trust, responsibility, efficiency and accuracy.
                      
                      
                        Our work also includes a reflection on our design process and implications for future design processes.},
	language = {en-GB},
	urldate = {2023-08-27},
	journal = {British Journal of Educational Technology},
	author = {Lawrence, LuEttaMae and Echeverria, Vanessa and Yang, Kexin and Aleven, Vincent and Rummel, Nikol},
	month = aug,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {bjet.13372},
	file = {Lawrence et al. - 2023 - How teachers conceptualise shared control with an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S2DXWEDC/Lawrence et al. - 2023 - How teachers conceptualise shared control with an .pdf:application/pdf},
}

@article{kasakowskij_self-assessment_2023,
	title = {Self-{Assessment} {Task} {Processing} {Behavior} of {Students} in {Higher} {Education}},
	copyright = {Creative Commons Attribution 4.0 International, Open Access},
	url = {https://zenodo.org/record/8115707},
	doi = {10/gskbn3},
	abstract = {Improving competence requires practicing, e.g. by solving tasks. The Self-Assessment task type is a new form of scalable online task providing immediate feedback, sample solution and iterative improvement within the newly developed SAFRAN plugin. Effective learning not only requires suitable tasks but also their meaningful usage within the student’s learning process. So far, learning processes of students working on such Self-Assessment tasks have not been studied. Thus, SAFRAN was extended with activity logging allowing process mining. SAFRAN was used in a first-year computer science university course. Students' behavior was clustered and analyzed using log data. 3 task completion behavior patterns were identified indicating positive, neutral or negative impact on task processing. Differences in the use of feedback and sample solutions were also identified. The results are particularly relevant for instructors who can tailor adaptive feedback content better to its target group. The analytics approach described may be useful for researchers who want to implement and study adaptive and personalized task processing support.},
	language = {en-GB},
	urldate = {2023-07-31},
	author = {Kasakowskij, Regina and {Joerg M. Haake} and Seidel, Niels},
	collaborator = {{Mingyu Feng} and Käser, Tanja and {Partha Talukdar}},
	month = jul,
	year = {2023},
	note = {Publisher: Zenodo},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {Kasakowskij et al. - 2023 - Self-Assessment Task Processing Behavior of Studen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4YRRRIBU/Kasakowskij et al. - 2023 - Self-Assessment Task Processing Behavior of Studen.pdf:application/pdf},
}

@article{wei_effect_2023,
	title = {The effect of the emergency shift to virtual instruction on student team dynamics},
	issn = {0304-3797, 1469-5898},
	url = {https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2217422},
	doi = {10/gsbsxx},
	abstract = {In spite of the sudden onset of the COVID-19 pandemic, many instructors who used team-based pedagogies shifted them online rather than suspending them entirely, but with limited time and resources. To examine the diﬀerence in team dynamics and outcomes for courses in Spring 2019 and Spring 2020 of over 1500 ﬁrst-year engineering students per semester, Wilcoxon signed-rank tests and random forests method were used. Results show that students reported less improvement in team-member eﬀectiveness, lower psychological safety, and less satisfaction in the semester with the emergency transition. However, students also reported lower conﬂict. The most important factor predicting project grades shifted from ‘Interacting with teammates’ to ‘Having relevant knowledge, skills, and abilities’ amid the emergency shift, accompanied by a reduction in team interdependence. In spite of the collection of data during an emergency transition, the foundation of face-to-face interaction before moving to virtual cooperation represents a useful contribution to research that has focused exclusively on virtual learning circumstances.},
	language = {en-GB},
	urldate = {2023-06-08},
	journal = {European Journal of Engineering Education},
	author = {Wei, Siqing and Tan, Li and Zhang, Yiyao and Ohland, Matthew},
	month = jun,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {1--25},
	file = {Wei et al. - 2023 - The effect of the emergency shift to virtual instr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RFXIX22I/Wei et al. - 2023 - The effect of the emergency shift to virtual instr.pdf:application/pdf},
}

@article{gibson_learning_2023,
	title = {Learning theories for artificial intelligence promoting learning processes},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13341},
	doi = {10/gr994h},
	abstract = {This paper discusses a three-level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. The model also explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels. Fourteen roles for AI in education are proposed, aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity. Implications for research and practice, evaluation criteria and a discussion of limitations are included. Armed with the proposed model, AI developers can focus their work with learning designers, researchers and practitioners to leverage the proposed roles to improve individual learning, team performance and building knowledge communities. Practitioner notes What is already known about this topic Numerous learning theories exist with significant cross-over of concepts, duplication and redundancy in terms and structure that offer partial explanations of learning. Frameworks concerning learning have been offered from several disciplines such as psychology, biology and computer science but have rarely been integrated or unified. Rethinking learning theory for the age of artificial intelligence (AI) is needed to incorporate computational resources and capabilities into both theory and educational practices. What this paper adds A three-level theory (ie, micro, meso and macro) of learning that synthesizes and unifies existing theories is proposed to enhance computational modelling and further develop the roles of AI in education. A causal model of learning is defined, drawing from developmental psychology, computational biology, instructional design, cognitive science and sociocultural theory, which explains how learning occurs and works across the levels. The model explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels. Fourteen roles for AI in education are aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity. Implications for practice and policy Researchers may benefit from referring to the new theory to situate their work as part of a larger context of the evolution and complexity of individual and organizational learning and learning systems. Mechanisms newly discovered and explained by future researchers may be better understood as contributions to a common framework unifying the scientific understanding of learning theory.},
	language = {en-GB},
	number = {n/a},
	urldate = {2023-05-31},
	journal = {British Journal of Educational Technology},
	author = {Gibson, David and Kovanovic, Vitomir and Ifenthaler, Dirk and Dexter, Sara and Feng, Shihui},
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13341},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, computational modelling, learning processes},
	pages = {1--22},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/B4S78AKM/Gibson et al. - Learning theories for artificial intelligence prom.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/UYYYIU3W/bjet.html:text/html},
}

@article{zheng_self-regulation_2023,
	title = {From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education},
	volume = {28},
	issn = {1087-2981},
	shorttitle = {From self-regulation to co-regulation},
	url = {https://www.tandfonline.com/doi/full/10.1080/10872981.2023.2217549},
	doi = {10/gr993w},
	language = {en-GB},
	number = {1},
	urldate = {2023-05-30},
	journal = {Medical Education Online},
	author = {Zheng, Binbin and Ganotice, Fraide A. and Lin, Chin-Hsi and Tipoe, George L.},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {2217549},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/NBIPSNHZ/Zheng et al. - 2023 - From self-regulation to co-regulation refining le.pdf:application/pdf},
}

@article{university_of_applied_management_science_germany_same_2023,
	title = {Same same but different: {Learning} with technology – are first-year college students prepared for this?},
	volume = {20},
	issn = {14499789, 14499789},
	shorttitle = {Same same but different},
	url = {https://ro.uow.edu.au/jutlp/vol20/iss4/10/},
	doi = {10/gr7xxb},
	abstract = {March 2020 changed the world of learning. Ever since, students have been relying on remote lecturers, virtual fellow students, and electronic learning material. For many, this greatly differs from how they used to learn before and even though technology is incremental to students’ everyday life, many are not familiar with using technology for their learning. The purpose of this study was to investigate if first-year college students are prepared for learning with technology and to empirically document possible gaps. To assess this, two successive first year cohorts completed a 32-items questionnaire that was based on standardized scales to assess time management, collaboration, and self-directedness, as the three core competencies for higher education learners to successfully engage in learning with technology. The answers were related to students’ prior experiences and their motivation to learn online. First results indicated that time management is a major challenge for first-year students with and without work experience. Results also suggest that the motivation to learn has a positive relationship with the concept variables chosen to assess first-year students’ expectation and readiness for online learning. The findings may support the need for higher education institutions to understand students’ expectations and selfassessed readiness and to identify areas for improvement.},
	language = {en-GB},
	number = {4},
	urldate = {2023-05-06},
	journal = {Journal of University Teaching and Learning Practice},
	author = {{University of Applied Management Science, Germany} and Schmitz, Birgit and Eisenmann, Steffan and {University of Applied Management Science, Germany}},
	month = may,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	file = {University of Applied Management Science, Germany et al. - 2023 - Same same but different Learning with technology .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DQCFFKQQ/University of Applied Management Science, Germany et al. - 2023 - Same same but different Learning with technology .pdf:application/pdf},
}

@article{sadykov_systematic_2023,
	title = {A systematic review of programmed learning approach in science education},
	volume = {10},
	issn = {2331-186X},
	url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2023.2189889},
	doi = {10/grzg7w},
	abstract = {Natural science subjects have always been the most challenging for students in schools and universities. While the pandemic brought about a lot of new challenges, it also gave academics the chance to test out evaluation methodologies they had previously thought about but hadn’t used in a relatively low-risk setting.},
	language = {en-GB},
	number = {1},
	urldate = {2023-03-23},
	journal = {Cogent Education},
	author = {Sadykov, Timur and Kokibasova, Gulmira and Minayeva, Yelena and Ospanova, Aliyash and Kasymova, Maral},
	month = dec,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {2189889},
	file = {Sadykov et al. - 2023 - A systematic review of programmed learning approac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YTR9SV9/Sadykov et al. - 2023 - A systematic review of programmed learning approac.pdf:application/pdf},
}

@article{hill_range_2023,
	title = {The range of uses of virtual reality for intensive care unit staff training: {A} narrative synthesis scoping review},
	issn = {0266-4909, 1365-2729},
	shorttitle = {The range of uses of virtual reality for intensive care unit staff training},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12787},
	doi = {10/grts56},
	abstract = {Background: The use of virtual reality (VR) in medical education allows learners to make mistakes safely without risk to patients and to refine a range of clinical skills by repetition. However, there is still wide variability both between, and within countries regarding the amount of training delivered using VR, particularly in relation to intensive care medicine
Objectives: To identify the range of uses, phase of development and effectiveness of VR for intensive care unit (ICU) staff training.
Methods: The review followed the scoping review framework set out by Levac et al. (2010). A multi-database search was undertaken. All study types were included if they explored the use of VR for intensive care staff (ICU) staff training. Full paper screening, data extraction and assessment of bias was carried out by a single reviewer with verification by a second reviewer. A narrative synthesis was chosen to summarize the data.
Results: The search strategy identified 647 records. Following the removal of duplicates, screening of titles, abstracts and full texts, five studies were included. VR for ICU training has primarily focused on skill acquisition for surgical procedures. The majority of studies in this area were classified to be at an early stage of assessing acceptability, tolerability and efficacy. There was very low-quality evidence that VR for ICU training is effective.
Conclusions: Studies have explored the use of VR for a small number of surgical procedures and emergency patient scenarios. VR for ICU training demonstrates some potential, however further development and high-quality research is required. Research relating to virtual reality for ICU staff training is currently of weak methodological quality and as such, no recommendations to clinical practise can be made. Wherever possible when using VR for ICU staff training it should be utilized as part of a high-quality study.},
	language = {en-GB},
	urldate = {2023-02-24},
	journal = {Journal of Computer Assisted Learning},
	author = {Hill, James and Hamer, Oliver and Breed, Hetty and Ford, Jordan and Twamley, Jacqueline and Kenyon, Roger and Twamley, Huw and Casey, Rob and Zhang, Jennifer and Clegg, Andrew},
	month = feb,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {jcal.12787},
	file = {Hill et al. - 2023 - The range of uses of virtual reality for intensive.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3WBC64HT/Hill et al. - 2023 - The range of uses of virtual reality for intensive.pdf:application/pdf},
}

@article{wallanderkarlsen_combining_2023,
	title = {Combining clinical practice and education in critical care nursing—{A} trainee program for registered nurses},
	issn = {2054-1058, 2054-1058},
	url = {https://onlinelibrary.wiley.com/doi/10.1002/nop2.1617},
	doi = {10/grqvk9},
	abstract = {Methods: The study was conducted from 2018 to 2019 at a university hospital in southern Norway in collaboration with a university college of nursing. Data were collected through seven focus group interviews with trainees, preceptors, heads of departments, clinical nurse educators and professors (n = 26). The thematic analysis progressed from description to a deeper understanding, searching for manifest and latent patterns across the data. The COREQ checklist was used for reporting the study.
Results: The analysis resulted in one overarching theme: ‘To walk the critical care nursing pathway –­balancing competency, time, and challenges to become proficient’. The subthemes were ‘expectations, obligations, and workload in unknown environments’, ‘constantly assessing while being assessed’, ‘continuous precepting and challenges’, ‘vulnerability and commitment’ and ‘thriving in the role, mastering new skills’. The study provides valuable insights into a complex learning environment and the importance of caring aspects for trainees during their critical care nursing education.
Conclusion: Precepting, continuous competence assessment and clear learning outcomes are necessary to create a safe environment for the trainees during their development.},
	language = {en-GB},
	urldate = {2023-02-05},
	journal = {Nursing Open},
	author = {Wallander Karlsen, Marte‐Marie and Sørensen, Anne Lene and Finsand, Camilla and Sjøberg, Mons and Lieungh, Martin and Stafseth, Siv Karlsson},
	month = jan,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {nop2.1617},
	file = {Wallander Karlsen et al. - 2023 - Combining clinical practice and education in criti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZEBYU8RX/Wallander Karlsen et al. - 2023 - Combining clinical practice and education in criti.pdf:application/pdf},
}

@article{chejara_how_2023,
	title = {How well do collaboration quality estimation models generalize across authentic school contexts?},
	volume = {n/a},
	issn = {1467-8535},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13402},
	doi = {10.1111/bjet.13402},
	abstract = {Multimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation models. We collected audio, video and log data from two different Estonian schools. These data were used in different combinations to build collaboration estimation models and then assessed across different subjects, different types of activities (collaborative-writing, group-discussion) and different schools. Our results suggest that the automated collaboration model can generalize to the context of different schools but with a 25\% degradation in balanced accuracy (from 82\% to 57\%). Moreover, the results also indicate that multimodality brings more performance improvement in the case of group-discussion-based activities than collaborative-writing-based activities. Further, our results suggest that the video data could be an alternative for understanding collaboration in authentic settings where higher-quality audio data cannot be collected due to contextual factors. The findings have implications for building automated collaboration estimation systems to assist teachers with monitoring their collaborative classrooms. Practitioners notes What is already known about this topic Multimodal learning analytics researchers have established several features as potential indicators for collaboration quality, e.g., speaking time or joint visual attention. The current state of the art has shown the feasibility of building automated collaboration quality models. Recent research has provided preliminary evidence of the generalizability of developed automated models across contexts different in terms of given task and subject. What does this paper add This paper offers collaboration indicators for different types of collaborative learning activities in authentic classroom settings. The paper includes a systematic investigation into collaboration quality automated model's generalizability across different tasks, types of tasks and schools. This paper also offers a comparison between different modalities' potential to estimate collaboration quality in authentic settings. Implications for practice The findings inform the development of automated collaboration monitoring systems for authentic classroom settings. This paper provides evidence on across-school generalizability capabilities of collaboration quality estimation models.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Chejara, Pankaj and Kasepalu, Reet and Prieto, Luis P. and Rodríguez-Triana, María Jesús and Ruiz Calleja, Adolfo and Schneider, Bertrand},
	month = oct,
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13402},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, machine learning, generalizability, computer-supported collaborative learning, multimodal learning analytics, collaboration quality},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/YJH76KGF/bjet.html:text/html},
}

@article{kaplan-rakowski_impact_2023,
	title = {The impact of sound and immersive experience on learners when using virtual reality and tablet: {A} mixed-method study},
	volume = {n/a},
	issn = {1467-8535},
	shorttitle = {The impact of sound and immersive experience on learners when using virtual reality and tablet},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13417},
	doi = {10.1111/bjet.13417},
	abstract = {Multisensory-rich VR experiences, which encompass visual, auditory, and haptic stimuli, have the potential to enhance engagement, motivation, and learning. However, extensive sensory stimuli could also compromise learning through sensory overload. In museum settings, visitors who are inundated with excessive stimuli such as unrelated background music or competing visual options may not experience optimal learning. This mixed-methods study addressed this potential problem by exploring the impact of sound on learning, enjoyment, sense of presence, and the development of interest among museum attendees (N = 255) who used two different types of technology: high-immersion VR or a tablet. Results from a one-way MANOVA revealed that learning and sense of presence were unaffected by the technology used unless sound was added. Using a tablet with sound lowered the sense of presence. Participants in the VR condition with or without sound had significantly higher enjoyment scores than those in either tablet condition. The development of interest was not significantly affected by any condition, regardless of whether sound was used. The research findings have implications for implementing VR for learning in museum settings. For instance, VR can enhance a sense of presence in museum exhibits, but a sense of presence may be significantly diminished when museum visitors use tablets with sound. Additional recommendations for the use of multimodal VR in museums are provided. Practitioner notes What is already known about this topic VR can support an immersive and engaging experience for users. VR is more immersive than tablets. When designed effectively, sound can increase immersion and engagement. When integrated into the visual environment, sound can add authenticity to the learning content. VR can complement museum exhibits as it allows museum visitors to extend their learning experiences. What this paper adds VR enriched with sound can significantly and positively impact sense of presence. Compared with a soundless VR exhibition, VR enriched with sound enhances engagement of museum visitors by drawing their attention to the content of the exhibits. VR with and without sound can support learning and add enjoyment to museum visitor experiences. Implications for practice and/or policy Developers interested in adding sound to VR should ensure that the visual and auditory experiences are directly related to the desired content delivery. Museum exhibit creators and curators should consider the use of VR to provide dynamic learning experiences that increase enjoyment and presence.},
	language = {en-GB},
	number = {n/a},
	urldate = {2024-05-14},
	journal = {British Journal of Educational Technology},
	author = {Kaplan-Rakowski, Regina and Cockerham, Deborah and Ferdig, Richard E.},
	month = dec,
	year = {2023},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13417},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, development of interest, enjoyment, high-immersion virtual reality, informal museum education, learning with tablets, multi-sensory VR, multimodal learning, sense of presence, sound in VR},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XU77SVAJ/bjet.html:text/html},
}

@article{gorichanaz_accused_2023,
	title = {Accused: {How} students respond to allegations of using {ChatGPT} on assessments},
	volume = {9},
	issn = {2373-5082, 2373-5090},
	shorttitle = {Accused},
	url = {https://www.tandfonline.com/doi/full/10.1080/23735082.2023.2254787},
	doi = {10.1080/23735082.2023.2254787},
	abstract = {This study investigates student responses to allegations of cheating using ChatGPT, a popular software platform capable of generating coherent text on various topics. Data comprising 49 Reddit posts and discussions between December 2022 and June 2023 were collected. Students shared their experiences, often asserting false accusations, and discussed strategies to navigate these situations. Thematic analysis identified five key themes: adopting a legalistic stance with argumentation and evidence; higher education's role as a societal gatekeeper; vicissitudes of trust in students vs. technol­ ogy; questions of what constitutes cheating; and the need to rethink assessment. These findings will aid educators and institu­ tions in crafting more meaningful assessments in the age of AI and establishing guidelines for student usage of ChatGPT and similar tools.},
	language = {en-GB},
	number = {2},
	urldate = {2023-12-14},
	journal = {Learning: Research and Practice},
	author = {Gorichanaz, Tim},
	month = jul,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {183--196},
	file = {Gorichanaz - 2023 - Accused How students respond to allegations of us.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H2S6FGLG/Gorichanaz - 2023 - Accused How students respond to allegations of us.pdf:application/pdf},
}

@article{rohl_nutzung_2023,
	title = {Nutzung und {Bedingungsfaktoren} informeller {Lerngelegenheiten} von {Lehrpersonen} in {Deutschland}},
	volume = {51},
	issn = {0340-4099, 2520-873X},
	url = {https://link.springer.com/10.1007/s42010-023-00170-5},
	doi = {10/gssp49},
	abstract = {The professional work as a teacher at schools requires continuing professionalization throughout the whole career. In addition to participation in in-service training and professional development courses, this process also includes the use of informal learning opportunities which exist outside of organized events in everyday professional life, and which are mostly initiated by the teachers themselves. This study focuses on the ﬁeld of continuing professional development of teachers, which has been little researched so far. Based on a quantitative questionnaire survey of a representative sample of N = 405 teachers from Germany, we applied structural equation models to analyze the factorial structure and the use of informal learning opportunities, as well as their personal and school-related determinants. The ﬁndings indicate predictive effects of teachers’ demographic and dispositional characteristics (age, gender, lack of traditional qualiﬁcation, self-efﬁcacy), but also of job characteristics (extended area of responsibility) on the use of informal learning opportunities. Furthermore, indications pointed to the necessity of differentiating print and online media regarding reception behavior. The role of informal learning opportunities in the context of the teachers’ overall professionalization is discussed.},
	language = {de-DE},
	number = {3},
	urldate = {2023-09-23},
	journal = {Unterrichtswissenschaft},
	author = {Röhl, Sebastian and Groß Ophoff, Jana and Johannmeyer, Karen and Cramer, Colin},
	month = sep,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {395--421},
	file = {Röhl et al. - 2023 - Nutzung und Bedingungsfaktoren informeller Lerngel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EA6XFT5B/Röhl et al. - 2023 - Nutzung und Bedingungsfaktoren informeller Lerngel.pdf:application/pdf},
}

@article{noorbhai_mhealth_2023,
	title = {{mHealth} and e-{Learning} in health sciences curricula: a {South} {African} study of health sciences staff perspectives on utilisation, constraints and future possibilities},
	volume = {23},
	issn = {1472-6920},
	shorttitle = {{mHealth} and e-{Learning} in health sciences curricula},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04132-4},
	doi = {10/gs567h},
	abstract = {Background  Over the last decade, developments in e-Learning and technologies are creating the groundwork for health sciences and medical education. Literature demonstrates that we have yet to reach any form of consensus about which indicators are needed to assess and teach quality health sciences and medical education through technology or innovation. There is, therefore, a greater need for a tool or platform that is properly constructed, validated and tested within health sciences.
Methods  This paper presents a study, which is part of a larger research project assessing staff and students’ perceptions of the importance and relevance of different aspects of e-Learning and mHealth in health sciences curricula at four universities in South Africa. The specific objectives of this study were to: (i) assess health sciences staffs’ perceptions and understanding of these two applications; and (ii) establish challenges and opportunities of e-Learning and mHealth applications in the health sector, as well as perceptions on the importance and relevance of these applications to their curricula and future practices. A combination of Focus Group Discussions (FGDs) and a key-informant interview was used. A total of 19 staff from four universities participated. Atlast.ti was used for the data analysis and the findings were coded using a primarily deductive thematic coding framework.
Results  The findings revealed that not all staff members are equipped or trained with new applications or technologies, such as mHealth. Most participants believed that diverse technologies and tools could be integrated with mHealth and e-Learning. Furthermore, participants agree that a new multi-modal platform, in the form of a learning management system (LMS) with relevant applications (and possible plugins) integrated, tailored towards health sciences will benefit all stakeholders, and be valuable to higher education and health sectors.
Conclusions  Digitalisation as well as digital citizenship is gradually being integrated into teaching and learning. It is imperative to adapt the health sciences curricula through constructive alignments and promote health sciences education in the current 4IR. This would allow graduates to be better prepared for digitalised practice environments.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Noorbhai, Habib and Ojo, Tinuade Adekunbi},
	month = mar,
	year = {2023},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Curriculum, Humans, Telemedicine, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, mHealth, Health Promotion, South Africa, 4IR, e-Learning, Health sciences curricula, Staff perspectives},
	pages = {189},
	file = {Noorbhai und Ojo - 2023 - mHealth and e-Learning in health sciences curricul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G4MFPL5U/Noorbhai und Ojo - 2023 - mHealth and e-Learning in health sciences curricul.pdf:application/pdf},
}

@article{tzankova_emergency_2023,
	title = {Emergency online school learning during {COVID}-19 lockdown: {A} qualitative study of adolescents’ experiences in {Italy}},
	volume = {42},
	copyright = {https://creativecommons.org/licenses/by/4.0},
	issn = {1046-1310, 1936-4733},
	shorttitle = {Emergency online school learning during {COVID}-19 lockdown},
	url = {https://link.springer.com/10.1007/s12144-021-02674-8},
	doi = {10.1007/s12144-021-02674-8},
	abstract = {The COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.},
	language = {en},
	number = {15},
	urldate = {2025-07-17},
	journal = {Current Psychology},
	author = {Tzankova, Iana and Compare, Christian and Marzana, Daniela and Guarino, Antonella and Di Napoli, Immacolata and Rochira, Alessia and Calandri, Emanuela and Barbieri, Irene and Procentese, Fortuna and Gatti, Flora and Marta, Elena and Fedi, Angela and Aresi, Giovanni and Albanesi, Cinzia},
	month = may,
	year = {2023},
	note = {Publisher: Springer Science and Business Media LLC},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU5, Krisenreaktion im Bildungsbereich},
	pages = {12743--12755},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/2FFMLK8D/Tzankova et al. - 2023 - Emergency online school learning during COVID-19 lockdown A qualitative study of adolescents’ exper.pdf:application/pdf},
}

@article{asada_possibility_2023-1,
	title = {The possibility of {Moodle}-based e-portfolio with database module for medical education},
	volume = {3},
	issn = {2185-9922},
	url = {https://iaiai.org/letters/index.php/lir/article/view/125},
	doi = {10.52731/lir.v003.125},
	abstract = {In medical education, e-portfolios are needed both for supporting students’ self-learning and for quality assurance of education based on the global standards. Although there are some e-portfolio systems, it is sometimes complicated to use both learning management systems and e-portfolios. In this study, a Moodle-based e-portfolio with database module are proposed for the minimal portfolio use in medical education. Although it has a limited feature compared to the e-portfolios as commonly used, the advantages of the system are that it is unified and easy to use, and that data can be exported easily.},
	language = {en},
	urldate = {2025-07-17},
	journal = {IIAI Letters on Institutional Research},
	author = {Asada, Yoshikazu},
	year = {2023},
	note = {Publisher: International Institute of Applied Informatics},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU3},
	pages = {1},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/TJJHB98E/Asada - 2023 - The possibility of Moodle-based e-portfolio with database module for medical education.pdf:application/pdf},
}
