
@article{abuhassna_development_2020,
	title = {Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction},
	volume = {17},
	issn = {2365-9440},
	url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-020-00216-z},
	doi = {10.1186/s41239-020-00216-z},
	abstract = {This research aims to explore and investigate potential factors influencing students’ academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a quantitative research method. The model of this research illustrates eleven factors on using online learning platforms to improve students’ academic achievements and satisfaction. The findings showed that the students’ background, experience, collaborations, interactions, and autonomy positively affected students’ satisfaction. Moreover, effects of the students’ application, remembering, understanding, analyzing, and satisfaction was positively aligned with students’ academic achievements. Consequently, the empirical findings present a strong support to the integrative association between TDT and BTT theories in relation to using online learning platforms to improve students’ academic achievements and satisfaction, which could help decision makers in universities and higher education and colleges to plan, evaluate, and implement online learning platforms in their institutions.},
	language = {en-GB},
	number = {1},
	urldate = {2024-07-08},
	journal = {International Journal of Educational Technology in Higher Education},
	author = {Abuhassna, Hassan and Al-Rahmi, Waleed Mugahed and Yahya, Noraffandy and Zakaria, Megat Aman Zahiri Megat and Kosnin, Azlina Bt. Mohd and Darwish, Mohamad},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6},
	pages = {38},
	file = {Abuhassna et al. - 2020 - Development of a new model on utilizing online lea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MDC27QMF/Abuhassna et al. - 2020 - Development of a new model on utilizing online lea.pdf:application/pdf},
}

@article{porsch_emotionales_2020,
	title = {Emotionales {Erleben} von {Eltern} im {Fernunterricht}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3905},
	doi = {10/ghzqbc},
	abstract = {In diesem Beitrag wird die temporäre und unfreiwillige Situation des Fernunterrichts wegen der Schließung von Schulen aufgrund der Coro­navirus-Pandemie hinsichtlich seiner Ausgestaltung und des Erlebens von Eltern beleuchtet. Auf Grundlage einer Online-Befragung mit 3.995 Müttern und Vätern von Grundschulkindern soll im Besonderen der Frage nachgegangen werden, inwieweit Unterschiede im emotionalen Erleben beim Fernunterricht durch das berufliche didaktische Wissen und die Arbeitssituation der Eltern erklärt werden können. Dazu wurden vier Gruppen von Eltern vor ihrem beruflichen Hintergrund betrachtet. Die Ergebnisse zeigen, dass insbesondere Eltern, die als Lehrkräfte tätig sind, sich geringer beansprucht fühlen, weniger ängstlich sind und deutlich begeisterterer sind, ihre Kinder zuhause beim Lernen zu begleiten. Mit Blick auf diese Ergebnisse wird abschließend diskutiert, wie Eltern-Lehrer*innen-Beziehungen in Zukunft pädagogisch günstig für den Lernerfolg der Schüler*innen ausgestaltet werden können und welche Funktion dabei erweiterte hybride Unterrichtskonzepte erfüllen.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Porsch, Raphaela and Porsch, Torsten},
	month = dec,
	year = {2020},
	note = {Artwork Size: 155-174
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Promotion:Argumentation, Promotion:FU5, Krisenreaktion im Bildungsbereich, \#a:Zeitschriftenartikel:online:lernen},
	pages = {155--174},
	file = {porsch_porsch_2020_emotionales_erleben_von_eltern_im_fernunterricht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/645FT49F/porsch_porsch_2020_emotionales_erleben_von_eltern_im_fernunterricht.pdf:application/pdf},
}

@incollection{straub_online-forschungslogbuch_2020,
	address = {Wiesbaden},
	title = {Das {Online}-{Forschungslogbuch} – {Eine} {Unterstützungsmaßnahme} beim {Erwerb} geistes- und sozialwissenschaftlicher {Forschungskompetenzen}},
	isbn = {978-3-658-30827-8 978-3-658-30828-5},
	url = {http://link.springer.com/10.1007/978-3-658-30828-5_8},
	language = {de-DE},
	urldate = {2022-09-26},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eberle, Julia and Krebs, Rebecca and Rummel, Nikol},
	editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith},
	year = {2020},
	doi = {10.1007/978-3-658-30828-5_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen},
	pages = {117--126},
	file = {Eberle et al. - 2020 - Das Online-Forschungslogbuch – Eine Unterstützungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V7D4T4W3/Eberle et al. - 2020 - Das Online-Forschungslogbuch – Eine Unterstützungs.pdf:application/pdf},
}

@article{kiesler_medienkompetenzforderung_2020,
	title = {Medienkompetenzförderung im {Lehramtsstudium} der {Goethe}-{Universität}: {Ein} {Projektbericht} zur erfolgreichen {Medienproduktion} am {Beispiel} studentischer {Erklärvideos}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Medienkompetenzförderung im {Lehramtsstudium} der {Goethe}-{Universität}},
	url = {10.21240/mpaed/jb17/2020.05.19.X},
	doi = {10/gg84h4},
	abstract = {In today’s connected and digital world, teachers face numerous challenges regarding the use of media in class. Children’s and teenager’s media consumption comprises social networks, messenger services, and most of all videos, movies and series. Goethe University addresses current policy-driven educational and social demands for media literacy by integrating the use of media into teacher education, particularly into educational sciences classes. It is, therefore, the goal of the seminar «Media Didactics in School» to instruct teacher students how to create explanatory videos using the «learning by teaching» (LdL) approach. While students elaborate content in groups and become content experts, they gain experience in the video production process and develop further mediarelated skills. With the integration of feedback loops and reflective tasks, students are prepared for a conscious use of videos in their later professional practice. The course was evaluated continuously, and conclusively by means of an online questionnaire. The results reveal the ongoing demand for instruction and support during media production, but above all student’s interest and motivation regarding digital media. Teachers can benefit from practical experience. They should receive further training regarding the use of digital technologies during their studies, as well as in the second and third phase of teacher training.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kiesler, Natalie},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3},
	pages = {477--506},
	file = {Kiesler - 2020 - Medienkompetenzförderung im Lehramtsstudium der Go.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3QS3CSS5/Kiesler - 2020 - Medienkompetenzförderung im Lehramtsstudium der Go.pdf:application/pdf},
}

@article{schmid_technological_2020,
	title = {‹{Technological} {Pedagogical} {Content} {Knowledge}› als {Leitmodell} medienpädagogischer {Kompetenz}},
	issn = {1424-3636, 1424-3636},
	url = {10.21240/mpaed/jb17/2020.04.28.X},
	doi = {10/gksnzm},
	abstract = {Technological Pedagogical Content Knowledge (TPACK) is an internationally acclaimed framework that describes the most important teacher competencies for effectively using digital technologies for educational purposes. In recent years, TPACK has been mainly understood as a framework for teaching with technology, not teaching about technology. The article shows that TPACK can also serve as a model for teacher expertise with regard to media education and digital literacy education. Almost all existing perspectives on competence facets for media and digital literacy education can be integrated into the TPACK model. In other words, TPACK presents a framework encompassing competence models for interdisciplinary media and digital literacy education, for media and digital literacy education embedded in teaching and learning culture for media and digital literacy education as a subject in its own right, or contextually situated media and digital literacy education.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schmid, Mirjam and Petko, Dominik},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie},
	pages = {121--140},
	file = {Schmid und Petko - 2020 - ‹Technological Pedagogical Content Knowledge› als .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JXJLR7M/Schmid und Petko - 2020 - ‹Technological Pedagogical Content Knowledge› als .pdf:application/pdf},
}

@incollection{rott_karin_julia_medienkompetenz_2020,
	title = {Medienkompetenz im {Studium}: {Wie} gut ist die {Vorbereitung} für das spätere {Berufsfeld}?},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Medienkompetenz im {Studium}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18467},
	abstract = {Obwohl Medienkompetenz heute oft als berufliche Schlüsselkompetenz zählt, ist wenig über den Einsatz spezieller Medien in verschiedenen Berufsfeldern und die Entwicklung beruflich relevanter Medienkompetenz im Studium bekannt. In diesem Beitrag wird auf Basis von drei Interviews mit Personalverantwortlichen mittels qualitativer Inhaltsanalyse die Relevanz medialer Ressourcen in jeweils einem typischen Berufsfeld von Studierenden der Betriebswirtschaftslehre, der Erziehungswissenschaft und der Medizin eruiert. Anschließend werden die in diesen Berufsfeldern als wichtig herausgestellten Medienkenntnisse mit fachspezifischen Daten einer Studierendenbefragung an der Universität Tübingen verglichen. Dieser Vergleich zeigt sowohl höhere als auch geringere Passungen der Kenntnisse von den Studierenden mit den medialen Anforderungen in dem jeweiligen typischen Berufsfeld. Mithilfe dieser Daten soll ausgelotet werden, welche Inhalte zielgruppenadäquate mediale Angebote für Studierende verschiedener Fächer haben könnten. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Rott, Karin Julia},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Deutschland, Digitale Bildung, Germany, Kompetenz, Forschungsprojekt, Interview, Datenerhebung, Medizin, Academic sector, Academic studies, Male student, Student, Studium, Universität, University, Berufliche Bildung, Selbsteinschätzung, Self-rating, Occupation, Promotion:todo, Entwicklung, Experte, Mediennutzung, Utilisation of media, Utilization of media, Media competence, Media skills, Anforderung, Befragung, Berufsfeld, Betriebswirtschaftslehre, Computer Literacy, Computerkenntnisse, Medicine, Occupational field, Qualitative Analyse, Qualitative analysis, Studierender, Tübingen, Vergleich},
	file = {Rott, Karin Julia - 2020 - Medienkompetenz im Studium Wie gut ist die Vorber.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XEY7YVB5/Rott, Karin Julia - 2020 - Medienkompetenz im Studium Wie gut ist die Vorber.pdf:application/pdf},
}

@article{liebech-lien_bumpy_2020,
	title = {The bumpy road to implementing cooperative learning: {Towards} sustained practice through collaborative action},
	volume = {7},
	issn = {2331-186X},
	shorttitle = {The bumpy road to implementing cooperative learning},
	url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2020.1780056},
	doi = {10.1080/2331186X.2020.1780056},
	abstract = {Cooperative learning (CL) is a pedagogical model that is widely recognised to enhance students’ academic and social learning. However, teachers experience difficulties implementing the method, which leads to CL being underutilised in schools. This paper presents experiences from an exploratory research and development project in which teachers implemented CL through a contextdriven professional development programme. The study explores the complexity of implementing CL by examining three critical stages in the professional development programme: a workshop, follow-up activities and proactive action research. Findings suggest that collaborative action research in teacher teams became a catalyst for teachers’ learning and their implementation of CL.},
	language = {en-GB},
	number = {1},
	urldate = {2025-05-04},
	journal = {Cogent Education},
	author = {Liebech-Lien, Beathe},
	editor = {Cunha De Araújo, Gustavo},
	month = jan,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, Promotion:FU5},
	pages = {1780056},
	file = {Liebech-Lien - 2020 - The bumpy road to implementing cooperative learning Towards sustained practice through collaborativ:/Users/jochenhanisch-johannsen/Zotero/storage/G3APH3TP/Liebech-Lien - 2020 - The bumpy road to implementing cooperative learning Towards sustained practice through collaborativ.pdf:application/pdf},
}

@incollection{arnold_berufsbildung_2020,
	address = {Wiesbaden},
	title = {Berufsbildung in digitalen {Lernumgebungen}},
	isbn = {978-3-658-19311-9 978-3-658-19312-6},
	url = {http://link.springer.com/10.1007/978-3-658-19312-6_34},
	language = {de-DE},
	urldate = {2021-05-18},
	booktitle = {Handbuch {Berufsbildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Euler, Dieter and Wilbers, Karl},
	editor = {Arnold, Rolf and Lipsmeier, Antonius and Rohs, Matthias},
	year = {2020},
	doi = {10.1007/978-3-658-19312-6_34},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {427--438},
	file = {Euler und Wilbers - 2020 - Berufsbildung in digitalen Lernumgebungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X2YURI38/Euler und Wilbers - 2020 - Berufsbildung in digitalen Lernumgebungen.pdf:application/pdf},
}

@incollection{berger_digitalpakt_2020,
	title = {Der {Digitalpakt} als {Chance}? {Was} in den {Schulen} geschehen muss, damit aus {Hardware} {Medienkompetenz} entsteht!},
	language = {de-DE},
	author = {Berger, Priscila and Wolling, Jens},
	month = jan,
	year = {2020},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11},
	file = {berger_wolling_der_digitalpakt_als_chance.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PFSUKII9/berger_wolling_der_digitalpakt_als_chance.pdf:application/pdf},
}

@incollection{straub_blended_2020,
	address = {Wiesbaden},
	title = {Blended {Learning} – {Arbeits}- und {Organisationspsychologie} für {Nicht}-{Psycholog}\_innen},
	isbn = {978-3-658-30827-8 978-3-658-30828-5},
	url = {http://link.springer.com/10.1007/978-3-658-30828-5_19},
	language = {de-DE},
	urldate = {2022-09-26},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tausch, Alina and Kluge, Annette},
	editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith},
	year = {2020},
	doi = {10.1007/978-3-658-30828-5_19},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
	pages = {225--238},
	file = {Tausch und Kluge - 2020 - Blended Learning – Arbeits- und Organisationspsych.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VQ2VY46P/Tausch und Kluge - 2020 - Blended Learning – Arbeits- und Organisationspsych.pdf:application/pdf},
}

@inproceedings{schone_christian_optimierung_2020,
	title = {Optimierung einer {Lernumgebung} für berufstätige {Studierende}. {Ein} {Praxisbeispiel}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18468},
	doi = {10/grsthh},
	abstract = {Der abschließende Beitrag von Christian Schöne setzt sich am Beispiel des C3L der Universität Oldenburg mit den technischen Anforderungen einer Lernumgebung für berufstätige Studierende auseinander. Das Beispiel greift die technischen Spezifika einer solchen Lernumgebung auf und wie diese für die Zielgruppe der NTS optimiert werden kann unter Berücksichtigung der Bedürfnisse nach raum-zeitlich flexiblen Lernmöglichkeiten. Neben dem eigentlichen Design der Umgebung selbst behandelt der Beitrag auch Aspekte mobiler Endgeräte, der Medienselektion hinsichtlich der eingesetzten Tools sowie von Bedienbarkeit und Nutzerfreundlichkeit. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Schöne, Christian},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Bildung, Multimedia, Deployment of media, Digitale Bildung, Internet, Medieneinsatz, Use of media, Educational Environment, Learning environment, Lernplattform, Practice, Praxis, Promotion:FU3, Academic sector, Universität, University, Lernumgebung, Studierender, \#7:Konferenz-Paper:digital:Medien, Bedienung, Beispiel, Benutzerfreundlichkeit, Berufsbegleitendes Studium, Berufstätiger, Laptop, Modularer Studiengang, Occupation accompanying studies, Oldenburg, Tablet-PC, Target group, User facilitation, User-friendliness, Working person, Zielgruppe},
	file = {Schöne, Christian - 2020 - Optimierung einer Lernumgebung für berufstätige St.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R22KIN5Q/Schöne, Christian - 2020 - Optimierung einer Lernumgebung für berufstätige St.pdf:application/pdf},
}

@article{dietrich_perspektiven_2020,
	title = {Perspektiven einer {Audiovisuellen} {Grounded}-{Theory}-{Methodologie} und ihr {Potenzial} im {Forschungsfeld} »digitale {Jugendkulturen}«:},
	volume = {43},
	issn = {0171-3434, 2699-1586},
	shorttitle = {Perspektiven einer {Audiovisuellen} {Grounded}-{Theory}-{Methodologie} und ihr {Potenzial} im {Forschungsfeld} »digitale {Jugendkulturen}«},
	url = {https://www.psychosozial-verlag.de/26411},
	doi = {10/gqc6f4},
	abstract = {In dem Betrag wird zunächst gezeigt, dass in den letzten zwei Jahrzehnten – trotz eines generell zu attestierenden Logozentrismus in den Sozialwissenschaften im Allgemeinen und der sozialwissenschaftlichen Jugendkulturforschung im Besonderen – Forschende sich zunehmend mit visuellen Daten beschäftigen. Nicht zuletzt vor dem Hintergrund der verschieden akzentuierten »Turns« hat eine stärkere Berücksichtigung von Visualität eingesetzt und eine methodologische Debatte begonnen, die Methodenausarbeitungen zur Analyse stiller und bewegter Bilder nach sich gezogen hat. Einige dieser Entwicklungen werden im Forschungsfeld zu visueller Jugendkulturforschung aufgezeigt. Dabei wird auf die Notwendigkeit einer eingehenden Beschäftigung hingewiesen, da jugendkulturelle Lebenswelten durch Bildströme geprägt sind, die durch neuere Medien zur bildbasierten Rezeption, Distribution und Produktion entstehen. Im Anschluss daran werden Grundzüge der Audiovisuellen Grounded-Theory-Methodologie (AVGTM) als ein neuer Analyseansatz umrissen und Überlegungen zu Sampling, Datenaufbereitung und Kodierung veranschaulicht.
          , 
            Despite an ongoing logocentrism in the social sciences in general and in the field of youth culture research in particular, the last two decades have brought some changes: Researchers have increasingly been dealing with visual data. The variously accentuated »turns« resulted in a stronger emphasis on visuality which has set a methodological debate and turned into the development of methods for the analysis of static and moving images. In this article, some of these developments are highlighted in the context of visual youth culture research. With regards to youth cultural life worlds that is characterized by image streams stemming from new media for image-based reception, distribution and production, we point out the necessity for further research. In this respect we present an approach called »Audio Visual Grounded Theory Methodology« (AVGTM), which includes strategies concerning sampling, data processing and coding of visual data.},
	language = {de-DE},
	number = {2},
	urldate = {2022-06-22},
	journal = {psychosozial},
	author = {Dietrich, Marc},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {70--83},
	file = {Dietrich - 2020 - Perspektiven einer Audiovisuellen Grounded-Theory-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/THKQEQC3/Dietrich - 2020 - Perspektiven einer Audiovisuellen Grounded-Theory-.pdf:application/pdf},
}

@article{engelhardt_digitalisierung_2020,
	title = {Digitalisierung der {Supervision}? – {Digitale} {Kommunikationsmedien} als {Möglichkeitsspielraum}},
	volume = {51},
	issn = {0720-1079, 2196-7997},
	shorttitle = {Digitalisierung der {Supervision}?},
	url = {https://www.vr-elibrary.de/doi/10.13109/kont.2020.51.2.123},
	doi = {10.13109/kont.2020.51.2.123},
	language = {de-DE},
	number = {2},
	urldate = {2021-12-27},
	journal = {Kontext},
	author = {Engelhardt, Emily M.},
	month = jun,
	year = {2020},
	note = {ZSCC: 0000003},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {123--134},
	file = {Engelhardt - 2020 - Digitalisierung der Supervision – Digitale Kommun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZI5BF3AC/Engelhardt - 2020 - Digitalisierung der Supervision – Digitale Kommun.pdf:application/pdf},
}

@article{bachmann_digitales_2020,
	title = {Digitales {Coaching} – mehr als ein {Trend}?: {Eine} vergleichende {Analyse} des {Nutzungsverhaltens} digitaler {Medien} im {Coaching} bei {Coaches} und {Personalverantwortlichen}},
	volume = {6},
	issn = {2364-5148},
	shorttitle = {Digitales {Coaching} – mehr als ein {Trend}?},
	url = {10.1365/s40896-019-00031-y},
	doi = {10/ghz9fr},
	abstract = {Every day, modern media constantly and profoundly determine our professional lives. Concomitant, an array of digital offers already exists for the profession of coaching. Despite multiple advantages being highlighted, so far only little research consists concerning the process of digitalization in coaching. The present article thus illustrates the background of usage behavior regarding digital coaching of coaches and human resource managers in German companies by means of two empirical studies. Using the Theory of Planned Behavior (Ajzen, 1985; 1991; 2005) it becomes apparent that the social norm in form of other colleagues, organizations as well as the society as a whole exerts the greatest inﬂuence on the intention using digital media in coaching of both coaches and human resource managers.},
	language = {de-DE},
	number = {1},
	urldate = {2021-02-09},
	journal = {Coaching {\textbar} Theorie \& Praxis},
	author = {Bachmann, Thomas and Gramlich, Julia Marie and Barth, Henrike},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {17--29},
	file = {bachmann_et_al_2020_digitales_coaching_–_mehr_als_ein_trend.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FZ4XLWVG/bachmann_et_al_2020_digitales_coaching_–_mehr_als_ein_trend.pdf:application/pdf},
}

@article{kortegast_openness_2020,
	title = {Openness im {Handeln} von {Lehrenden}: {Eine} {Skizze} für den {Gesamtkomplex} offener {Lerneinheiten}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Openness im {Handeln} von {Lehrenden}},
	url = {10.21240/mpaed/00/2020.11.06.X},
	doi = {10/gksnxw},
	abstract = {Im Kontext von Digitalisierung zeigt sich Openness im Diskurs zu Bildung zunehmend als prägende Dimension. Dieser abstrakte und zum Teil auch unscharfe Begriff wird anhand medienpädagogischer Überlegungen in Form eines Dualismus von handlungspraktischer und handlungsethischer Ebene im Bildungskontext konkretisiert. Es wird aufgezeigt, wie in diesem Rahmen von Open Education neue Handlungsmöglichkeiten für Lehrkräfte entstehen und in der Handlung des Teilens konkretisiert werden können. Dafür wird aufbauend auf etablierten didaktischen Planungsmodellen der «Gesamtkomplex ‹Unterricht›» aus der Perspektive der Lehrkraft vor dem Hintergrund von Openness untersucht. Durch eine Erweiterung dieses Modells zur Abbildung und Integration der veränderten Handlungsmöglichkeiten für Lehrkräfte wird ein Planungsmodell zur Orientierung für Lehrende vorgestellt: Das Modell ‹Gesamtkomplex offener Lerneinheiten›. Massgeblich für das entwickelte Modell ist eine offene Haltung von Lehrkräften, die sich an dem Modell der Open Pedagogy orientiert. Anhand operationalisierter Fragestellungen auf handlungsethischer Ebene einerseits und handlungspraktischer Ebene andererseits werden die neuen Handlungsmöglichkeiten von Lehrkräften in der Phase des Teilens sowie in den Phasen der Unterrichtsplanung, -vorbereitung, -durchführung und -evaluation dargelegt.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kortegast, Vanessa and Watolla, Ann-Kathrin},
	month = nov,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {190--207},
	file = {Kortegast und Watolla - 2020 - Openness im Handeln von Lehrenden Eine Skizze für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4P7MGQN8/Kortegast und Watolla - 2020 - Openness im Handeln von Lehrenden Eine Skizze für.pdf:application/pdf},
}

@article{schmolz_conditio_2020,
	title = {Die {Conditio} {Humana} im digitalen {Zeitalter}: {Zur} {Grundlegung} des {Digitalen} {Humanismus} und des {Wiener} {Manifests}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Die {Conditio} {Humana} im digitalen {Zeitalter}},
	url = {10.21240/mpaed/00/2020.11.13.X},
	doi = {10/gksnxv},
	abstract = {In den bestehenden Debatten und dem Wiener Manifest des digitalen Humanismus bleibt trotz der klaren und zukunftsweisenden Normativität vielfach offen, in welcher Denkrichtung der digitale Humanismus verortet ist und ob sich hinter diesem Begriff eine ein Paradigma und eine bestimmte Lehre vom Menschen verbirgt? Daraus folgen gegebenenfalls divergierende Grundorientierungen zum digitalen Humanismus und es ist offen, ob ein gemeinsames Narrativ des digitalen Humanismus notwendig ist oder gerade die Pluralität einen postmodernen digitalen Humanismus konstituiert? Diesen Fragen geht der hier vorgelegte Artikel nach, versucht eine Zuwendung zu zentralen Studien zum Humanismus und sucht damit eine Grundlegung und Verortung des digitalen Humanismus und dessen Wiener Manifest zu schaffen. Dazu werden in einem ersten Schritt die inneren Grundlagen des Humanismus dargelegt. Die grundlegende Frage nach der Conditio Humana und die grundlegende Methodologie des Humanismus werden in Abgrenzung zu anti-humanistischen Strömungen herausgearbeitet. In einem zweiten Schritt werden bestehende Grundlagen des digitalen Humanismus benannt. Zentrales Ergebnis ist, dass die Erfindung der Conditio Humana als rationales Denken und logisches Operieren zur Entmythologisierung der Natur eine Errungenschaft der Aufklärung war. Die Conditio Humana im digitalen Humanismus jedoch in Relation zur Maschine verändert wird, denn das Rationale am Denken und das logische Operieren wird der Maschine zugeschrieben. Kreativität und individuelles Sprechvermögen im digitalen Raum sind zwei neue Conditio Humana im digitalen Humanismus. Der postmoderne Mensch wird damit von der berechenbaren Rationalität entlastet ohne in die Mythologie zurückzufallen. Im Fazit werden Konsequenzen der Neuerfindung der Conditio Humana angedeutet und zentrale Problem- und Fragestellungen für eine wünschenswerte Zukunft des digitalen Humanismus identifiziert.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schmölz, Alexander},
	month = nov,
	year = {2020},
	note = {ZSCC: 0000000},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {208--234},
	file = {Schmölz - 2020 - Die Conditio Humana im digitalen Zeitalter Zur Gr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XM8KEBK/Schmölz - 2020 - Die Conditio Humana im digitalen Zeitalter Zur Gr.pdf:application/pdf},
}

@article{philipp_leseforderung_2020,
	title = {Leseförderung 4.0?: {Gibt} es {Unterschiede} in den {Merkmalen} effektiver {Lesefördermassnahmen} mit multiplen {Dokumenten}, wenn digitale {Medien} genutzt werden?},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Leseförderung 4.0?},
	url = {10.21240/mpaed/jb17/2020.04.29.X},
	doi = {10/gksnzn},
	abstract = {Reading becomes increasingly a digital activity, which additionally is based on multiple, partly multimodal documents. An appropriate reading instruction must take these current changes into account, since digital reading gives rise to new challenges for readers. This is the reason for this quantitative reanalysis of 24 intervention studies, which were selected after a thorough application of criteria. Almost half of the studies used digital media, while the other half did not. The guiding research question was, whether there were any differences between these groups regarding a) informational processes, b) general instructional features and c) document types being used. For this purpose, 46 variables were coded and compared. The number of statistically significant differences was modest (six instances) and only evident within strategy instruction with human instructors and collaborators on the one side and the quantity and partly the quality of documents on the other side.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Philipp, Maik},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {141--168},
	file = {Philipp - 2020 - Leseförderung 4.0 Gibt es Unterschiede in den Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXY5E3I8/Philipp - 2020 - Leseförderung 4.0 Gibt es Unterschiede in den Me.pdf:application/pdf},
}

@incollection{freyth_veranderungsnotwendigkeit_2020,
	address = {Wiesbaden},
	title = {Veränderungsnotwendigkeit verstehen, digitale {Veränderungsbereitschaft} stärken: {Warum} kann es nicht so bleiben, wie es ist?},
	isbn = {978-3-658-28469-5 978-3-658-28470-1},
	shorttitle = {Veränderungsnotwendigkeit verstehen, digitale {Veränderungsbereitschaft} stärken},
	url = {http://link.springer.com/10.1007/978-3-658-28470-1_3},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Veränderungsbereitschaft stärken},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Freyth, Antje},
	collaborator = {Freyth, Antje},
	year = {2020},
	doi = {10.1007/978-3-658-28470-1_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {37--58},
	file = {Freyth - 2020 - Veränderungsnotwendigkeit verstehen, digitale Verä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JLL3RHMZ/Freyth - 2020 - Veränderungsnotwendigkeit verstehen, digitale Verä.pdf:application/pdf},
}

@article{hassounah_digital_2020,
	title = {Digital {Response} {During} the {COVID}-19 {Pandemic} in {Saudi} {Arabia}},
	volume = {22},
	issn = {1438-8871},
	url = {https://www.jmir.org/2020/9/e19338},
	doi = {10/ghqgnq},
	abstract = {Background: The first case of COVID-19 in Saudi Arabia was confirmed on March 3, 2020. Saudi Arabia, like many other countries worldwide, implemented lockdown of most public and private services in response to the pandemic and established population movement restrictions nationwide. With the implementation of these strict mitigation regulations, technology and digital solutions have enabled the provision of essential services.
Objective: The aim of this paper is to highlight how Saudi Arabia has used digital technology during the COVID-19 pandemic in the domains of public health, health care services, education, telecommunication, commerce, and risk communication.
Methods: We documented the use of digital technology in Saudi Arabia during the pandemic using publicly available official announcements, press briefings and releases, news clips, published data, peer-reviewed literature, and professional discussions.
Results: Saudi Arabia’s government and private sectors combined developed and launched approximately 19 apps and platforms that serve public health functions and provide health care services. A detailed account of each is provided. Education processes continued using an established electronic learning infrastructure with a promising direction toward wider adoption in the future. Telecommunication companies exhibited smooth collaboration as well as innovative initiatives to support ongoing efforts. Risk communication activities using social media, websites, and SMS text messaging followed best practice guides.
Conclusions: The Saudi Vision 2030 framework, released in 2017, has paved the path for digital transformation. COVID-19 enabled the promotion and testing of this transition. In Saudi Arabia, the use of artificial intelligence in integrating different data sources during future outbreaks could be further explored. Also, decreasing the number of mobile apps and merging their functions could increase and facilitate their use.},
	language = {en-GB},
	number = {9},
	urldate = {2023-02-10},
	journal = {Journal of Medical Internet Research},
	author = {Hassounah, Marwah and Raheel, Hafsa and Alhefzi, Mohammed},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {e19338},
	file = {Hassounah et al. - 2020 - Digital Response During the COVID-19 Pandemic in S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FY8MV9S3/Hassounah et al. - 2020 - Digital Response During the COVID-19 Pandemic in S.pdf:application/pdf},
}

@article{oconnor_podcasting_2020,
	title = {Podcasting in nursing and midwifery education: {An} integrative review},
	volume = {47},
	issn = {14715953},
	shorttitle = {Podcasting in nursing and midwifery education},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1471595319309412},
	doi = {10/ghxhdv},
	abstract = {Podcasting is used in higher education so various digital resources can be shared with students. This review aims to synthesise evidence on podcasting in nursing and midwifery education. PubMed, MEDLINE, CINAHL, Scopus and ERIC databases were searched using key terms. 242 articles were found and screened. Data extraction, quality assessment and data analysis, underpinned by a Social Media Learning Model, were conducted on relevant studies. Twenty-six studies were included in the review. Three themes emerged; 1) learning and other outcomes, 2) antecedents to learning, and 3) learning process. Students seemed to acquire new knowledge and skills by using podcasts and it also appeared to improve clinical confidence. The organisation of podcasting, digital literacy and e-Professionalism, the personal motivation of learners, and flexible access to the technology seemed to impact the delivery of this educational intervention. Mechanisms that appeared to affect the learning process were the speed of exchange, the type of social media user, the timeframe, quality of information, the functionality of podcasts and other learning activities. This review synthesised evidence on podcasting in nursing and midwifery education. The technology was seen as a positive learning tool but more robust research examining its efficacy in improving learning outcomes is needed.},
	language = {en-GB},
	urldate = {2022-09-22},
	journal = {Nurse Education in Practice},
	author = {O'Connor, Siobhan and Daly, Claire S. and MacArthur, Juliet and Borglin, Gunilla and Booth, Richard G.},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {102827},
	file = {O'Connor et al. - 2020 - Podcasting in nursing and midwifery education An .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4SVCKJGE/O'Connor et al. - 2020 - Podcasting in nursing and midwifery education An .pdf:application/pdf},
}

@article{waschkau_fit_2020,
	title = {[{Fit} for the {Future}: {Development} of a seminar on aspects of digitization of healthcare as a contribution of {Medical} {Sociology}]},
	volume = {155},
	issn = {2212-0289},
	shorttitle = {[{Fit} for the {Future}},
	doi = {10.1016/j.zefq.2020.06.006},
	abstract = {INTRODUCTION: Topics regarding the digitization of the healthcare system are hardly being addressed during the undergraduate training of medical students, even though the promotion of skills in this area has been defined as a learning goal in the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) since 2015. At the same time, telemedicine as one part of digitization is becoming increasingly important in the public perception as a tool supplementing access to care. Therefore, the aim was to give medical students in the fourth pre-clinical semester a first insight into topics of telemedicine and other aspects of digitization in the healthcare sector as part of a seminar.
METHODS: On the basis of the existing literature, we developed the content and a didactic concept for the seminar "The doctor-patient relationship in the field of technological developments" in the Medical Sociology course for undergraduate medical students in their second year at the University of Lübeck. Inspired by Kirkpatrick's four-level model, the students were asked for topics they wished to cover regarding the digitization of healthcare and telemedicine at the start and their attitudes towards and experiences with telemedicine at the end of the seminar.
RESULTS: A total of 184 students from the fourth pre-clinical semester attended the seminar. The survey response rate was 32\%. The topics most frequently requested by students were "Legal Framework", "Electronic Patient Record" and "Tele-consultation". 85\% of the students rated the topic "digitization of healthcare" as highly relevant for their future profession. Also 85\% of the students wished for easy-to-use telemedicine equipment. A third or more of the students reported considerable uncertainty about their ability to evaluate the benefits of health apps.
CONCLUSIONS: The contents of the seminar met the students' demands. In the future, topics relating to the digitization of the health system should be increasingly integrated into undergraduate training; also, the students' feeling uncertain about their ability to assess various telemedical applications should be addressed.},
	language = {de-DE},
	journal = {Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen},
	author = {Waschkau, Alexander and Götz, Katja and Steinhäuser, Jost},
	month = sep,
	year = {2020},
	pmid = {32798192},
	pmcid = {PMC7832042},
	note = {ZSCC: 0000003 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Germany, Sozialwissenschaft, Curriculum, Humans, Ausbildung, Digitalisierung Telemedizin, Digitization, Education, Medical, Undergraduate, eHealth, Medizinische Soziologie, Physician-Patient Relations, Students, Medical, Telemedicine, Undergraduate training},
	pages = {48--53},
	file = {Waschkau et al. - 2020 - Fit for the Future - Entwicklung eines Seminars zu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5WMTXZ9X/Waschkau et al. - 2020 - Fit for the Future - Entwicklung eines Seminars zu.pdf:application/pdf;waschkau_et_al_2020_[fit_for_the_future.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SISANM8X/waschkau_et_al_2020_[fit_for_the_future.pdf:application/pdf},
}

@article{wallin_government_2020,
	title = {Government {Workers}’ {Stories} about {Professional} {Development} in a {Digitalized} {Working} {Life}},
	volume = {13},
	issn = {1874-785X, 1874-7868},
	url = {http://link.springer.com/10.1007/s12186-020-09248-y},
	doi = {10/ghnd5z},
	abstract = {In this article, we explore workers’ stories about digitalization of work and professional development. The data (101 stories) were collected from 81 Finnish government workers through the method of empathy-based stories (MEBS). MEBS is a qualitative data collection method in which participants write short imaginary texts based on an introductory script (frame story) designed by the researcher. In this study, participants were presented with two frame stories in which they were asked to imagine why digitalization had either supported or hindered professional development. The stories were analyzed inductively using qualitative thematic analysis. The findings illustrate the double-edged nature of digitalization, as it may both support and hinder professional development and learning by changing work tasks, work practices and knowledge development and management. Overall, the stories revealed that the participants perceived that digitalization may support professional development and learning, especially by providing opportunities for job control in terms of flexibility, and new ways for knowledge development and management.},
	language = {en-GB},
	number = {3},
	urldate = {2020-12-04},
	journal = {Vocations and Learning},
	author = {Wallin, Anna and Pylväs, Laura and Nokelainen, Petri},
	month = oct,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {439--458},
	file = {Wallin et al. - 2020 - Government Workers’ Stories about Professional Dev.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S8H3L6BT/Wallin et al. - 2020 - Government Workers’ Stories about Professional Dev.pdf:application/pdf;Wallin2020_Article_GovernmentWorkersStoriesAboutP.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4WCIBJHF/Wallin2020_Article_GovernmentWorkersStoriesAboutP.pdf:application/pdf},
}

@article{buchem_competency_2020,
	title = {Competency {Mapping} 3.0: {Modelling}, {Cross}-{Referencing} and {Credentialing} of {Competencies} with {Semantic} {Technologies}. {Instruments} and {Implementation} in the {Open} {Virtual} {Mobility} {Project}.},
	abstract = {Modelling, recording, processing, and credentialing of competences with the help of digital media play an increasingly important role in the context of the increasing digitisation of learning and educational offers in different contexts (including schools, universities, companies). The central challenges here are the provision of empirical bases for competence modelling, the selection of suitable methods and procedures for recording competences, as well as the structuring and description of competences and ultimately suitable infrastructures for certification. In view of the increasing number and variety of different competence models or frameworks, there is also a growing interest in and need for methods and tools for competence mapping, not only with regard to the recording of competences in a domain or context, but also with regard to cross-referencing of competences in different competence models. The semantic cross-references between competency models can then be used and exploited in further procedures, e.g. in the digital credentialing of competencies with open badges. This extended view of competence modelling - Competency Mapping 3.0 - serves to create comparability and to make connections between competences in different models visible. This article presents an example of Competency Mapping 3.0 from the European project Open Virtual Mobility, in which different methods and instruments were used to model virtual mobility competences and to digitally credential these competences with Open Badges. The article presents selected research results and formulates recommendations.},
	language = {de-DE},
	author = {Buchem, Ilona and Konert, Johannes},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {12},
	file = {buchem_konert_2020_competency_mapping_3.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KGQTC8SM/buchem_konert_2020_competency_mapping_3.pdf:application/pdf},
}

@article{niesyto_digitale_2020,
	title = {Digitale {Medien} in der {Grundschullehrerbildung}: {Erfahrungen} aus dem {Projekt} dileg-{SL}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Digitale {Medien} in der {Grundschullehrerbildung}},
	url = {10.21240/mpaed/jb17/2020.05.12.X},
	doi = {10/gksnzr},
	abstract = {As part of the Deutsche Telekom Foundation‘s joint project “Digital Learning Primary School”, the development project “Digital Learning Primary School –Stuttgart/Ludwigsburg” took place at the Ludwigsburg University of Education from 2016-2019. The Media Education department cooperated in eight subprojects with the academic disciplines Biology, German, English, Computer Science, Mathematics, Music and Sports. More than 200 students developed concepts for teaching units in university seminars and tested them at the Rosenstein primary school in Stuttgart. The project was evaluated as part of an internal evaluation. After a compact presentation of the goals, the theoreticalconceptual, practical and evaluative dimensions of the project, the article presents important observations and experiences from a cross-project perspective. The following aspects will be addressed: existing and missing media competencies of students; potentials of visual and audiovisual digital media; reflective processes during project activities. A conclusion summarises the most important points and outlines essential dimensions of basic media education for primary education. The outlook emphasises the necessity of distinguishing critical-reflexive media education even more clearly from a “digitisation offensive” that aims to adapt to existing social-media power structures.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Niesyto, Horst and Junge, Thorsten},
	month = jul,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {297--322},
	file = {Niesyto und Junge - 2020 - Digitale Medien in der Grundschullehrerbildung Er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D47RV8B9/Niesyto und Junge - 2020 - Digitale Medien in der Grundschullehrerbildung Er.pdf:application/pdf},
}

@article{schlote_mittendrin_2020,
	title = {Mittendrin statt nur dabei: {Partizipation} im schulischen {Unterricht} mit der {Web}-{App} {TRAVIS} {GO} digital unterstützen},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Mittendrin statt nur dabei},
	url = {10.21240/mpaed/jb17/2020.05.20.X},
	doi = {10/gksnzx},
	abstract = {This article takes a praxeological perspective on digital change in schools and, hence, on how the use of digital learning tools in school lessons impacts interaction structures in class. We discuss the benefits of developing digital learning tools that foster participation and collaboration among learners and as well allow for teachers’ interventions that help structure the process. As case example, we use the development process of the app TRAVIS GO to which secondary school teachers contributed as co-researchers. TRAVIS GO is an app for collaborative de- and reconstruction of audiovisual media products. Its instructional design allows for problem-based learning and cooperative working methods as well as for guidance by the teacher. We for the first time discuss how TRAVIS GO facilitates participation by relating the app features to experiences of teachers who tested it in class as part of the empirical research project.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schlote, Elke and Klug, Daniel and Neumann-Braun, Klaus},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {507--529},
	file = {Schlote et al. - 2020 - Mittendrin statt nur dabei Partizipation im schul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J9MWPRNS/Schlote et al. - 2020 - Mittendrin statt nur dabei Partizipation im schul.pdf:application/pdf},
}

@article{bohme_lernunterstutzung_2020,
	title = {Lernunterstützung mit digitalen {Unterrichtsmaterialien}: {Interdisziplinäre} {Erkenntnisse} und {Entwicklungsperspektiven}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lernunterstützung mit digitalen {Unterrichtsmaterialien}},
	url = {10.21240/mpaed/jb17/2020.05.17.X},
	doi = {10/gg84gt},
	abstract = {Digital media is supposed to have great potential for learning support, which has not been fully exploited so far. This article provides an insight into the current state of research on the differential effects of media design: We describe specific aspects of design in multimedia, hypermedia and educational game-based arrangements and report possible influence on the cognitive processing and learning outcomes underpinned by results of empirical research. Additionally, we describe Intelligent Tutoring Systems as a means of optimizing learning processes in these different types of digital media design in the classroom. For this purpose, according to the Cognitive Theory of Multimedia Learning, we differentiate between (1) extraneous, (2) essential and (3) generative cognitive processes. With regard to the prerequisites for learning, the learning content and the learning objective, we show a complex set of conditions, in which learning can be optimized through targeted modifications to the digital medium.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Böhme, Richard and Munser-Kiefer, Meike},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning},
	pages = {427--454},
	file = {Böhme und Munser-Kiefer - 2020 - Lernunterstützung mit digitalen Unterrichtsmateria.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D25QJQL6/Böhme und Munser-Kiefer - 2020 - Lernunterstützung mit digitalen Unterrichtsmateria.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_medienhandeln_2020,
	title = {Medienhandeln, {Habitus} und digitale {Kompetenzen}},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-73},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Trültzsch-Wijnen, Christine},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-73},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {73--94},
	file = {Trültzsch-Wijnen - 2020 - Medienhandeln, Habitus und digitale Kompetenzen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E78BJ3W9/Trültzsch-Wijnen - 2020 - Medienhandeln, Habitus und digitale Kompetenzen.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_zur_2020,
	address = {Baden-Baden},
	edition = {1. Aufl.},
	series = {Medienpädagogik {\textbar} {Media} {Education}},
	title = {Zur {Diskussion} über {Bildung}, {Digitalisierung} und erwarteten {Kompetenzen}: eine {Einleitung}},
	volume = {4},
	isbn = {978-3-8487-6538-6},
	language = {de-DE},
	booktitle = {Bildung und {Digitalisierung} {Auf} der {Suche} nach {Kompetenzen} und {Performanzen}.},
	publisher = {Nomos Verlagsgeselschaft mbH \& Co. KG},
	author = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard and Hartung-Griemberg, Anja and Lampert, Claudia and Süss, Daniel and Trültzsch-Wijnen, Christine},
	year = {2020},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 1138491874},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {7--11},
	file = {Trültzsch-Wijnen und Brandhofer - 2020 - Zur Diskussion über Bildung, Digitalisierung und e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QHIPWI78/Trültzsch-Wijnen und Brandhofer - 2020 - Zur Diskussion über Bildung, Digitalisierung und e.pdf:application/pdf},
}

@incollection{pfannstiel_burnout_2020,
	address = {Wiesbaden},
	title = {Burnout im digitalen {Zeitalter} – {Entwicklung} und {Etablierung} eines ganzheitlichen {Konzepts} zur {Burnout}-{Prävention} in (innovativen) {Unternehmen}},
	isbn = {978-3-658-28493-0 978-3-658-28494-7},
	url = {http://link.springer.com/10.1007/978-3-658-28494-7_16},
	language = {de-DE},
	urldate = {2022-03-27},
	booktitle = {Transformationsvorhaben mit dem {Enterprise} {Transformation} {Cycle} meistern},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Listopad, Ian W. and Brünner, Gudrun},
	editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.},
	year = {2020},
	doi = {10.1007/978-3-658-28494-7_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {321--349},
	file = {Listopad und Brünner - 2020 - Burnout im digitalen Zeitalter – Entwicklung und E.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JEPCSB56/Listopad und Brünner - 2020 - Burnout im digitalen Zeitalter – Entwicklung und E.pdf:application/pdf},
}

@incollection{bilstein_machtig_2020,
	address = {Wiesbaden},
	title = {Mächtig {Technik}: {Magische} {Maschinen}, digitale {Engel} und das historische {Apriori} der {Smart} {Education}},
	isbn = {978-3-658-11682-8 978-3-658-11683-5},
	shorttitle = {Mächtig {Technik}},
	url = {http://link.springer.com/10.1007/978-3-658-11683-5_14},
	language = {de-DE},
	urldate = {2022-03-14},
	booktitle = {Pädagogische {Anthropologie} der {Technik}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Sorgo, Gabriele},
	editor = {Bilstein, Johannes and Winzen, Matthias and Zirfas, Jörg},
	year = {2020},
	doi = {10.1007/978-3-658-11683-5_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {215--233},
	file = {Sorgo - 2020 - Mächtig Technik Magische Maschinen, digitale Enge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6AMPHRF3/Sorgo - 2020 - Mächtig Technik Magische Maschinen, digitale Enge.pdf:application/pdf},
}

@incollection{buck_sollten_2020,
	address = {Stuttgart},
	title = {Sollten {Eltern} die {Bilder} ihrer {Kinder} auf sozialen {Medien} teilen dürfen?: Über elterliche {Rechte} und {Pflichten} zum {Schutz} der kindlichen {Privatsphäre}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Sollten {Eltern} die {Bilder} ihrer {Kinder} auf sozialen {Medien} teilen dürfen?},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_2},
	abstract = {Der Einzug von digitalen Technologien hat weitreichende Auswirkungen auf die Ethik der Eltern-Kind-Beziehung. In diesem Artikel befassen wir uns unter ethischen Gesichtspunkten mit dem Phänomen des Sharentings, welches sich auf das Veröffentlichen von Inhalten aus dem Leben von Kindern durch ihre Eltern bezieht. Inwieweit sollten Eltern die digitale Identität ihrer Kinder gestalten dürften? Inwieweit steht die Vorprägung ihrer digitalen Identität im Konflikt mit dem Recht des Kindes auf eine offene Zukunft? Welche Pflichten haben Eltern zum Schutz der kindlichen Privatsphäre. Ausgehend von solchen Fragen versuchen wir in diesem Artikel Kriterien für einen ethisch-sensitiven Umgang mit Sharenting zu entwickeln.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Kim, Minkyung and Grote, Thomas},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_2},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {11--29},
	file = {Kim und Grote - 2020 - Sollten Eltern die Bilder ihrer Kinder auf soziale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6BHTPQ6G/Kim und Grote - 2020 - Sollten Eltern die Bilder ihrer Kinder auf soziale.pdf:application/pdf},
}

@incollection{furst_case_2020,
	address = {Wiesbaden},
	title = {Case {Study}: {Digital} {Intelligence} {Hub} als {Knowledge} {Center} der digitalen {Transformation} in einer heterogen strukturierten {Einzelhandelsunternehmensgruppe}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Case {Study}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_7},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Poestges, Axel},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {145--164},
	file = {poestges_2020_case_study.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/44HL39S8/poestges_2020_case_study.pdf:application/pdf;poestges_2020_case_study.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LCK65PLF/poestges_2020_case_study.pdf:application/pdf},
}

@incollection{buck_kindliche_2020,
	address = {Stuttgart},
	title = {Kindliche {Selbstbestimmung} in digitalen {Kontexten}: {Medienethische} Überlegungen zur {Privatsphäre} von {Heranwachsenden}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Kindliche {Selbstbestimmung} in digitalen {Kontexten}},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_3},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Stapf, Ingrid},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_3},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {31--54},
	file = {Stapf - 2020 - Kindliche Selbstbestimmung in digitalen Kontexten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3HZTJ5IQ/Stapf - 2020 - Kindliche Selbstbestimmung in digitalen Kontexten.pdf:application/pdf},
}

@incollection{furst_wird_2020,
	address = {Wiesbaden},
	title = {Wird die {Krone} der {Schöpfung} auf ein neues {Haupt} gesetzt? {Bewusste} {KI}-{Systeme} im {Fokus} technischer {Entwicklungen}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Wird die {Krone} der {Schöpfung} auf ein neues {Haupt} gesetzt?},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_9},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wendland, Karsten},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_9},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {221--240},
	file = {wendland_2020_wird_die_krone_der_schopfung_auf_ein_neues_haupt_gesetzt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/93Z8UZY4/wendland_2020_wird_die_krone_der_schopfung_auf_ein_neues_haupt_gesetzt.pdf:application/pdf;wendland_2020_wird_die_krone_der_schopfung_auf_ein_neues_haupt_gesetzt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICCG899Z/wendland_2020_wird_die_krone_der_schopfung_auf_ein_neues_haupt_gesetzt.pdf:application/pdf},
}

@incollection{furst_einsatzmoglichkeiten_2020,
	address = {Wiesbaden},
	title = {Einsatzmöglichkeiten {Künstlicher} {Intelligenz} in der {Hochschulbildung} – {Ausgewählte} {Ergebnisse} eines {Systematic} {Review}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_21},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zawacki-Richter, Olaf and Marin, Victoria and Bond, Melissa and Gouverneur, Franziska},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_21},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {501--517},
	file = {zawacki-richter_et_al_2020_einsatzmoglichkeiten_kunstlicher_intelligenz_in_der_hochschulbildung_–.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F6KXRVEI/zawacki-richter_et_al_2020_einsatzmoglichkeiten_kunstlicher_intelligenz_in_der_hochschulbildung_–.pdf:application/pdf;zawacki-richter_et_al_2020_einsatzmoglichkeiten_kunstlicher_intelligenz_in_der_hochschulbildung_–.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IL8WZ36Q/zawacki-richter_et_al_2020_einsatzmoglichkeiten_kunstlicher_intelligenz_in_der_hochschulbildung_–.pdf:application/pdf},
}

@incollection{furst_wirkung_2020,
	address = {Wiesbaden},
	title = {Die {Wirkung} digitaler {Medien} im {Schulunterricht} – {Chancen} und {Risiken} der {Digitalisierung} aus erziehungswissenschaftlicher {Sicht}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_15},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zierer, Klaus},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_15},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {373--386},
	file = {zierer_2020_die_wirkung_digitaler_medien_im_schulunterricht_–_chancen_und_risiken_der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3R38LI54/zierer_2020_die_wirkung_digitaler_medien_im_schulunterricht_–_chancen_und_risiken_der.pdf:application/pdf;zierer_2020_die_wirkung_digitaler_medien_im_schulunterricht_–_chancen_und_risiken_der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WPBGF6C8/zierer_2020_die_wirkung_digitaler_medien_im_schulunterricht_–_chancen_und_risiken_der.pdf:application/pdf},
}

@incollection{furst_exkurs_2020,
	address = {Wiesbaden},
	title = {Exkurs {Strukturwandel}: {Modern} {Automotive} – {Null} {Emissionen} versus {SUV}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Exkurs {Strukturwandel}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_6},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gottschalk, Rainer},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {125--143},
	file = {Gottschalk - 2020 - Exkurs Strukturwandel Modern Automotive – Null Em.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WCKFUQWI/Gottschalk - 2020 - Exkurs Strukturwandel Modern Automotive – Null Em.pdf:application/pdf;Gottschalk - 2020 - Exkurs Strukturwandel Modern Automotive – Null Em.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IWKL2HDY/Gottschalk - 2020 - Exkurs Strukturwandel Modern Automotive – Null Em.pdf:application/pdf},
}

@incollection{furst_autonome_2020,
	address = {Wiesbaden},
	title = {Autonome {KI} als {Partner} des {Menschen} – {Ethische} {Perspektiven} im {Spannungsfeld} zwischen {Entscheidungsentlastung} und {Verantwortung}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_11},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herrmann, Andrea},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_11},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {257--269},
	file = {herrmann_2020_autonome_ki_als_partner_des_menschen_–_ethische_perspektiven_im_spannungsfeld.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U4RPWFS4/herrmann_2020_autonome_ki_als_partner_des_menschen_–_ethische_perspektiven_im_spannungsfeld.pdf:application/pdf;herrmann_2020_autonome_ki_als_partner_des_menschen_–_ethische_perspektiven_im_spannungsfeld.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y3WCARSS/herrmann_2020_autonome_ki_als_partner_des_menschen_–_ethische_perspektiven_im_spannungsfeld.pdf:application/pdf},
}

@incollection{furst_wissenschaft_2020,
	address = {Wiesbaden},
	title = {Wissenschaft und {Forschung} als {Quelle} der {Potenzialnutzung} von {Digitalisierung} und {Künstlicher} {Intelligenz}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_17},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Grottke, Markus and Steimer, Andreas},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_17},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {419--440},
	file = {Grottke und Steimer - 2020 - Wissenschaft und Forschung als Quelle der Potenzia.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BEZG836Z/Grottke und Steimer - 2020 - Wissenschaft und Forschung als Quelle der Potenzia.pdf:application/pdf;Grottke und Steimer - 2020 - Wissenschaft und Forschung als Quelle der Potenzia.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U52G928Q/Grottke und Steimer - 2020 - Wissenschaft und Forschung als Quelle der Potenzia.pdf:application/pdf},
}

@incollection{furst_zukunftsperspektiven_2020,
	address = {Wiesbaden},
	title = {Zukunftsperspektiven für digital gebildete menschliche und künstliche {Co}-{Intelligenz}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_25},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürst, Ronny Alexander},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_25},
	note = {ZSCC: 0000000 },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {589--596},
	file = {Fürst - 2020 - Zukunftsperspektiven für digital gebildete menschl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JBS2JYBJ/Fürst - 2020 - Zukunftsperspektiven für digital gebildete menschl.pdf:application/pdf;Fürst - 2020 - Zukunftsperspektiven für digital gebildete menschl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NDLRA7NZ/Fürst - 2020 - Zukunftsperspektiven für digital gebildete menschl.pdf:application/pdf},
}

@incollection{furst_internationale_2020,
	address = {Wiesbaden},
	title = {Internationale {Standortbestimmung} – vom {Exportweltmeister} zum digitalen {Entwicklungsland}?},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_2},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürst, Ronny Alexander and Grottke, Markus and Sibilio, Alessandro and Steckelberg, Alexander V.},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {27--79},
	file = {Fürst et al. - 2020 - Internationale Standortbestimmung – vom Exportwelt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTGBFRF3/Fürst et al. - 2020 - Internationale Standortbestimmung – vom Exportwelt.pdf:application/pdf;Fürst et al. - 2020 - Internationale Standortbestimmung – vom Exportwelt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JEBM6872/Fürst et al. - 2020 - Internationale Standortbestimmung – vom Exportwelt.pdf:application/pdf},
}

@incollection{furst_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Kompetenzen} in der {Hochschulstrategie} – {Quo} vadis? {Ergebnisse} einer bundesweiten {Schwerpunktstudie} zur {Digitalisierung} an {Hochschulen}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Digitale {Kompetenzen} in der {Hochschulstrategie} – {Quo} vadis?},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_18},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gilch, Harald and Beise, Anna Sophie and Krempkow, René and Müller, Marko and Stratmann, Friedrich and Wannemacher, Klaus},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_18},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {443--456},
	file = {Gilch et al. - 2020 - Digitale Kompetenzen in der Hochschulstrategie – Q.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DTSUY3G3/Gilch et al. - 2020 - Digitale Kompetenzen in der Hochschulstrategie – Q.pdf:application/pdf;Gilch et al. - 2020 - Digitale Kompetenzen in der Hochschulstrategie – Q.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B9E2QFE8/Gilch et al. - 2020 - Digitale Kompetenzen in der Hochschulstrategie – Q.pdf:application/pdf},
}

@incollection{furst_herausforderungen_2020,
	address = {Wiesbaden},
	title = {Herausforderungen und {Gefahren} der {Digitalen} {Bildung} in {Deutschland}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_14},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lankau, Ralf},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_14},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {349--372},
	file = {lankau_2020_herausforderungen_und_gefahren_der_digitalen_bildung_in_deutschland.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BV4EHRUE/lankau_2020_herausforderungen_und_gefahren_der_digitalen_bildung_in_deutschland.pdf:application/pdf;lankau_2020_herausforderungen_und_gefahren_der_digitalen_bildung_in_deutschland.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KWVMRHR5/lankau_2020_herausforderungen_und_gefahren_der_digitalen_bildung_in_deutschland.pdf:application/pdf},
}

@incollection{furst_innovative_2020,
	address = {Wiesbaden},
	title = {Innovative {Geschäftsmodelle} und {Künstliche} {Intelligenz}: {Maledictio} et {Benedictio}?},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Innovative {Geschäftsmodelle} und {Künstliche} {Intelligenz}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_3},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rossberger, Robert and Markgraf, Daniel},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {81--96},
	file = {rossberger_markgraf_2020_innovative_geschaftsmodelle_und_kunstliche_intelligenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7XTRPI7C/rossberger_markgraf_2020_innovative_geschaftsmodelle_und_kunstliche_intelligenz.pdf:application/pdf;rossberger_markgraf_2020_innovative_geschaftsmodelle_und_kunstliche_intelligenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NAGH3MH5/rossberger_markgraf_2020_innovative_geschaftsmodelle_und_kunstliche_intelligenz.pdf:application/pdf},
}

@incollection{furst_stellenanzeigen_2020,
	address = {Wiesbaden},
	title = {Stellenanzeigen spiegeln die {Evolution} der {Kompetenzbedarfe} im {Requirements} {Engineering}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_5},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Herrmann, Andrea},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {111--123},
	file = {herrmann_2020_stellenanzeigen_spiegeln_die_evolution_der_kompetenzbedarfe_im_requirements.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y26FKEUS/herrmann_2020_stellenanzeigen_spiegeln_die_evolution_der_kompetenzbedarfe_im_requirements.pdf:application/pdf;herrmann_2020_stellenanzeigen_spiegeln_die_evolution_der_kompetenzbedarfe_im_requirements.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/43QWAWMA/herrmann_2020_stellenanzeigen_spiegeln_die_evolution_der_kompetenzbedarfe_im_requirements.pdf:application/pdf},
}

@incollection{heidkamp_birte_e-science_2020,
	title = {E-{Science} und forschendes {Lernen}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18461},
	abstract = {Die zunehmende Digitalisierung der Wissenschaft, die sich mit dem Begriff E-Science fassen lässt, wird im Artikel "E-Science und forschendes Lernen“ in Bezug zu den Herausforderungen eines forschenden Lernens 2.0 gesetzt. Die Autorin Birte Heidkamp setzt sich mit den Potentialen sowie den theoretischen Aspekten auseinander, die eine integrative Zusammenführung von E-Science, E-Learning 2.0 sowie forschendem Lernen 2.0 mit sich bringt. Neben dieser theoretisch basierten Phänomenanalyse stellt die Autorin Good-Practice-Beispiele vor, die im Rahmen des FLiF-Projektes konzeptioniert und durchgeführt wurden/werden und als Beispiele für ein integratives Zusammenführen der Ansätze E-Science und forschendes Lernen 2.0 verstanden werden können. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Heidkamp, Birte},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildung, Multimedia, Digitale Bildung, Digitalisierung, Digitalization, Hochschullehre, Internet, University lecturing, University teaching, \#6:Buchteil:Bildung:Technologie, University didactics, Science, Sciences, Wissenschaft, Partizipation, Forschungsprozess, Research process, Studierender, practice, Beispielsammlung, Forschungsergebnis, Informations- und Kommunikationstechnologie, Promotion:FH, Research result, Wissenschaftskommunikation},
	file = {Heidkamp, Birte - 2020 - E-Science und forschendes Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQ3Q77FH/Heidkamp, Birte - 2020 - E-Science und forschendes Lernen.pdf:application/pdf},
}

@book{kergel_david_forschendes_2020,
	title = {Forschendes {Lernen} 2.0. {Lerntheoretische} {Fundierung} und {Good} {Practice}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18460},
	abstract = {Im Artikel "Forschendes Lernen 2.0 – lerntheoretische Fundierung und Good Practice“ behandelt David Kergel die lerntheoretischen Grundlagen des forschenden Lernens und eines forschenden Lernens 2.0. Ein forschendes Lernen 2.0 setzt sich u.a. mit den Herausforderungen des medialen Wandels auseinander, der Lernen und Forschen zunehmend prägt und seine Wurzeln v.a. in den Bereichen E-Science und E-Learning 2.0 hat. Anhand eines Good-Practice-Beispiels (Das Ich und das Netz – subjektorientiertes E-Learning 2.0), das als Pilotveranstaltung im Sommersemester 2014 an der Carl von Ossietzky Universität durchgeführt und evaluiert worden ist, wird paradigmatisch die Umsetzung des forschenden Lernens 2.0 in der hochschulpädagogischen Praxis vorgestellt. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Kergel, David},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Kognition, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, Digitalisierung, Digitalization, Infrastructure, Infrastruktur, Internet, Virtual learning, Learning process, Learning theory, Lernprozess, Lerntheorie, Knowledge, Wissen, Lehrveranstaltung, Constructivism, Konstruktivismus, Beispiel, Wissenschaftskommunikation, \#0:Buch:digital:learning, Behaviorism, Behaviorismus, Behaviourism, Cognition, Discovery learning},
	file = {Kergel, David - 2020 - Forschendes Lernen 2.0. Lerntheoretische Fundierun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L5J2ZFIM/Kergel, David - 2020 - Forschendes Lernen 2.0. Lerntheoretische Fundierun.pdf:application/pdf},
}

@book{muller_werder_seamless_2020,
	title = {Seamless {Learning} – lebenslanges, durchgängiges {Lernen} ermöglichen},
	isbn = {978-3-8309-4244-3},
	url = {https://www.waxmann.com/buch4244},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann Verlag GmbH},
	editor = {Müller Werder, Claude and Erlemann, Jennifer},
	month = jul,
	year = {2020},
	doi = {10.31244/9783830992448},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Digitale Bildung, \#0:Buch:digital:learning, Seamless Learning},
	file = {Müller Werder und Erlemann - 2020 - Seamless Learning – lebenslanges, durchgängiges Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ICJ6GKXM/Müller Werder und Erlemann - 2020 - Seamless Learning – lebenslanges, durchgängiges Le.pdf:application/pdf;Müller Werder und Erlemann - 2020 - Seamless Learning – lebenslanges, durchgängiges Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z9FWZK24/Müller Werder und Erlemann - 2020 - Seamless Learning – lebenslanges, durchgängiges Le.pdf:application/pdf},
}

@book{wilmers_bildung_2020,
	title = {Bildung im digitalen {Wandel}: {Die} {Bedeutung} für das pädagogische {Personal} und für die {Aus}- und {Fortbildung}},
	isbn = {978-3-8309-4199-6},
	shorttitle = {Bildung im digitalen {Wandel}},
	url = {https://www.waxmann.com/buch4199},
	abstract = {Dieses Critical Review basiert auf einer Synthese aus 41 größtenteils internationalen empirischen Studien sowie auf kontextbildender Literatur aus Forschung und Praxis aus den Jahren 2016 bis 2019. Es bietet einen Überblick zu Implikationen der Digitalisierung für das Lehrpersonal in der Erwachsenen- und Weiterbildung (nachfolgend: EB/WB) in Bezug auf (1) Kompetenzen, (2) Haltung bzw. Rolle (3) Aus- und Fortbildung sowie (4) relevante Trends. Es zeigt sich, dass die Digitalisierung hohe Anforderungen an die Kompetenzen der Lehrenden in den Bereichen Didaktik, Methodik, Kommunikation, Interaktion und Organisation stellt. Es existieren fundierte Kompetenzmodelle, die sich für die systematische Erfassung der digitalen Kompetenzen eignen, aber noch entsprechend operationalisiert und gegebenenfalls empirisch getestet werden müssen. Die professionelle Haltung von Lehrenden im Umgang mit digitalen Technologien und der zu beobachtende Rollenwandel vom Wissensvermittelnden hin zum Lernbegleitenden insbesondere auch in digitalen Lernformaten sind zentrale Elemente bei der Digitalisierung in der EB/WB. Die Aneignung digitaler Kompetenzen verläuft vor allem informell bzw. im Selbststudium und dementsprechend heterogen. Geeignete Fortbildungsmaßnahmen sollten effizient und praxisnah gestaltet und durch Peers oder die eigene Institution unterstützt werden. Die Themen Kompetenzen, Aus- und Fortbildung sowie der Rollenwandel von Lehrenden im Rahmen der Digitalisierung bleiben auch perspektivisch relevant. Abschließend werden auf Basis des Reviews Implikationen für Forschung, Politik und Bildungspraxis diskutiert.},
	language = {de-DE},
	urldate = {2022-03-12},
	publisher = {Waxmann Verlag GmbH},
	editor = {Wilmers, Annika and Anda, Carolin and Keller, Carolin and Rittberger, Marc},
	month = sep,
	year = {2020},
	doi = {10.31244/9783830991991},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L9ZDBABT/Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:application/pdf;Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YDEMEEWR/Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:application/pdf;Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVAGKH7Q/Wilmers et al. - 2020 - Bildung im digitalen Wandel Die Bedeutung für das.pdf:application/pdf},
}

@book{niegemann_handbuch_2020,
	address = {Berlin, Heidelberg},
	title = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Handbuch {Bildungstechnologie}},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	publisher = {Springer Berlin Heidelberg},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M3, FernUni-Hagen:MABM:M7C, \#6:Buch:Bildung:Technologie},
	file = {9783662543672.tif:/Users/jochenhanisch-johannsen/Zotero/storage/GVWCKA8B/9783662543672.tif:image/tiff;Niegemann und Weinberger - 2020 - Handbuch Bildungstechnologie Konzeption und Einsa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NSGLVA5K/Niegemann und Weinberger - 2020 - Handbuch Bildungstechnologie Konzeption und Einsa.pdf:application/pdf;niegemann_weinberger_2020_handbuch_bildungstechnologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IM3IPPJ6/niegemann_weinberger_2020_handbuch_bildungstechnologie.pdf:application/pdf},
}

@incollection{niegemann_computer-unterstutzte_2020,
	address = {Berlin, Heidelberg},
	title = {Computer-unterstützte kooperative {Lernszenarien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Weinbgerger, Armin and Hartmann, Christian and Kataja, Lara Johanna and Rummel, Nikol},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {229--246},
	file = {Weinberger et al. - 2020 - Computer-unterstützte kooperative Lernszenarien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X2ZFKPP7/Weinberger et al. - 2020 - Computer-unterstützte kooperative Lernszenarien.pdf:application/pdf},
}

@incollection{niegemann_informatik_2020,
	address = {Berlin, Heidelberg},
	title = {Informatik und {Bildungstechnologie}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Rensing, Christoph},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {585--603},
	file = {Rensing - 2020 - Informatik und Bildungstechnologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7DRHYR3X/Rensing - 2020 - Informatik und Bildungstechnologie.pdf:application/pdf},
}

@incollection{niegemann_was_2020,
	address = {Berlin, Heidelberg},
	title = {Was ist {Bildungstechnologie}?},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Niegemann, Helmut and Weinberger, Armin},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3, FernUni-Hagen:MABM:M4},
	pages = {3--16},
	file = {Niegemann und Weinberger - 2020 - Was ist Bildungstechnologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B36EPPJN/Niegemann und Weinberger - 2020 - Was ist Bildungstechnologie.pdf:application/pdf},
}

@article{greweling_christian_automatisierte_2020,
	title = {Automatisierte {Vorlesungsaufzeichnungen} mit {Opencast} {Matterhorn} an der {Universität} {Osnabrück}. {Wissenswertes} zum praktischen {Einsatz} des {Systems}, die technische {Infrastruktur} und mögliche {Fallstricke}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18470},
	doi = {10/grsthx},
	abstract = {Das Zentrum für Informationsmanagement und virtuelle Lehre der Universität Osnabrück (virtUOS) betreibt an der Universität Osnabrück einen zentralen Vorlesungsaufzeichnungsdienst. Hierbei werden derzeit ca. 70 Vorlesungen mit fast 1.000 einzelnen Terminen pro Jahr aufgezeichnet. Dieser Dienst ist weitgehend automatisiert und wird mit nur 1,2 Vollzeit-Äquivalenten (VZä) betrieben. Als Basis wird "Opencast Matterhorn" genutzt, eine Open-Source-Software, die sowohl von einer Community aus zahlreichen europäischen und amerikanischen Universitäten als auch von diversen Firmen entwickelt wird. Auch das virtUOS und der ELAN e.V. beteiligen sich an der Weiterentwicklung. In diesem Text soll ein Einblick in den Einsatz von "Matterhorn" und die Entwicklungen rund um "Opencast Matterhorn" gewährt werden. Es wird über praktische Erfahrungen aus dem Betrieb an der Universität Osnabrück berichtet werden. Zusätzlich werden wir einen Blick über den Tellerrand werfen, welche Nutzungszahlen mit Matterhorn an einigen großen Universitäten möglich sind. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	author = {Greweling, Christian and Rolf, Rüdiger and Meyer, Denis},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Hochschullehre, Internet, Promotion:FU4b, Softwaretechnologie, University lecturing, University teaching, Practice, Praxis, Academic sector, Universität, University, Automatisierungstechnik, Deployment, Dienstleistung, Einsatz, Lecture, Osnabrück, Osnabrueck, Services, Videoaufzeichnung, Vorlesung},
	file = {Greweling, Christian et al. - 2020 - Automatisierte Vorlesungsaufzeichnungen mit Openca.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/85C4JXYU/Greweling, Christian et al. - 2020 - Automatisierte Vorlesungsaufzeichnungen mit Openca.pdf:application/pdf},
}

@article{wienberg_resonanzstrategien_2020,
	title = {Resonanzstrategien im {Umgang} mit {Beschleunigung} und {Digitalisierung}},
	issn = {1424-3636, 1424-3636},
	url = {10.21240/mpaed/jb17/2020.04.25.X},
	doi = {10/gg5cxc},
	abstract = {The question of the contribution concerns learning and competence development of adults in the context of acceleration and digitization. The paper discusses this phenomenon on a theoretical and empirical level. Against the background of contemporary diagnoses, increasing individualization (Beck 1986), modernization (Field, cited by Hösel et al. 2017), competition/optimization logic (Kessl 2017; Rosa 2016a; 2016b), acceleration (Rosa 2005) and digitization (Aufenanger 2018; Käpplinger 2016; Burchert and Grobe 2017; Schmid, Goetz and Behrens 2017) are emerging, which may lead to increased (self-)optimisation efforts. For example, the increase in importance can be interpreted as a consequence of the increasing complexity of life today (Ribolits 2007), characterized by an increase in information and «informational overload», increased incalculability on the labor markets and, since the 2000s, «increasing uncertainty in (occupational) biographical perspectives» (Arbeitsstab Forum Bildung 2001). At the same time – this is shown by the results of a representative population survey in Germany –various population groups (e.g. formally low-educated, low literate, unemployed, elderly) face digital challenges for which they themselves consider that they have only little competence. This applies both to functional-pragmatic competences (Klieme and Hartig 2008) and to critical-questioning competences (Negt 1993; Zeuner 2009, 268-69; Riekmann and Grotlüschen 2011, 69). Exemplary results are presented in the article.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wienberg, Jana and Buddeberg, Klaus},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Bildungstheorien, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung},
	pages = {33--58},
	file = {Wienberg und Buddeberg - 2020 - Resonanzstrategien im Umgang mit Beschleunigung un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VI69MQ8F/Wienberg und Buddeberg - 2020 - Resonanzstrategien im Umgang mit Beschleunigung un.pdf:application/pdf},
}

@article{gallner-holzmann_visualisierung_2020,
	title = {Visualisierung und {Didaktisierung} digitaler {Archivbestände}: {Perspektiven} zur {Gestaltung} offener {Lernräume} für historisches {Lernen}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Visualisierung und {Didaktisierung} digitaler {Archivbestände}},
	url = {10.21240/mpaed/jb17/2020.05.15.X},
	doi = {10/gksnzt},
	abstract = {Archives are important places for historical education. Digitizing their collections broadens the possibilities of public users to enter archives for various educational purposes. But only few digitized archives consider didactics in their design. The intersection of historical didactics, archive pedagogy and media pedagogy offers a potential for online archives yet to be explored. This article is going to discuss the possibilities of these intersections. The reflection of various sources being an important element of all three concepts is examined and an example for the implementation of these perspectives resulting of the DigiVis Project at the University of Innsbruck is going to be discussed.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Gallner-Holzmann, Katharina},
	month = jul,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, DRK-Bildungszentrum Düsseldorf, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {373--399},
	file = {Gallner-Holzmann - 2020 - Visualisierung und Didaktisierung digitaler Archiv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D2S9RP2J/Gallner-Holzmann - 2020 - Visualisierung und Didaktisierung digitaler Archiv.pdf:application/pdf},
}

@article{gerhardts_entwicklung_2020,
	title = {Entwicklung von {Selbstlern}- und {Medienkompetenz} im {Homeschooling} – {Chancen} und konzeptionelle {Anforderungen}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3909},
	doi = {10/ghzqbn},
	abstract = {Schüler*innen, Lehrkräfte und Eltern sehen sich durch die pandemiebedingten schulischen Veränderungen vor neue Herausforderungen gestellt: Gesamte Klassenverbände müssen (plötzlich) im Homeschooling unterrichtet werden. Das bedeutet für Lehrkräfte und Schüler*innen eine Umstrukturierung und ein Neudenken des Unterrichts und für Eltern eine erhebliche Mehrbelastung bei der Koordination des Familienalltags. Im Homeschooling verlagern sich Aufgaben, die traditionell der Schule zugeschrieben werden, auf das häusliche Lernumfeld. Zudem werden digitale Medien verstärkt für die Bearbeitung schulischer Aufgaben genutzt. Unter den aktuellen Bedingungen stellen die beiden Kompetenzbereiche Medien- und Selbstlernkompetenz für Schüler*innen deshalb wichtige Schlüsselqualifikationen zur Bewältigung des schulischen Alltags dar. Der Beitrag geht der Frage nach, wie sich die Selbstlern- und Medienkompetenz von Schüler*innen während der Corona-Pandemie im häuslichen Kontext weiterentwickelt haben. Mittels eines kontaktlosen Erhebungsverfahrens, das Lerntagebücher und telefonische Interviews umfasste, wurde die Sicht von Schüler*innen und ihren Eltern erfasst. Die Ergebnisse zeigen, dass verschiedene Faktoren das häusliche Lernen erschweren. Das Homeschooling erfordert weitreichende Selbstständigkeit und Eigenorganisation der Schüler*innen, um den schulischen Alltag strukturieren und bewältigen zu können. Es werden wichtige Handlungsbedarfe festgehalten, die die Relevanz einer Anpassung der Rahmenbedingungen an die Häuslichkeit verdeutlichen.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Gerhardts, Lara and Kamin, Anna-Maria and Meister, Dorothee M. and Richter, Lea and Teichert, Jeannine},
	month = dec,
	year = {2020},
	note = {Artwork Size: 139-154
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {139--154},
	file = {gerhardts_et_al_2020_entwicklung_von_selbstlern-_und_medienkompetenz_im_homeschooling_–_chancen_und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FI3TIJSQ/gerhardts_et_al_2020_entwicklung_von_selbstlern-_und_medienkompetenz_im_homeschooling_–_chancen_und.pdf:application/pdf},
}

@article{siebert_beherztes_2020,
	title = {Beherztes körperliches {Eingreifen} und der {Wert} von {Berührung} im schulischen {Kontext}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3906},
	doi = {10/ghzqbd},
	abstract = {Die Corona-Pandemie rückt Themen ins Bewusstsein und eröffnet neue Dimensionen. Dies gilt auch für das Phänomen der Berührung im schulischen Kontext. Seit 2013 wird ein auf persönlichen Erfahrungen aufbauender Workshop angeboten, der pädagogischen Fachkräften Handlungssicherheit für den Umgang mit Lernenden bieten soll. Durch verschiedene Perspektiven wird verdeutlicht, dass es ein generelles Berührungsverbot im schulischen Kontext nicht geben kann. Es gibt verschiedene Berührungssituationen im Kontext von Schule, die differenziert betrachtet werden sollten. Berührung ist verboten, unpassend, grenzüberschreitend, haltgebend, unterstützend, förderlich, notwendig, erforderlich, unausweichlich und/oder vorgeschrieben. Die Sensibilisierung für dieses Thema ermöglicht Handlungspotenziale, die zu einer professionellen Beziehungsgestaltung und Persönlichkeitsentwicklung von Schüler*innen beitragen können. Insbesondere nach der Corona-Pandemie wird es wichtig sein, Berührung ohne Angst, sich oder andere anzustecken, erlebbar zu machen. Schule kann zu einer gesellschaftlichen Krisenbewältigung ihren Beitrag leisten. Lernen auf Distanz und die notwendigen Digitalisierungsbestrebungen müssen den Wert der körperlichen Präsenz für Lernen und Beziehung berücksichtigen – auch, um etwas gegen eine drohende Berührungsarmut, Vereinzelung, Entmenschlichung und Einsamkeit zu unternehmen.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Siebert, Matthias},
	month = dec,
	year = {2020},
	note = {Artwork Size: 193-206
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {193--206},
	file = {siebert_2020_beherztes_korperliches_eingreifen_und_der_wert_von_beruhrung_im_schulischen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZU37T2ID/siebert_2020_beherztes_korperliches_eingreifen_und_der_wert_von_beruhrung_im_schulischen.pdf:application/pdf},
}

@article{besa_erforschung_2020,
	title = {Erforschung der {Zusammenhänge} von elterlichem {Belastungsempfinden} und binnendifferenzierenden digitalen {Lernmaterialien} in {Zeiten} der {Corona}-{Pandemie}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3928},
	doi = {10/ghzqbs},
	abstract = {Die Corona-Pandemie führt zu zahlreichen Herausforderungen für Lehrkräfte und Schüler*innen. Die meist digital aufbereiteten Lernmaterialien sollten vor allem während des Lockdowns nur wenig Unterstützung seitens der Lehrkräfte erfordern und die Schüler*innen größtenteils zum selbstständigen Arbeiten befähigen. Dies bedeutete daher für die Lehrkräfte, möglichst binnendifferenzierendes Material zu entwickeln und digital umzusetzen, was z.T. ganz neue Ansätze erforderte. Auch für Eltern ergab sich durch das Homeschooling eine neue Situation, da sie die Rolle der Lehrkräfte zumindest in Teilen mitübernehmen und ihre Kinder beim Lernen zu Hause unterstützen müssen. In diesem Kontext ist davon auszugehen, dass Eltern durch diese zusätzliche Aufgabe neben ihrer eigenen Berufstätigkeit sowie angesichts nicht immer passgenauer Lernmaterialien für ihre Kinder eine Mehrbelastung erfahren. Dieser Beitrag geht der Thematik des Homeschoolings und der digital zur Verfügung gestellten Materialien nach und greift auf Ergebnisse einer Onlinebefragung von 635 Eltern in Rheinland-Pfalz zurück, die während der Schulschließung durchgeführt wurde. Dabei wird zum einen untersucht, wie das Belastungsempfinden der Eltern in dieser Zeit ausgeprägt ist und welche individuellen Faktoren dieses beeinflussen. Zum anderen wird analysiert, wie das Belastungsempfinden mit der Qualität der bereitgestellten Materialien und der eingeschätzten Medienkompetenz der Lehrkräfte zusammenhängt. Es zeigt sich, dass das Belastungserleben neben persönlichen Unterschieden auch durch die Gestaltung des Lehrmaterials beeinflusst wird.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Besa, Kris-Stephen and Gensler, Anna and Gesang, Johanna and Röhrig, Ernst Daniel},
	month = dec,
	year = {2020},
	note = {Artwork Size: 45-58
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {45--58},
	file = {besa_et_al_2020_erforschung_der_zusammenhange_von_elterlichem_belastungsempfinden_und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3GWEVTFZ/besa_et_al_2020_erforschung_der_zusammenhange_von_elterlichem_belastungsempfinden_und.pdf:application/pdf},
}

@article{steinl_didaktik_2020,
	title = {Didaktik und pädagogische {Beziehungen} in {Zeiten} der {Pandemie}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3910},
	doi = {10/ghzqbq},
	abstract = {Beziehungen in der Schule sind nicht per se gute Beziehungen, nur weil sie analog sind. Beziehungen, die auf rein digitalen Kanälen eingegangen wurden, sind nicht per se schlechte Beziehungen. Analog oder digital: Entscheidend ist, mit welcher Achtsamkeit, Feinfühligkeit und Wahrung der Würde anderer miteinander umgegangen wird. Analog und digital sind aber auch die Strukturen und die didaktischen Sichtweisen wichtig, in denen Lernen und Begegnungen stattfinden. Diese können beziehungsförderlich oder beziehungsschädlich sein. Wenn Lernende von Lehrenden als Objekte und nicht als Subjekte gesehen und behandelt werden, dann entstehen schädliche Beziehungen und ein ineffektives Lernklima. Die Nutzung digitaler Medien in den Zeiten der Pandemie birgt die Chance auf demokratischere Strukturen in Lernzusammenhängen jeglicher Art. Gerade die Herausforderungen für das Lernen in der Pandemie setzen die Gestaltung gelungener pädagogischen Beziehungen voraus. Die konstruktivistische Didaktik von Kersten Reich gibt hier wichtige Impulse (Reich, 2005).},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Steinl, Vincent and Vogelsaenger, Wolfgang},
	month = dec,
	year = {2020},
	note = {Artwork Size: 175-192
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {175--192},
	file = {steinl_vogelsaenger_2020_didaktik_und_padagogische_beziehungen_in_zeiten_der_pandemie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9RZUEKFV/steinl_vogelsaenger_2020_didaktik_und_padagogische_beziehungen_in_zeiten_der_pandemie.pdf:application/pdf},
}

@article{langner_schule_2020,
	title = {Schule ohne {Schule} – {Perspektiven} von {Eltern} und {Lernbegleiter}*innen},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3861},
	doi = {10/ghzqbb},
	abstract = {Das Lernen während des Lockdowns stellt für Schüler*innen, Eltern und Lehrer*innen eine Herausforderung dar. Anhand von Interviews mit Lernbegleiter*innen und Eltern, die zur Schulgemeinschaft des Schulversuchs „Universitätsschule Dresden“ gehören, werden Herausforderungen, aber auch Ressourcen dieser Schulschließungen skizziert. Dies ist der Ausgangspunkt, um das Verhältnis von Digitalisierung und Bildungsprozessen näher zu betrachten, wie auch, um die Umsetzungsmöglichkeiten durch den bzw. die Lehrer*in eines begleiteten und kooperativen Lernprozesses zu untersuchen. Auf der Basis dieser Erkenntnisse werden notwendige Ableitungen für den schulischen Bildungsprozess diskutiert.Schulversuch Universitätsschule Dresden, Elternperspektive, Lernen unter Pandemiebedingungen, Lehrer*innenperspektive, digital gestütztes Lernen, Kooperation, Bildungsgerechtigkeit},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Langner, Anke},
	month = dec,
	year = {2020},
	note = {Artwork Size: 100-122
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {100--122},
	file = {langner_2020_schule_ohne_schule_–_perspektiven_von_eltern_und_lernbegleiterinnen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K2Z6A4PG/langner_2020_schule_ohne_schule_–_perspektiven_von_eltern_und_lernbegleiterinnen.pdf:application/pdf},
}

@article{frohn_schulische_2020,
	title = {Schulische {Bildung} in {Zeiten} der {Pandemie}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/4003},
	doi = {10/ghzqbw},
	abstract = {Praxis, Forschung und Lehrer*innen-Bildung waren und sind durch die Corona-Pandemie mit vielfältigen Herausforderungen konfrontiert, die so unmittelbarer Bearbeitung bedürfen, dass momentan ein breites Nebeneinander von Befunden, Konzepten und Erfahrungen zum Lehren und Lernen im Ausnahmezustand existiert. Die vorliegende Einführung des PFLB-Themenheftes zu „schulischer Bildung in Zeiten der Pandemie“ leistet daher zunächst einen Überblick über aktuelle Corona-bedingte Entwicklungen im Bildungsbereich und arbeitet daraufhin die Bedeutung der Querschnittsthemen Digitalisierung und Didaktik für die Pandemiesituation heraus. Im Anschluss werden die einzelnen Beiträge des Heftes in Kürze vorgestellt, die in ihrer Summe eine sehr breite Sammlung von qualitativ und quantitativ ausgerichteten empirischen Studien, rekonstruktiven Analysen, theoriegeleiteten Erörterungen und praxisnahen Erfahrungsberichten darstellen. Dabei stehen die Themen Schul- und Unterrichtsorganisation, Bildungsgerechtigkeit und Lehrpraxis im Zentrum der hier versammelten Arbeiten. Der Text schließt mit einem Ausblick auf entsprechende Konsequenzen für die Lehrkräftebildung und -fortbildung und betont die Notwendigkeit phasenübergreifender Ansätze zur Verzahnung von Medien- und Fachkompetenzen, um Lernende individuell und umfassend zu fördern und Systeme und Prozesse des Lehrens und Lernens – besonders in Zeiten kollektiver Unsicherheit – auf Bildungsgerechtigkeit und -teilhabe auszurichten.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Frohn, Julia and Heinrich, Martin},
	month = dec,
	year = {2020},
	note = {Artwork Size: 1-13
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {1--13},
	file = {frohn_heinrich_2020_schulische_bildung_in_zeiten_der_pandemie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X3GQJTH7/frohn_heinrich_2020_schulische_bildung_in_zeiten_der_pandemie.pdf:application/pdf},
}

@article{lerner_lernen_2020,
	title = {Lernen in immersiven {Virtuellen} {Realitäten}?: {Potenziale} und {Herausforderungen} für die {Pflegebildung}},
	volume = {15},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Lernen in immersiven {Virtuellen} {Realitäten}?},
	url = {10.1024/1861-6186/a000559},
	doi = {10/gg5c2k},
	abstract = {Zusammenfassung. Immersiven Virtuellen Realitäten (VR) werden in verschiedenen Trendreports große Potenziale für das Lernen attestiert. Allerdings verkennt eine allein auf die Medientechnologie fokussierte Perspektive die damit verbundenen Herausforderungen. Lern- und medienpsychologisch gut begründbare Effekte von VR lassen sich in Studien nur eingeschränkt nachweisen. Spezifische Entwicklungs- und Forschungsansätze sind nötig, um Potenziale und Grenzen der Nutzung zu erproben.},
	language = {de-DE},
	number = {3},
	urldate = {2020-07-12},
	journal = {PADUA},
	author = {Lerner, Dieter and Hölterhof, Tobias},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3},
	pages = {171--176},
	file = {Lerner und Hölterhof - 2020 - Lernen in immersiven Virtuellen Realitäten Poten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HPQ2TLJV/Lerner und Hölterhof - 2020 - Lernen in immersiven Virtuellen Realitäten Poten.pdf:application/pdf},
}

@article{busch_konnen_2020,
	title = {Können {Medien} krank machen?: {Herausforderungen} der {Digitalisierung}},
	volume = {15},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Können {Medien} krank machen?},
	url = {10.1024/1861-6186/a000542},
	doi = {10/gg5cz8},
	abstract = {Zusammenfassung. Medien, insbesondere digitalen Medien, wird gerne unterstellt, dass sie krank machen oder die Entwicklung beeinträchtigen. Dazu bedarf es gar nicht der bekannten populistischen Unheilspropheten; auch eine nüchterne Betrachtung kann Risikofaktoren im Kontext des Umgangs mit Apps, Spielen und sozialen Netzwerken nicht ignorieren. Drei Herausforderungen – Exzessive Nutzung bzw. Sucht, dysfunktionale Kommunikation und Fake News – werden hier exemplarisch näher betrachtet.},
	language = {de-DE},
	number = {2},
	urldate = {2020-07-12},
	journal = {PADUA},
	author = {Büsch, Andreas},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, \#7:Zeitschriftenartikel:digital:Medien, archived, Promotion:FU1, Medienkompetenz},
	pages = {89--94},
	file = {busch_2020_konnen_medien_krank_machen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SFHTKKDI/busch_2020_konnen_medien_krank_machen.pdf:application/pdf},
}

@article{weich_medienreflexion_2020,
	title = {Medienreflexion als {Teil} „digitaler {Kompetenzen}“ von {Lehrkräften}? {Eine} interdisziplinäre {Analyse} des {DigCompEdu}-{Modells}},
	copyright = {Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 4.0 International.},
	shorttitle = {Medienreflexion als {Teil} „digitaler {Kompetenzen}“ von {Lehrkräften}?},
	url = {https://journals.ub.uni-koeln.de/index.php/k_ON/article/view/11},
	doi = {10.18716/OJS/KON/2020.1.3},
	abstract = {Das DigCompEdu-Modell digitaler Kompetenzen der EU bildet gegenwärtig eines der wirkmächtigsten Rahmenwerke zur Ausgestaltung von Studiengängen des Lehramts an deutschen Universitäten. In diesem Artikel wird dieses operationale Modell aus den Perspektiven der empirischen Lehrer*innenbildung und der kulturwissenschaftlich orientierten Medienwissenschaft auf die Frage nach der in dem Modell angelegten Bedeutung von Medienreflexionskompetenz befragt und es werden optionale theoretische Integrationsmöglichkeiten zur Weiterentwicklung des Modells benannt.},
	language = {de-DE},
	urldate = {2022-03-12},
	journal = {k:ON - Kölner Online Journal für Lehrer*innenbildung},
	author = {Weich, Andreas and Koch, Katja and Othmer, Julius},
	month = may,
	year = {2020},
	note = {Artwork Size: 43-64 Seiten
Publisher: k:ON - Kölner Online Journal für Lehrer*innenbildung},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Promotion:},
	pages = {43--64 Seiten},
	file = {Weich et al. - 2020 - Medienreflexion als Teil „digitaler Kompetenzen“ v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EE2APRNH/Weich et al. - 2020 - Medienreflexion als Teil „digitaler Kompetenzen“ v.pdf:application/pdf},
}

@article{kerres_bildung_2020,
	title = {Bildung in der digitalen {Welt}: Über {Wirkungsannahmen} und die soziale {Konstruktion} des {Digitalen}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Bildung in der digitalen {Welt}},
	url = {10.21240/mpaed/jb17/2020.04.24.X},
	doi = {10/gksnzh},
	abstract = {The discussion about digital education refers to the question what should be taught and learned for the future. Since it has to deal with the essential uncertainty of drafting a future, lists of competencies are developed that declare which competences seem important for coping with future challenges. These lists are based upon assumptions about the future. However, they hide these assumptions and, thus, withdraw them from further discussions. The article contrasts theories from cultural studies about the «next society» with the frequently implicit assumptions of the existing drafts. Regularly, they refer to the idea of technology as determining the development of society which hides the design options in the process of negotiating the future of the – largely amorphous – digital technology. On the background of theories of Bildung the concept of «education in a digital world» is introduced and related to the generic and domain specific competencies necessary for participating in creating the future.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kerres, Michael},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000009},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:1.1.2},
	pages = {1--32},
	file = {Kerres - 2020 - Bildung in der digitalen Welt Über Wirkungsannahm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2W9DBBF2/Kerres - 2020 - Bildung in der digitalen Welt Über Wirkungsannahm.pdf:application/pdf},
}

@article{alomari_framework_2020,
	title = {A {Framework} for the {Impact} of {Human} {Factors} on the {Effectiveness} of {Learning} {Management} {Systems}},
	volume = {8},
	issn = {2169-3536},
	url = {https://ieeexplore.ieee.org/document/8974212/},
	doi = {10/gs3z58},
	abstract = {Higher education institutions (HEI) have realized the advantages of implementing a blended learning environment by using learning management systems (LMSs) to provide effective ways of learning and teaching. However, recent literature has revealed that developing countries’ educational institutions fail when they adopt LMS technologies because they ignore the human factors related to these technologies. This study investigated the impact of human factors on the effectiveness of LMS in a blended learning environment at Kuwait’s HEIs (KHEIs). In this paper, a pragmatic approach consisting of quantitative and qualitative methods is used. User characteristics traits from the literature review were organized into three main indicators of human impact on the effectiveness of LMS: technological characteristics, psychological characteristics, and student-instructor interaction characteristics. After these indicators were identiﬁed, a conceptual model was developed to study the characteristics. A deductive approach was used, and the model was tested for signiﬁcance through receiving feedback from the universities’ students and faculty members. In addition, an inductive approach was implemented through conducting interviews to explore more factors related to the effectiveness of LMS. The inductive approach’s results revealed the relevant factors for the usage of the LMS, such as training, needs, expectations, and branding. The human factors that positively affect the success and effectiveness of LMS included attitude, enjoyment, experience, self-efﬁcacy, and promptness, which had the most substantial impacts on user satisfaction. The modiﬁed conceptual model that this paper presents includes these impacting factors and provides an acceptable ﬁt to the data. This research has developed an updated framework for demonstrating the effectiveness of LMS as it pertains to human factors, and its ﬁndings can be used to enhance user experience in a blended learning environment, thus improving the quality of Kuwaiti education.},
	language = {en-GB},
	urldate = {2023-11-07},
	journal = {IEEE Access},
	author = {Alomari, Majdi M. and El-Kanj, Hania and Alshdaifat, Nafesah I. and Topal, Ayse},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Lernsystemarchitektur, Kernstudie},
	pages = {23542--23558},
	file = {Alomari et al. - 2020 - A Framework for the Impact of Human Factors on the.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TWG6VCJ4/Alomari et al. - 2020 - A Framework for the Impact of Human Factors on the.pdf:application/pdf},
}

@article{schaper_entwicklung_2020,
	title = {Entwicklung und {Validierung} eines {Modells} zur {E}-{Lehrkompetenz}},
	volume = {37},
	issn = {1424-3636},
	url = {https://www.medienpaed.com/article/view/766},
	doi = {10.21240/mpaed/37/2020.07.17.X},
	abstract = {The use of E-learning in higher education is no matter of course. Many different experiences in projects implementing E-learning at universities have demonstrated that. One of the influential factors that is responsible for the sustainable use of E-learning in higher education teaching are the competences of the university teachers to use the new media to conduct a didactically well designed course and to achieve additional values for learning and teaching using E-learning. With reference to this background and in the context of a big research and development project to spread and perpetuate E-learning at the University of Paderborn a structural competence model to describe E-teaching competences of university teachers was developed. The main goal of this model was to develop and implement measures of competence development in a needs oriented way. The competence model allows the well-founded and differentiated description of competence requirements for different E-learning scenarios and also the deduction of needs oriented competence development measures. The article describes how the structural competence model with eight dimensions, 39 sub-dimensions and 283 competence facets (including knowledge, ability and motivational/attitudinal facets) was developed and formulated with reference to theoretical conceptions of the domain and additional empirical steps. Furthermore, the model of E-teaching was validated with the help of empirical steps concerning the content, structural and criteria oriented validation of the model. The methods to raise the data and to statistically analyze them are reported to demonstrate the validation process.},
	language = {de-DE},
	urldate = {2022-03-01},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schaper, Niclas},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Kompetenzentwicklung, \#5:Zeitschriftenartikel:e-learning},
	pages = {313--342},
	file = {Schaper - 2020 - Entwicklung und Validierung eines Modells zur E-Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H3DFQ59R/Schaper - 2020 - Entwicklung und Validierung eines Modells zur E-Le.pdf:application/pdf},
}

@article{ataei_effective_2020,
	title = {Effective methods in medical education: from giving lecture to simulation},
	volume = {10},
	issn = {2249-3379},
	abstract = {Effective relationship between education and practice is of great importance for medical graduate students. Obviously, graduates of medical sciences should be familiar with the practical application of theoretical knowledge, clinical actions and encounter with patients. Along this, continuing medical education (CME) programs are introduced and implemented in the field of medical education throughout the world. Continuing medical education includes activities aimed at preserving and developing the knowledge, skills and professional performance of medical team members being in line with providing better services to patients, community or profession. The ultimate goal of continuing medical education programs is to improve the quality of patient care through professional training. However, improving the quality of learner’s education is not possible without the transformation of methods and teaching techniques. The use of innovative educational methods in the process of continuing education in different countries leads to favorable outcomes which can be very effective for other countries. In this research, the common and effective methods of medical education are introduced by reviewing the contexts of medical sciences. These methods include lectures, collaborative patterns, group discussions, problem solving, e-learning, clinical education, evidence-based medicine, and medical-based simulations. According to the aforementioned methods, three methods of clinical education, evidence-based medicine and medical-based simulations are specific to medical science, and the rest of the methods are common with other disciplines.},
	language = {en-GB},
	number = {5},
	journal = {Journal of Advanced Pharmacy Education \& Research},
	author = {Ataei, Mostafa and Hamedani, Saeid Saffarian and Zameni, Farshideh},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#5:Zeitschriftenartikel:e-learning},
	pages = {7},
	file = {Ataei et al. - 2020 - Effective methods in medical education from givin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C9RLWYZD/Ataei et al. - 2020 - Effective methods in medical education from givin.pdf:application/pdf},
}

@article{mayweg-paus_kommunikation_2020,
	title = {Kommunikation und {E}-{Learning}: {Bedingungen}, {Gestaltungsmöglichkeiten} und {Qualitätssicherung} beim {Einsatz} von {Foren} in der {Hochschullehre}},
	volume = {6},
	abstract = {Based on educational-psychological backgrounds on learning through communication and current requirements regarding the development of media skills this article examines the use of online forums in academic teaching from a theoretical and a practical perspective. First, the potential and the specific characteristics of asynchronous and text-based communication in forums are outlined. Then, didactical methods to support frequent participation and transactive communication are introduced. The main focus lays on the role of moderation processes by university teachers or peers as well as on the potentials of using cooperation scripts as instructional guidance for argumentation and exchange processes. Against this background concrete didactic scenarios as well as recommendations on how they might be realized in virtual environments are deduced and illustrated. Subsequently, suggestions are made on how the effectiveness and quality of these approaches can be proved and secured by using the indicators of participation and knowledge and skill acquisition. Finally, practical implications and future research perspectives are discussed.},
	language = {de-DE},
	journal = {die hochschullehre},
	author = {Mayweg-Paus, Elisabeth and Enders, Natalie and Zimmermann, Maria},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning},
	pages = {35--60},
	file = {Mayweg-Paus et al. - 2020 - Kommunikation und E-Learning Bedingungen, Gestalt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8BWBF8CB/Mayweg-Paus et al. - 2020 - Kommunikation und E-Learning Bedingungen, Gestalt.pdf:application/pdf},
}

@article{mudrak_impact_2020,
	title = {Impact of {Using} {Personalized} {E}-{Course} in {Computer} {Science} {Education}},
	volume = {13},
	issn = {23362375, 18031617},
	url = {https://www.eriesjournal.com/index.php/eries/article/view/305},
	doi = {10.7160/eriesj.2020.130402},
	abstract = {At current e-learning platforms, is often seen non-efficient usage of their possibilities when creating educational content. This article deals with the possibilities of using adaptive tools that are offered by learning management system (LMS) Moodle when creating a personalised e-course. The methodology created by the authors of the article for personalised e-course adjusts the study content based on characteristics of each student stated by his or her initial knowledge, learning style, and motivation. The article is aimed at the presentation of the created methodology and its impact on the level of student’s output knowledge as well as overall learning efficiency. By using the methodology, there was an opportunity to compare the impact of two different approaches – the personalised one and non-personalised. Statistical analysis revealed that the use of personalized e-course has a positive impact on students’ activity, motivation, and their level of output knowledge. The results showed that the attended secondary school has no or only minimal impact on the output knowledge if the students studied through the personalized e-course. An interesting finding was that students in all surveys have a stronger tendency to prefer the same learning styles over the years.},
	language = {en-GB},
	number = {4},
	urldate = {2025-01-02},
	journal = {Journal on Efficiency and Responsibility in Education and Science},
	author = {Mudrák, Marián and Turčáni, Milan and Reichel, Jaroslav},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU6},
	pages = {174--188},
	file = {Mudrák et al. - 2020 - Impact of Using Personalized E-Course in Computer Science Education:/Users/jochenhanisch-johannsen/Zotero/storage/F5G4FBB5/Mudrák et al. - 2020 - Impact of Using Personalized E-Course in Computer Science Education.pdf:application/pdf},
}

@incollection{mays_renaissance_2020,
	address = {Wiesbaden},
	title = {Die {Renaissance} der „{Unobtrusive} {Methods}“ im digitalen {Zeitalter}},
	isbn = {978-3-658-15628-2 978-3-658-15629-9},
	url = {http://link.springer.com/10.1007/978-3-658-15629-9_8},
	language = {de-DE},
	urldate = {2024-12-17},
	booktitle = {Grundlagen - {Methoden} - {Anwendungen} in den {Sozialwissenschaften}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Diekmann, Andreas},
	editor = {Mays, Anja and Dingelstedt, André and Hambauer, Verena and Schlosser, Stephan and Berens, Florian and Leibold, Jürgen and Höhne, Jan Karem},
	year = {2020},
	doi = {10.1007/978-3-658-15629-9_8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
	pages = {161--172},
	file = {Diekmann - 2020 - Die Renaissance der „Unobtrusive Methods“ im digitalen Zeitalter:/Users/jochenhanisch-johannsen/Zotero/storage/ERTSSWAT/Diekmann - 2020 - Die Renaissance der „Unobtrusive Methods“ im digitalen Zeitalter.pdf:application/pdf},
}

@incollection{furst_learning_2020,
	address = {Wiesbaden},
	title = {Learning {Analytics} im {Hochschulkontext} – {Potenziale} aus {Sicht} von {Stakeholdern}, {Datenschutz} und {Handlungsempfehlungen}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_22},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ifenthaler, Dirk},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_22},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Leraning:Analytics},
	pages = {519--535},
	file = {ifenthaler_2020_learning_analytics_im_hochschulkontext_–_potenziale_aus_sicht_von_stakeholdern,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I5S4CD2C/ifenthaler_2020_learning_analytics_im_hochschulkontext_–_potenziale_aus_sicht_von_stakeholdern,.pdf:application/pdf;ifenthaler_2020_learning_analytics_im_hochschulkontext_–_potenziale_aus_sicht_von_stakeholdern,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8PMDLTXY/ifenthaler_2020_learning_analytics_im_hochschulkontext_–_potenziale_aus_sicht_von_stakeholdern,.pdf:application/pdf},
}

@article{huber_covid-19_2020,
	title = {{COVID}-19: {Fernunterricht} aus {Sicht} der {Mitarbeitenden} von {Schulen} in {Deutschland}, Österreich und der {Schweiz}},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	shorttitle = {{COVID}-19},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3967},
	doi = {10/ghzqbv},
	abstract = {Im Zuge der Corona-Pandemie wurden weltweit temporären Schulschließungen vorgenommen. Wie funktioniert(e) Bildung in dieser Kri­se? Daten des Schul-Barometers von insgesamt 5.167 Mitarbeitenden an Schulen aus Deutschland, Österreich und der Schweiz ermöglichen einen Einblick in die Rahmenbedingungen von Digitalisierung während des Lehrens und Lernens während der Schulschließung. Die Daten bestätigen den „digital divide“ in den Kompetenzen und Erfahrungen der Lehrkräfte. Lehrkräfte in Österreich und der Schweiz schätzen ihre digitalen Kompetenzen höher ein als deutsche Mitarbeitende. Die technische Ausstattung wird von Befragten aus Österreich und der Schweiz ebenfalls besser eingeschätzt als in Deutschland. Die Kooperation zwischen Mitarbeitenden der Schule selbst sowie mit Eltern und ein stärkerer Fokus auf die Beziehungsebene zu Schüler*innen wird in Zeiten der Krise trotz und wegen der Distanz noch bedeutsamer für Lehre und Lernen. Perspektivisch können aus den Daten des Schul-Barometers Empfehlungen für die „Schule von morgen“ abgeleitet werden.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {Praxis Forschung Lehrer*innen Bildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Huber, Stephan Gerhard and Helm, Christoph and Günther, Paula S. and Schneider, Nadine and Schwander, Marius and Pruitt, Jane and Schneider, Julia Alexandra},
	month = dec,
	year = {2020},
	note = {Artwork Size: 27-44
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:04-03:3.2, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {27--44},
	file = {huber_et_al_2020_covid-19.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3A2QI7FW/huber_et_al_2020_covid-19.pdf:application/pdf},
}

@article{hsiao_developing_2020,
	title = {Developing a {Competency}-{Based} {Learning} and {Assessment} {System} for {Residency} {Training}: {Analysis} {Study} of {User} {Requirements} and {Acceptance}},
	volume = {22},
	url = {https://www.jmir.org/2020/4/e15655},
	doi = {10.2196/15655},
	abstract = {Background: The increasingly complex medical environment highlights the importance of milestones and entrustable professional activities (EPAs) to realize the ideals of competency-based medical education (CBME). However, if enormous amounts of assessment results need to be compiled, the development of a digital system to manage, integrate, and synthesize learning and assessment data will be necessary. Furthermore, this system should be able to facilitate real-time assessment with feedback and therefore enhance users? learning through coaching in the moment in the clinical workplace. Objective: The main purpose of this study was to develop a competency-based electronic platform system to provide resident physicians with clinical assessments and learning in order to enhance the learning of trainees and reduce the burden of assessments. Methods: A competency-based learning and assessment system (CBLAS) for residency training was designed, developed, and evaluated in this study. Opinion interviews and a focus group consensus meeting of key users, including trainees, clinical teachers, and administrative staff, were conducted as needs assessments. The structure of the CBLAS was designed according to the thematic analysis of needs assessments. Clinical teachers? acceptance of using CBME assessments, according to the constructs of attitude, perceived usefulness, and perceived ease of use, was surveyed in the beginning and half a year after implementation of the CBLAS. Additionally, the satisfaction of using the CBLAS, according to information, system, and service qualities, was surveyed after implementation. Results: The main functions of the CBLAS, including milestones, EPAs, learning portfolios, teacher/student feedback, e-books, learning materials, assessment progress tracking, and statistical analysis of assessment results, were designed and developed for responding to nine themes, which emerged from the needs assessments of the three user groups. Twenty clinical teachers responded to the CBME assessment acceptance surveys before and after CBLAS implementation, which revealed a significant improvement in the factor of ?attitude? (P=.02) but no significant differences in the two factors of ?usefulness? (P=.09) and ?ease of use? (P=.58) for CBME assessments. Furthermore, satisfaction surveys were performed in 117 users, and 87.2\% (102/117) were satisfied with the CBLAS in terms of information, system, and service qualities. There was no significant difference in satisfaction among different user groups. Conclusions: The CBLAS is a user-centered platform that supports clinical teachers? assessment exercises and residents? learning, as well as administrative work for staff according to users? needs assessments and operationalized features of CBME assessments. With the system, clinical teachers had a more positive attitude to conduct the assessment activities of milestones and EPAs and learners could arrange their study schedules to enhance their learning effectiveness. The CBLAS sheds light on how to effectively design and develop a digital system to execute milestone- and EPA-based assessments for enhancing competency-based education among residents, according to our experiences in Taiwan.},
	number = {4},
	journal = {J Med Internet Res},
	author = {Hsiao, Cheng-Ting and Chou, ChihChen Fremen and Hsieh, Chih-Cheng and Chang, Chun Li and Hsu, Chih-Ming},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Assessment, Promotion:01-02, Promotion:Eye-Tracking, entrustable professional activities, competency-based learning, learning platform, milestones},
	pages = {e15655},
	file = {Hsiao et al. - 2020 - Developing a Competency-Based Learning and Assessm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QQYRBAZH/Hsiao et al. - 2020 - Developing a Competency-Based Learning and Assessm.pdf:application/pdf},
}

@article{carson_development_2020,
	title = {Development and {Implementation} of a {Web}-{Based} {Learning} {Environment} for an {Inpatient} {Internal} {Medicine} {Team}: {Questionnaire} {Study}},
	volume = {6},
	url = {http://mededu.jmir.org/2020/2/e18102/},
	doi = {10.2196/18102},
	abstract = {Background: The notion of anytime, anyplace communication is characteristic of the current generation of learners. Such communications have facilitated the growth and integration of a blended or hybrid learning platform in multiple educational settings. However, there are limited reports on the use of an anytime, anyplace communication platform in clinical inpatient medical education. Objective: The setting of a high-demand inpatient clinical rotation is ideal for the use of collaborative software, and this integration is expected to positively influence medical education. The purpose of this study is to evaluate medical students? and residents? educational experiences with incorporating a simple, web-based content management and file sharing platform into an internal medicine inpatient rotation. Methods: During an inpatient internal medicine rotation, faculty and learners jointly used collaborative software for educational purposes, and a postrotation survey tool was used to measure the educational influence of the software. Results: Based on the results of the postrotation survey, the integration of a collaborative software application during clinical rotations improved the learning experience. Learning climate, the communication of rotation goals, and self-directed learning all scored favorably, but feedback from the survey participants was mixed. The learners enthusiastically accepted the practical use of this tool for both communication and information sharing. Conclusions: This generation of learners is accustomed to frequent electronic communication. Based on our survey, these learners appear to be highly receptive to this web-based intervention design for improving clinical education during active patient care. Adding effective blended learning features to a traditional clinical setting is achievable.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Carson, Y. Thaddeus and Hatzigeorgiou, Christos and Wyatt, R. Tasha and Egan, Sarah and Beidas, O. Sary},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, Bildung, Multimedia, Sozialwissenschaft, \#8:Zeitschriftenartikel:blended:learning, medical education, online education, academic hospitalist, inpatient internal medicine, internal medicine education, internal medicine ward},
	pages = {e18102},
	file = {Carson et al. - 2020 - Development and Implementation of a Web-Based Learning Environment for an Inpatient Internal Medicin:/Users/jochenhanisch-johannsen/Zotero/storage/JXWTB32W/Carson et al. - 2020 - Development and Implementation of a Web-Based Learning Environment for an Inpatient Internal Medicin.pdf:application/pdf},
}

@article{hughes_mpowered_2020,
	title = {The {mPOWERED} {Electronic} {Learning} {System} for {Intimate} {Partner} {Violence} {Education}: {Mixed} {Methods} {Usability} {Study}},
	volume = {3},
	url = {https://nursing.jmir.org/2020/1/e15828},
	doi = {10.2196/15828},
	abstract = {Background: Nurse practitioners are a common resource for victims of intimate partner violence (IPV) presenting to health care settings. However, they often have inadequate knowledge about IPV and lack self-efficacy and confidence to be able to screen for IPV and communicate effectively with patients. Objective: The aim of this study was to develop and test the usability of a blended learning system aimed at educating nurse practitioner students on topics related to IPV (ie, the mPOWERED system [Health Equity Institute]). Methods: Development of the mPOWERED system involved usability testing with 7 nurse educators (NEs) and 18 nurse practitioner students. Users were asked to complete usability testing using a speak-aloud procedure and then complete a satisfaction and usability questionnaire. Results: Overall, the mPOWERED system was deemed to have high usability and was positively evaluated by both NEs and nurse practitioner students. Respondents provided critical feedback that will be used to improve the system. Conclusions: By including target end users in the design and evaluation of the mPOWERED system, we have developed a blended IPV learning system that can easily be integrated into health care education. Larger-scale evaluation of the pedagogical impact of this system is underway.},
	number = {1},
	journal = {JMIR Nursing},
	author = {Hughes, Charmayne and Musselman, A. Elaine and Walsh, Lilia and Mariscal, Tatiana and Warner, Sam and Hintze, Amy and Rashidi, Neela and Gordon-Murer, Chloe and Tanha, Tiana and Licudo, Fahrial and Ng, Rachel and Tran, Jenna},
	month = jan,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU5, Bildung, Multimedia, \#8:Zeitschriftenartikel:blended:learning, nursing education, learning, domestic violence, intimate partner violence},
	pages = {e15828},
	file = {Hughes et al. - 2020 - The mPOWERED Electronic Learning System for Intimate Partner Violence Education Mixed Methods Usabi:/Users/jochenhanisch-johannsen/Zotero/storage/UUWY3V2R/Hughes et al. - 2020 - The mPOWERED Electronic Learning System for Intimate Partner Violence Education Mixed Methods Usabi.pdf:application/pdf},
}

@article{stenzel_blended_2020,
	title = {Blended {Learning} zur {Betreuung} der deutschen männlichen {U19} {Handballnationalmannschaft} bei der {WM} 2019},
	volume = {27},
	issn = {1612-5010},
	url = {https://doi.org/10.1026/1612-5010/a000315},
	doi = {2021031609281400853},
	abstract = {Zusammenfassung. Die vorliegende Fallstudie beschreibt detailliert und ganzheitlich das App-basierte mentale Training (MT) der deutschen männlichen U19 Handballnationalmannschaft vor und während der Weltmeisterschaft 2019 in Mazedonien. Die Betreuung folgte einem Blended Learning Ansatz und bestand aus einem dreistündigen psychoedukativen Präsenzworkshop, einer App und einer begleitenden E-Mail-Kampagne. Die Eingangsdiagnostik, das Grundlagen- und Fertigkeitstraining sowie die Krisenintervention fanden über die auf das MT zugeschnittene App statt. Die Fallstudie enthält eine Outcome- und Prozess-Evaluation. Das Team gewann in Mazedonien die Silbermedaille. In anderen Outcome-Variablen zeigten sich keine signifikanten Veränderungen. Die Prozess-Evaluation zeigt, dass die Nutzungszeit mit der App gering war. In der Praxis arbeitende Sportpsychologinnen und Sportpsychologen sollten daher die Nutzung von Apps mit ausreichend persönlichem Kontakt mit Athletinnen und Athleten verbinden, um diese systematisch zu betreuen.},
	number = {4},
	urldate = {2021-04-06},
	journal = {Zeitschrift für Sportpsychologie},
	author = {Stenzel, Lukas and Röcken, Melissa and Thrien, Henning and Stoll, Oliver},
	month = oct,
	year = {2020},
	note = {ZSCC: 0000000 
Publisher: Hogrefe Verlag},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, Bildung, Multimedia, \#8:Zeitschriftenartikel:blended:learning},
	pages = {153--163},
	file = {Stenzel et al. - 2020 - Blended Learning zur Betreuung der deutschen männlichen U19 Handballnationalmannschaft bei der WM 20:/Users/jochenhanisch-johannsen/Zotero/storage/QYVTSXAE/Stenzel et al. - 2020 - Blended Learning zur Betreuung der deutschen männlichen U19 Handballnationalmannschaft bei der WM 20.pdf:application/pdf},
}

@article{bohme_lernunterstutzung_2020-1,
	title = {Lernunterstützung mit digitalen {Unterrichtsmaterialien}},
	volume = {17},
	doi = {10/gg84gt},
	number = {Jahrbuch Medienpädagogik},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Böhme, Richard and Munser-Kiefer, Meike},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	pages = {427--454},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/JSS7T4N2/775-Artikeltext-2864-1-10-20200813.pdf:application/pdf},
}

@article{lozano-lozano_blended_2020,
	title = {A {Blended} {Learning} {System} to {Improve} {Motivation}, {Mood} {State}, and {Satisfaction} in {Undergraduate} {Students}: {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {http://www.jmir.org/2020/5/e17101/},
	doi = {10.2196/17101},
	abstract = {Background: Smartphone-based learning, or mobile learning (m-learning), has become a popular learning-and-teaching strategy in educational environments. Blended learning combines strategies such as m-learning with conventional learning to offer continuous training, anytime and anywhere, via innovative learning activities. Objective: The main aim of this work was to examine the short-term (ie, 2-week) effects of a blended learning method using traditional materials plus a mobile app?the iPOT mobile learning app?on knowledge, motivation, mood state, and satisfaction among undergraduate students enrolled in a health science first-degree program. Methods: The study was designed as a two-armed, prospective, single-blind, randomized controlled trial. Subjects who met the inclusion criteria were randomly assigned to either the intervention group (ie, blended learning involving traditional lectures plus m-learning via the use of the iPOT app) or the control group (ie, traditional on-site learning). For both groups, the educational program involved 13 lessons on basic health science. The iPOT app is a hybrid, multiplatform (ie, iOS and Android) smartphone app with an interactive teacher-student interface. Outcomes were measured via multiple-choice questions (ie, knowledge), the Instructional Materials Motivation Survey (ie, motivation), the Profile of Mood States scale (ie, mood state), and Likert-type questionnaires (ie, satisfaction and linguistic competence). Results: A total of 99 students were enrolled, with 49 (49\%) in the intervention group and 50 (51\%) in the control group. No difference was seen between the two groups in terms of theoretical knowledge gain (P=.92). However, the intervention group subjects returned significantly higher scores than the control group subjects for all postintervention assessed items via the motivation questionnaire (all P{\textless}.001). Analysis of covariance (ANCOVA) revealed a significant difference in the confusion and bewilderment component in favor of the intervention group (P=.01), but only a trend toward significance in anger and hostility as well as total score. The intervention group subjects were more satisfied than the members of the control group with respect to five out of the six items evaluated: general satisfaction (P{\textless}.001), clarity of the instructions (P{\textless}.01), clarity with the use of the learning method (P{\textless}.001), enough time to complete the proposed exercises (P{\textless}.01), and improvement in the capacity to learn content (P{\textless}.001). Finally, the intervention group subjects who were frequent users of the app showed stronger motivation, as well as increased perception of greater gains in their English-language competence, than did infrequent users. Conclusions: The blended learning method led to significant improvements in motivation, mood state, and satisfaction compared to traditional teaching, and elicited statements of subjective improvement in terms of competence in English. Trial Registration: ClinicalTrials.gov NCT03335397; https://clinicaltrials.gov/ct2/show/NCT03335397},
	number = {5},
	journal = {J Med Internet Res},
	author = {Lozano-Lozano, Mario and Fern�ndez-Lao, Carolina and Cantarero-Villanueva, Irene and Noguerol, Ignacio and �lvarez-Salvago, Francisco and Cruz-Fern�ndez, Mayra and Arroyo-Morales, Manuel and Galiano-Castillo, Noelia},
	month = may,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildung, Multimedia, education, Promotion:FU1, \#8:Zeitschriftenartikel:blended:learning, teaching, learning, mobile apps, students, health occupations},
	pages = {e17101},
	file = {Lozano-Lozano et al. - 2020 - A Blended Learning System to Improve Motivation, M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PBY95C75/Lozano-Lozano et al. - 2020 - A Blended Learning System to Improve Motivation, M.pdf:application/pdf},
}

@article{tyagi_leveraging_2020,
	title = {Leveraging {Providers}? {Preferences} to {Customize} {Instructional} {Content} in {Information} and {Communications} {Technology}?{Based} {Training} {Interventions}: {Retrospective} {Analysis} of a {Mobile} {Phone}?{Based} {Intervention} in {India}},
	volume = {8},
	url = {https://mhealth.jmir.org/2020/3/e15998},
	doi = {10.2196/15998},
	abstract = {Background: Many public health programs and interventions across the world increasingly rely on using information and communications technology (ICT) tools to train and sensitize health professionals. However, the effects of such programs on provider knowledge, practice, and patient health outcomes have been inconsistent. One of the reasons for the varied effectiveness of these programs is the low and varying levels of provider engagement, which, in turn, could be because of the form and mode of content used. Tailoring instructional content could improve engagement, but it is expensive and logistically demanding to do so with traditional training Objective: This study aimed to discover preferences among providers on the form (articles or videos), mode (featuring peers or experts), and length (short or long) of the instructional content; to quantify the extent to which differences in these preferences can explain variation in provider engagement with ICT-based training interventions; and to compare the power of content preferences to explain provider engagement against that of demographic variables. Methods: We used data from a mobile phone?based intervention focused on improving tuberculosis diagnostic practices among 24,949 private providers from 5 specialties and 1734 cities over 1 year. Engagement time was used as the primary outcome to assess provider engagement. K-means clustering was used to segment providers based on the proportion of engagement time spent on content formats, modes, and lengths to discover their content preferences. The identified clusters were used to predict engagement time using a linear regression model. Subsequently, we compared the accuracy of the cluster-based prediction model with one based on demographic variables of providers (eg, specialty and geographic location). Results: The average engagement time across all providers was 7.5 min (median 0, IQR 0-1.58). A total of 69.75\% (17,401/24,949) of providers did not consume any content. The average engagement time for providers with nonzero engagement time was 24.8 min (median 4.9, IQR 2.2-10.1). We identified 4 clusters of providers with distinct preferences for form, mode, and length of content. These clusters explained a substantially higher proportion of the variation in engagement time compared with demographic variables (32.9\% vs 1.0\%) and yielded a more accurate prediction for the engagement time (root mean square error: 4.29 vs 5.21 and mean absolute error: 3.30 vs 4.26). Conclusions: Providers participating in a mobile phone?based digital campaign have inherent preferences for instructional content. Targeting providers based on individual content preferences could result in higher provider engagement as compared to targeting providers based on demographic variables.},
	number = {3},
	journal = {JMIR Mhealth Uhealth},
	author = {Tyagi, Hanu and Sabharwal, Manisha and Dixit, Nishi and Pal, Arnab and Deo, Sarang},
	month = mar,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, health care providers, health care workers, mobile health, infectious diseases, public health, information technology, instructional technology, learning preferences, provider training, Promotion:04-04:4.4.4},
	pages = {e15998},
}

@article{chan_facebook_2020,
	title = {Facebook as a {Novel} {Tool} for {Continuous} {Professional} {Education} on {Dementia}: {Pilot} {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {https://www.jmir.org/2020/6/e16772},
	doi = {10.2196/16772},
	abstract = {Background: Social network sites (SNSs) are widely exploited in health education and communication by the general public, including patients with various conditions. Nevertheless, there is an absence of evidence evaluating SNSs in connecting health professionals for professional purposes. Objective: This pilot randomized controlled trial was designed to evaluate the feasibility of an intervention aiming to investigate the effects of a continuous professional education program utilizing Facebook to obtain knowledge on dementia and care for patients with dementia. Methods: Eighty health professionals from Hong Kong were recruited for participation in the study and randomized at a 1:1 ratio by a block randomization method to the intervention group (n=40) and control group (n=40). The intervention was an 8-week educational program developed to deliver updated knowledge on dementia care from a multidisciplinary perspective, either by Facebook (intervention group) or by email (control group) from October 2018 to January 2019. The primary outcomes were the effects of the intervention, measured by differences in the means of changes in pre- and postintervention scores of knowledge assessments from the 25-item Dementia Knowledge Assessment Scale (DKAS) and formative evaluation of 20 multiple choice questions. Other outcome measurements included participant compliance, participant engagement in Facebook, satisfaction, and self-perceived uses of Facebook for continuing professional education programs. Results: Significantly more intervention group participants (n=35) completed the study than the control group (n=25) (P{\textless}.001). The overall retention rate was 75\% (60/80). The mean of changes in scores in the intervention group were significant in all assessments (P{\textless}.001). A significant difference in the mean of changes in scores between the two groups was identified in the DKAS subscale Communication and Behavior (95\% CI 0.4-3.3, P=.02). There was no significant difference in the total DKAS scores, scores of other DKAS subscales, and multiple choice questions. Participant compliance was significantly higher in the intervention group than in the control group (P{\textless}.001). The mean numbers of participants accessing the learning materials were 31.5 (SD 3.9) and 17.6 (SD 5.2) in the intervention and control group, respectively. Polls attracted the highest level of participant engagement, followed by videos. Intervention group participants scored significantly higher in favoring the use of Facebook for the continuing education program (P=.03). Overall, participants were satisfied with the interventions (mean score 4 of a total of 5, SD 0.6). Conclusions: The significantly higher retention rate, together with the high levels of participant compliance and engagement, demonstrate that Facebook is a promising tool for professional education. Education delivered through Facebook was significantly more effective at improving participants? knowledge of how people with dementia communicate and behave. Participants demonstrated positive attitudes toward utilizing Facebook for professional learning. These findings provide evidence for the feasibility of using Facebook as an intervention delivery tool in a manner that can be rolled out into practical settings.},
	number = {6},
	journal = {J Med Internet Res},
	author = {Chan, SY Windy and Leung, YM Angela},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Digitale Bildung, Soziale Arbeit, dementia, Facebook, continuous professional education},
	pages = {e16772},
	file = {Chan und Leung - 2020 - Facebook as a Novel Tool for Continuous Profession.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WM3WL8P7/Chan und Leung - 2020 - Facebook as a Novel Tool for Continuous Profession.pdf:application/pdf},
}

@article{lara_virtual_2020,
	title = {A {Virtual} {3D} {Dynamic} {Model} of {Caries} {Lesion} {Progression} as a {Learning} {Object} for {Caries} {Detection} {Training} and {Teaching}: {Video} {Development} {Study}},
	volume = {6},
	url = {http://mededu.jmir.org/2020/1/e14140/},
	doi = {10.2196/14140},
	abstract = {Background: In the last decade, 3D virtual models have been used for educational purposes in the health sciences, specifically for teaching human anatomy and pathology. These models provide an opportunity to didactically visualize key spatial relations that can be poorly understood when taught by traditional educational approaches. Caries lesion detection is a crucial process in dentistry that has been reported to be difficult to learn. One especially difficult aspect is linking clinical characteristics of the different severity stages with their histological features, which is fundamental for treatment decision-making. Objective: This project was designed to develop a virtual 3D digital model of caries lesion formation and progression to aid the detection of lesions at different severity stages as a potential complement to traditional lectures. Methods: Pedagogical planning, including identification of objectives, exploration of the degree of difficulty of caries diagnosis?associated topics perceived by dental students and lecturers, review of the literature regarding key concepts, and consultation of experts, was performed prior to constructing the model. An educational script strategy was created based on the topics to be addressed (dental tissues, biofilm stagnation areas, the demineralization process, caries lesion progression on occlusal surfaces, clinical characteristics related to different stages of caries progression, and histological correlations). Virtual 3D models were developed using the Virtual Man Project and refined using multiple 3D software applications. In the next phase, computer graphic modelling and previsualization were executed. After that, the video was revised and edited based on suggestions. Finally, explanatory subtitles were generated, the models were textured and rendered, and voiceovers in 3 languages were implemented. Results: We developed a 6-minute virtual 3D dynamic video in 3 languages (English, Spanish, and Brazilian Portuguese) intended for dentists and dental students to support teaching and learning of caries lesion detection. The videos were made available on YouTube; to date, they have received more than 100,000 views. Conclusions: Complementary pedagogical tools are valuable to support cariology education. This tool will be further tested in terms of utility and usability as well as user satisfaction in achieving the proposed objectives in specific contexts.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Lara, Sebastian Juan and Braga, Minatel Mariana and Zagatto, Gustavo Carlos and Wen, Lung Chao and Mendes, Medeiros Fausto and Murisi, Uribe Pedroza and Haddad, Estela Ana},
	month = may,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, dental education, caries, cariology, 3d virtual models, learning object},
	pages = {e14140},
}

@article{torabi_cardiology_2020,
	title = {A {Cardiology} {Handbook} {App} to {Improve} {Medical} {Education} for {Internal} {Medicine} {Residents}: {Development} and {Usability} {Study}},
	volume = {6},
	url = {http://mededu.jmir.org/2020/1/e14983/},
	doi = {10.2196/14983},
	abstract = {Background: At most institutions, internal medicine residents struggle with balancing clinical duties and learning opportunities, particularly during busy cardiology ward rotations. To improve learning experiences for residents, we helped develop a cardiology handbook app to supplement cardiology education. Objective: The aim of this study was to report the development, implementation, and preliminary impact of the Krannert Cardiology Handbook app on graduate medical education. Methods: In June 2017, 122 residents at Indiana University were invited to download the digital handbook in the Krannert app. The Krannert app featured a total of 13 chapters written by cardiology fellows and faculty at Indiana University. Residents were surveyed on their self-reported improvement in cardiology knowledge and level of satisfaction after using the Krannert app. Residents were also surveyed regarding their preference for a digital handbook app versus a paper handbook. Results: Of the 122 residents, 38 trainees (31.1\%) participated in survey evaluations. Among all respondents, 31 app users (82\%) reported that the app helped improve their cardiology knowledge base. The app had an overall favorable response. Conclusions: The Krannert app shows promise in augmenting clinical education in cardiology with mobile learning. Future work includes adding new topics, updating the content, and comparing the app to other learning modalities.},
	number = {1},
	journal = {JMIR Med Educ},
	author = {Torabi, Asad and Khemka, Abhishek and Bateman, V. Pantila},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, cardiology, Innere Medizin, mobile learning, medical reference app},
	pages = {e14983},
}

@article{tudor_car_conversational_2020,
	title = {Conversational {Agents} in {Health} {Care}: {Scoping} {Review} and {Conceptual} {Analysis}},
	volume = {22},
	url = {http://www.jmir.org/2020/8/e17158/},
	doi = {10.2196/17158},
	abstract = {Background: Conversational agents, also known as chatbots, are computer programs designed to simulate human text or verbal conversations. They are increasingly used in a range of fields, including health care. By enabling better accessibility, personalization, and efficiency, conversational agents have the potential to improve patient care. Objective: This study aimed to review the current applications, gaps, and challenges in the literature on conversational agents in health care and provide recommendations for their future research, design, and application. Methods: We performed a scoping review. A broad literature search was performed in MEDLINE (Medical Literature Analysis and Retrieval System Online; Ovid), EMBASE (Excerpta Medica database; Ovid), PubMed, Scopus, and Cochrane Central with the search terms ?conversational agents,? ?conversational AI,? ?chatbots,? and associated synonyms. We also searched the gray literature using sources such as the OCLC (Online Computer Library Center) WorldCat database and ResearchGate in April 2019. Reference lists of relevant articles were checked for further articles. Screening and data extraction were performed in parallel by 2 reviewers. The included evidence was analyzed narratively by employing the principles of thematic analysis. Results: The literature search yielded 47 study reports (45 articles and 2 ongoing clinical trials) that matched the inclusion criteria. The identified conversational agents were largely delivered via smartphone apps (n=23) and used free text only as the main input (n=19) and output (n=30) modality. Case studies describing chatbot development (n=18) were the most prevalent, and only 11 randomized controlled trials were identified. The 3 most commonly reported conversational agent applications in the literature were treatment and monitoring, health care service support, and patient education. Conclusions: The literature on conversational agents in health care is largely descriptive and aimed at treatment and monitoring and health service support. It mostly reports on text-based, artificial intelligence?driven, and smartphone app?delivered conversational agents. There is an urgent need for a robust evaluation of diverse health care conversational agents? formats, focusing on their acceptability, safety, and effectiveness.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Tudor Car, Lorainne and Dhinagaran, Ardhithy Dhakshenya and Kyaw, Myint Bhone and Kowatsch, Tobias and Joty, Shafiq and Theng, Yin-Leng and Atun, Rifat},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, mobile phone, conversational agents, machine learning, health care, scoping review, chatbots},
	pages = {e17158},
}

@article{liu_reinforcement_2020,
	title = {Reinforcement {Learning} for {Clinical} {Decision} {Support} in {Critical} {Care}: {Comprehensive} {Review}},
	volume = {22},
	url = {https://www.jmir.org/2020/7/e18477},
	doi = {10.2196/18477},
	abstract = {Background: Decision support systems based on reinforcement learning (RL) have been implemented to facilitate the delivery of personalized care. This paper aimed to provide a comprehensive review of RL applications in the critical care setting. Objective: This review aimed to survey the literature on RL applications for clinical decision support in critical care and to provide insight into the challenges of applying various RL models. Methods: We performed an extensive search of the following databases: PubMed, Google Scholar, Institute of Electrical and Electronics Engineers (IEEE), ScienceDirect, Web of Science, Medical Literature Analysis and Retrieval System Online (MEDLINE), and Excerpta Medica Database (EMBASE). Studies published over the past 10 years (2010-2019) that have applied RL for critical care were included. Results: We included 21 papers and found that RL has been used to optimize the choice of medications, drug dosing, and timing of interventions and to target personalized laboratory values. We further compared and contrasted the design of the RL models and the evaluation metrics for each application. Conclusions: RL has great potential for enhancing decision making in critical care. Challenges regarding RL system design, evaluation metrics, and model choice exist. More importantly, further work is required to validate RL in authentic clinical environments.},
	number = {7},
	journal = {J Med Internet Res},
	author = {Liu, Siqi and See, Choong Kay and Ngiam, Yuan Kee and Celi, Anthony Leo and Sun, Xingzhi and Feng, Mengling},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, artificial intelligence, reinforcement learning, machine learning, Intensivmedizin, critical care, decision support systems, clinical},
	pages = {e18477},
}

@article{moehead_web-based_2020,
	title = {A {Web}-{Based} {Dementia} {Education} {Program} and its {Application} to an {Australian} {Web}-{Based} {Dementia} {Care} {Competency} and {Training} {Network}: {Integrative} {Systematic} {Review}},
	volume = {22},
	url = {http://www.jmir.org/2020/1/e16808/},
	doi = {10.2196/16808},
	abstract = {Background: Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. Web-based education provides a flexible and cost-effective medium. To be successful, Web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and Training Network (DCC\&TN) has developed an innovative Web-based program that promotes improvement of the attitudes, knowledge, skills, behavior, and practice of clinicians, regardless of their work setting, in order to improve the quality of life for people living with dementia. Objective: This review aims to (1) determine the key features that are associated with an effective and functional Web-based education program?an effective and functional Web-based program is defined as one that measures results, is accessible, is user friendly, and translates into clinical practice?and (2) determine how these features correlate with the DCC\&TN. Methods: Six electronic databases?Medline, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), AusHealth, Nursing@Ovid, and Google Scholar?were searched for articles published between 2009 and 2018 using the following keywords: Education, Distance, Continuing, Learning, Online, Web-Based, Internet, Dementia, Program Evaluation, Validation Studies, Outcome and Process Assessment Healthcare, Nursing, Assisted Instruction, and Facilitated. The Critical Appraisal Skills Programme (CASP) and Kirkpatrick?s model for the evaluation of training were used to ensure quality and rigor of the analysis. Results: A total of 46 studies met the inclusion criteria. In total, 14 key features were associated with an effective Web-based learning environment, which enabled the environment to be as follows: self-directed, individualized, interactive, multimodal, flexible, accessible, consistent, cost-effective, measurable with respect to participant satisfaction, equitable, facilitated, nurturing of critical thinking and reflection, supportive of creating a learning community, and translated into practice. These features were further categorized into five subgroups: applicability, attractiveness, functionality, learner interaction, and implementation into practice. Literature frequently cites Kirkpatrick?s four-level model of evaluation and application in the review of education and training; however, few studies appeared to integrate all four levels of Kirkpatrick?s model. Features were then correlated against the DCC\&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC\&TN. Conclusions: A total of 14 key features were identified that support an effective and functional Web-based learning environment. Few studies incorporated Kirkpatrick?s salient elements of the model?reaction, learning, behavior, and results?in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick?s levels of training evaluation within studies of dementia training. There were few studies that evaluated Web-based dementia education programs, with even fewer reporting evidence that Web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC\&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC\&TN model could potentially be used as a template for future developers and evaluators of Web-based dementia training.},
	number = {1},
	journal = {J Med Internet Res},
	author = {Moehead, Anne and DeSouza, Kathryn and Walsh, Karen and Pit, W. Sabrina},
	month = jan,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, education, nursing, online learning, distance education, training, dementia, competency, Web-based learning, network, capability, facilitated learning, person-centered, skills, workforce},
	pages = {e16808},
}

@inproceedings{niedermeier_aus_2020,
	address = {Salzburg},
	title = {Aus der {Praxis}: {Problemorientiertes} {Online}-{Lernen} zur hochschulübergreifenden {Vermittlung} von {Schlüsselkompetenzen} und {Inhalten} der {Psychologie} {Konzept} und studentische {Evaluation}},
	url = {https://pada.psycharchives.org/bitstream/f0668adb-b66e-4186-ad37-354259f92b72},
	abstract = {Im Jahr 2020 sollte die 13. Tagung Psychologiedidaktik und Evaluation in Salzburg stattfinden. Die Zahl der Beitragsanmeldungen war erfreulich hoch und alles war vorbereitet. Aufgrund der Coronakrise musste die Tagung schweren Herzens abgesagt werden. Dank der Sektion Aus-, Fort- und Weiterbildung im Berufsverband Deutscher Psychologinnen und Psychologen können die Beiträge zur Tagung dennoch veröffentlicht werden. Was erwartet Sie in diesem Sammelband? Nur einige Schlaglichter seien erwähnt: In Deutschland wurde 2019 das novellierte Psychotherapeutengesetz ver abschiedet. Das Gesetz wird nicht nur die Ausbildung der Psychotherapeutinnen und Psychotherapeuten verändern, sondern auch weitreichende Auswirkungen auf das Studienangebot und das Berufsfeld der Psychologinnen und Psychologen außerhalb der Psychotherapie haben. Schon in den vorhergehenden Bänden wurde die kontrovers geführte Diskussion um die Gesetzesnovelle dokumentiert. Zentralen Inhalte des novellierten Gesetzes werden vorgestellt und deren mögliche Konsequenzen erwähnt. Psychologie gehört zu den Studiengängen mit der höchsten Nachfrage. Zwei Beiträge beschäftigen sich mit Grundlegungen der Psychologiedidaktik. Thematisiert werden weiterhin Einflussfaktoren auf die Studienwahl, auch im Vergleich unterschiedlicher Fächer. Psychologie in Schulen bildet einen Schwerpunkt in dem vorliegenden Band, insbesondere was psychologischen Anteile der Lehramtsausbildung anbelangt. Hervor gehoben sei ein Artikel, der das Curriculum des neu eingerichteten Studiengangs für das Lehramt im Fach Psychologie an der Uni Paderborn vorstellen. Lehr- und Lernmethoden werden in verschiedenen Anwendungsfeldern thematisiert. Abgerundet wird die Sammlung der Beiträge durch den Schwerpunkt Evaluation. Dabei werden unter anderem die Vermittlung einer wissenschaftlichen Haltung, das problembasierte Lernen und die Studierendengesundheit thematisiert. Die vielfältigen Anwendungsbeispiele weisen auf das große Spektrum des pädagogisch-psychologischen Einsatzfelds hin.},
	language = {de-A},
	urldate = {2024-08-03},
	publisher = {Berufsverband Deutscher Psychologinnen und Psychologen e.V. (BDP)},
	author = {Niedermeier, Sandra and Huschitt, Julian and Fink, Jasmin and Winkler, Katrin},
	editor = {Krämer, Michael and Zumbach, Jörg and Deibl, Ines},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a, Systemanpassung, \#a:Konferenz-Paper:online:lernen},
	pages = {255--263},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/EJQANRN4/Niedermeier_Huschitt_Fink_Winkler_2020_Problemorientiertes_Online-Lernen_Konzept_und_Evaluation.pdf:application/pdf},
}

@article{schepkowski_padagogisch-didaktische_2020,
	title = {Pädagogisch-{Didaktische} {Herausforderungen} bei der {Entwicklung} von digitalen {Lernumgebungen} in der laborbasierten {Lehre}: {Am} {Beispiel} des {Projekts} «{DigiLab4You}»},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Pädagogisch-{Didaktische} {Herausforderungen} bei der {Entwicklung} von digitalen {Lernumgebungen} in der laborbasierten {Lehre}},
	url = {10.21240/mpaed/jb17/2020.05.14.X},
	doi = {10/ghzqcf},
	abstract = {The progressing digitalization of university teaching provides teachers and educational researchers with new opportunities and challenges in the design of didactic concepts and learning environments. The project «Open Digital Lab 4 You» focuses on laboratories as places for experimenting, collaborating and testing practical skills within the framework of hybrid learning spaces in engineering sciences. This BMBF-funded collaborative project follows a designbased research approach and combines research questions from the fields of pedagogy and didactics with technical research questions in the context of the development of a hybrid teaching-learning environment. This results in a number of specific challenges: the lack of social presence, the attitude towards and acceptance of technologies and the advantages and disadvantages of mixed reality. The user prerequisites and the decisions based on them, as formulated by the Berlin Model, play an important role in the development of a learning environment. The presented article is intended to give an overview of the project and an excerpt from the theoretical foundations and raise awareness of the aforementioned challenges, so others can keep them in mind when planning a similar project.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schepkowski, David and Burghardt, Martin and Ferdinand, Peter},
	month = jul,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:Relevanz:3, UTAUT-Modell},
	pages = {347--372},
	file = {Schepkowski et al. - 2020 - Pädagogisch-Didaktische Herausforderungen bei der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/37FMH2FK/Schepkowski et al. - 2020 - Pädagogisch-Didaktische Herausforderungen bei der .pdf:application/pdf},
}

@article{vallee_blended_2020,
	title = {Blended {Learning} {Compared} to {Traditional} {Learning} in {Medical} {Education}: {Systematic} {Review} and {Meta}-{Analysis}},
	volume = {22},
	url = {https://www.jmir.org/2020/8/e16504},
	doi = {10.2196/16504},
	abstract = {Background: Blended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education. Objective: The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education. Methods: We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies. Results: A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95\% CI 0.85 to 1.28, I2=94.3\%). Similar results were observed for online (standardized mean difference 0.73, 95\% CI 0.60 to 0.86, I2=94.9\%), computer-assisted instruction (standardized mean difference 1.13, 95\% CI 0.47 to 1.79, I2=78.0\%), and virtual patient (standardized mean difference 0.62, 95\% CI 0.18 to 1.06, I2=78.4\%) learning support, but results for offline learning support (standardized mean difference 0.08, 95\% CI ?0.63 to 0.79, I2=87.9\%) and digital learning support (standardized mean difference 0.04, 95\% CI ?0.45 to 0.52, I2=93.4\%) were not significant. Conclusions: From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Vallée, Alexandre and Blacher, Jacques and Cariou, Alain and Sorbets, Emmanuel},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Bildung, Multimedia, meta-analysis, online learning, traditional learning, \#5:Zeitschriftenartikel:e-learning, virtual patients, computer-aided instruction},
	pages = {e16504},
	file = {Vallée et al. - 2020 - Blended Learning Compared to Traditional Learning .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U8RP9VLK/Vallée et al. - 2020 - Blended Learning Compared to Traditional Learning .pdf:application/pdf},
}

@article{synnott_digital_2020,
	title = {The {Digital} {Skills}, {Experiences} and {Attitudes} of the {Northern} {Ireland} {Social} {Care} {Workforce} {Toward} {Technology} for {Learning} and {Development}: {Survey} {Study}},
	volume = {6},
	url = {http://mededu.jmir.org/2020/2/e15936/},
	doi = {10.2196/15936},
	abstract = {Background: Continual development of the social care workforce is a key element in improving outcomes for the users of social care services. As the delivery of social care services continues to benefit from innovation in assistive technologies, it is important that the digital capabilities of the social care workforce are aligned. Policy makers have highlighted the importance of using technology to support workforce learning and development, and the need to ensure that the workforce has the necessary digital skills to fully benefit from such provisions. Objective: This study aims to identify the digital capability of the social care workforce in Northern Ireland and to explore the workforce?s appetite for and barriers to using technology for learning and development. This study is designed to answer the following research questions: (1) What is the digital capability of the social care workforce in Northern Ireland? (2) What is the workforce?s appetite to participate in digital learning and development? and (3) If there are barriers to the uptake of technology for learning and development, what are these barriers? Methods: A survey was created and distributed to the Northern Ireland social care workforce. This survey collected data on 127 metrics that described demographics, basic digital skills, technology confidence and access, factors that influence learning and development, experience with digital learning solutions, and perceived value and challenges of using technology for learning. Results: The survey was opened from December 13, 2018, to January 18, 2019. A total of 775 survey respondents completed the survey. The results indicated a workforce with a high level of self-reported basic digital skills and confidence. Face-to-face delivery of learning is still the most common method of accessing learning, which was used by 83.7\% (649/775) of the respondents; however, this is closely followed by digital learning, which was used by 79.0\% (612/775) of the respondents. There was a negative correlation between age and digital skills (rs=?0.262; P{\textless}.001), and a positive correlation between technology confidence and digital skills (rs=0.482; P{\textless}.001). There was also a negative correlation between age and the perceived value of technology (rs=?0.088; P=.02). The results indicated a predominantly motivated workforce in which a sizable portion is already engaged in informal digital learning. The results indicated that lower self-reported basic digital skills and confidence were associated with less interest in engaging with e-learning tools and that a portion of the workforce would benefit from additional basic digital skills training. Conclusions: These promising results provide a positive outlook for the potential of digital learning and development within the social care workforce. The findings provide clear areas of focus for the future use of technology for learning and development of the social care workforce and considerations to maximize engagement with such approaches.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Synnott, Jonathan and Harkin, Mairead and Horgan, Brenda and McKeown, Andre and Hamilton, David and McAllister, Declan and Trainor, Claire and Nugent, Chris},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Datenschutz und IT-Sicherheit, Soziale Arbeit, distance education, mobile phone, educational technology, \#5:Zeitschriftenartikel:e-learning, health care workers, learning, digital divide, surveys, teaching methods},
	pages = {e15936},
	file = {Synnott et al. - 2020 - The Digital Skills, Experiences and Attitudes of t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4DWPL72S/Synnott et al. - 2020 - The Digital Skills, Experiences and Attitudes of t.pdf:application/pdf},
}

@article{kullberg_e-learning_2020,
	title = {E-{Learning} to {Improve} {Suicide} {Prevention} {Practice} {Skills} {Among} {Undergraduate} {Psychology} {Students}: {Randomized} {Controlled} {Trial}},
	volume = {7},
	url = {http://mental.jmir.org/2020/1/e14623/},
	doi = {10.2196/14623},
	abstract = {Background: Despite increasing evidence of the effectiveness of digital learning solutions in higher vocational education, including the training of allied health professionals, the impact of Web-based training on the development of practical skills in psychiatry and psychology, in general, and in suicide prevention, specifically, remains largely understudied. Objective: This study aimed to determine the effectiveness of an electronic learning (e-learning) module on the adherence to suicide prevention guidelines, knowledge of practical skills, and provider?s confidence to have a conversation about suicidal behavior with undergraduate psychology students. Methods: The e-learning module, comprising video recordings of therapist-patient interactions, was designed with the aim of transferring knowledge about suicide prevention guideline recommendations. The program?s effects on guideline adherence, self-evaluated knowledge, and provider?s confidence were assessed using online questionnaires before the program (baseline and at 1 month [T1] and 3 months after baseline). The eligible third- and fourth-year undergraduate psychology students were randomly allocated to the e-learning (n=211) or to a waitlist control condition (n=187), with access to the intervention after T1. Results: Overall, the students evaluated e-learning in a fairly positive manner. The intention-to-treat analysis showed that the students in the intervention condition (n=211) reported higher levels of self-evaluated knowledge, provider?s confidence, and guideline adherence than those in the waitlist control condition (n=187) after receiving the e-learning module (all P values{\textless}.001). When comparing the scores at the 1- and 3-month follow-up, after both groups had received access to the e-learning module, the completers-only analysis showed that the levels of knowledge, guideline adherence, and confidence remained constant (all P values{\textgreater}.05) within the intervention group, whereas a significant improvement was observed in the waitlist control group (all P values{\textless}.05). Conclusions: An e-learning intervention on suicide prevention could be an effective first step toward improved knowledge of clinical skills. The learning outcomes of a stand-alone module were found to be similar to those of a training that combined e-learning with a face-to-face training, with the advantages of flexibility and low costs.},
	number = {1},
	journal = {JMIR Ment Health},
	author = {Kullberg, J. Marie-Louise and Mouthaan, Joanne and Schoorl, Maartje and de Beurs, Derek and Kenter, Francisca Robin Maria and Kerkhof, JFM Ad},
	month = jan,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Digitale Bildung, Promotion:Schlussfolgerung, digital learning, \#5:Zeitschriftenartikel:e-learning, randomized controlled trial, suicide prevention, skills training, undergraduate students},
	pages = {e14623},
	file = {Kullberg et al. - 2020 - E-Learning to Improve Suicide Prevention Practice .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7N5PPKNB/Kullberg et al. - 2020 - E-Learning to Improve Suicide Prevention Practice .pdf:application/pdf},
}

@article{li_development_2020,
	title = {Development and {Assessment} of a {Gastroscopy} {Electronic} {Learning} {System} for {Primary} {Learners}: {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {http://www.jmir.org/2020/3/e16233/},
	doi = {10.2196/16233},
	abstract = {Background: Endoscopic examination is a popular and routine procedure for the diagnosis and treatment of gastrointestinal (GI) diseases. Skilled endoscopists are in great demand in clinical practice, but the training process for beginners to become endoscopy specialists is fairly long. Convenience and a self-paced, learner-centered approach make electronic learning (e-learning) an excellent instructional prospect. Objective: This study aimed to develop and apply an e-learning system in gastroscopy teaching and learning and to evaluate its effectiveness and user satisfaction. Methods: The e-learning software Gastroscope Roaming System was developed for primary learners. The system simulates the real structure of the upper gastrointestinal (UGI) tract to teach the main characteristics of gastroscopy under both normal conditions and conditions of common UGI tract diseases. A randomized controlled trial was conducted. Participants were randomly allocated to an e-learning group (EG)or a non?e-learning control group after a pretest. On completing the training, participants undertook a posttest and gastroscopy examination. In addition, the EG completed a satisfaction questionnaire. Results: Of the 44 volunteers, 41 (93\%) completed the gastroscopy learning and testing components. No significant pretest differences were found between the intervention and control groups (mean 50.86, SD 6.12 vs mean 50.76, SD 6.88; P=.96). After 1 month of learning, the EG?s posttest scores were higher (mean 83.70, SD 5.99 vs mean 78.76, SD 7.58; P=.03) and improved more (P=.01) than those of the control group, with better performance in the gastroscopy examination (mean 91.05, SD 4.58 vs mean 84.38, SD 5.19; P{\textless}.001). Overall, 85\% (17/20) of the participants were satisfied with the e-learning system, and 95\% (19/20) of the participants considered it successful. Conclusions: E-learning is an effective educational strategy for primary learners to acquire skills in gastroscopy examination and endoscopic imaging of the GI tract. Trial Registration: Chinese Clinical Trial Registry ChiCTR-IOR-17013091; http://www.chictr.org.cn/showproj.aspx?proj=22142},
	number = {3},
	journal = {J Med Internet Res},
	author = {Li, Shuang and Li, Guoqing and Liu, Ying and Xu, Wanying and Yang, Ningning and Chen, Haoyuan and Li, Ning and Luo, Kunpeng and Jin, Shizhu},
	month = mar,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Digitale Bildung, Promotion:Schlussfolgerung, \#5:Zeitschriftenartikel:e-learning, randomized controlled trial, endoscopy, gastroscopy},
	pages = {e16233},
	file = {Li et al. - 2020 - Development and Assessment of a Gastroscopy Electr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H65YWWSM/Li et al. - 2020 - Development and Assessment of a Gastroscopy Electr.pdf:application/pdf},
}

@article{koka_teaching_2020,
	title = {Teaching the {National} {Institutes} of {Health} {Stroke} {Scale} to {Paramedics} ({E}-{Learning} vs {Video}): {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {http://www.jmir.org/2020/6/e18358/},
	doi = {10.2196/18358},
	abstract = {Background: Prompt and accurate identification of stroke victims is essential to reduce time from symptom onset to adequate treatment and to improve neurological outcomes. Most neurologists evaluate the extent of neurological deficit according to the National Institutes of Health Stroke Scale (NIHSS), but the use of this scale by paramedics, the first healthcare providers to usually take care of stroke victims, has proven unreliable. This might be, at least in part, due to the teaching method. The video used to teach NIHSS lacks interactivity, while more engaging electronic learning (e-learning) methods might improve knowledge acquisition. Objective: This study was designed to evaluate whether a highly interactive e-learning module could enhance NIHSS knowledge acquisition in paramedics. Methods: A randomized controlled trial comparing a specially designed e-learning module with the original NIHSS video was performed with paramedics working in Geneva, Switzerland. A registration number was not required as our study does not come into the scope of the Swiss federal law on human research. The protocol was nevertheless submitted to the local ethics committee (Project ID 2017-00847), which issued a ?Declaration of no objection.? Paramedics were excluded if they had prior knowledge of or previous training in the NIHSS, or if they had worked in a neurology or neurosurgery ward. The primary outcome was overall performance in the study quiz, which contained 50 questions. Secondary outcomes were performance by NIHSS item, time to course and quiz completion, user satisfaction regarding the learning method, user perception of the course duration, and probability the user would recommend the course to a colleague. Results: The study was completed by 39 paramedics. There was a better overall median score (36/50 vs 33/50, P=.04) and a higher degree of satisfaction regarding the learning method in the e-learning group (90\% vs 37\%, P=.002). Users who had followed the e-learning module were more likely to recommend the course to a colleague (95\% vs 63\%, P=.02). Paramedics in the e-learning group took more time to complete the course (93 vs 59 minutes, P{\textless}.001), but considered the duration to be more adequate (75\% vs 32\%, P=.01). Time to quiz completion was similar between groups (25 vs 38 minutes, P=.12). Conclusions: Use of an e-learning module shows promising results in teaching the NIHSS to paramedics.},
	number = {6},
	journal = {J Med Internet Res},
	author = {Koka, Avinash and Suppan, Laurent and Cottet, Philippe and Carrera, Emmanuel and Stuby, Loric and Suppan, M�lanie},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Digitale Bildung, Promotion:Schlussfolgerung, online learning, \#5:Zeitschriftenartikel:e-learning, stroke, active learning, video, electronic learning},
	pages = {e18358},
	file = {Koka et al. - 2020 - Teaching the National Institutes of Health Stroke .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QIQI8TRJ/Koka et al. - 2020 - Teaching the National Institutes of Health Stroke .pdf:application/pdf},
}

@article{alturkistani_massive_2020,
	title = {Massive {Open} {Online} {Course} {Evaluation} {Methods}: {Systematic} {Review}},
	volume = {22},
	url = {https://www.jmir.org/2020/4/e13851},
	doi = {10.2196/13851},
	abstract = {Background: Massive open online courses (MOOCs) have the potential to make a broader educational impact because many learners undertake these courses. Despite their reach, there is a lack of knowledge about which methods are used for evaluating these courses. Objective: The aim of this review was to identify current MOOC evaluation methods to inform future study designs. Methods: We systematically searched the following databases for studies published from January 2008 to October 2018: (1) Scopus, (2) Education Resources Information Center, (3) IEEE (Institute of Electrical and Electronic Engineers) Xplore, (4) PubMed, (5) Web of Science, (6) British Education Index, and (7) Google Scholar search engine. Two reviewers independently screened the abstracts and titles of the studies. Published studies in the English language that evaluated MOOCs were included. The study design of the evaluations, the underlying motivation for the evaluation studies, data collection, and data analysis methods were quantitatively and qualitatively analyzed. The quality of the included studies was appraised using the Cochrane Collaboration Risk of Bias Tool for randomized controlled trials (RCTs) and the National Institutes of Health?National Heart, Lung, and Blood Institute quality assessment tool for cohort observational studies and for before-after (pre-post) studies with no control group. Results: The initial search resulted in 3275 studies, and 33 eligible studies were included in this review. In total, 16 studies used a quantitative study design, 11 used a qualitative design, and 6 used a mixed methods study design. In all, 16 studies evaluated learner characteristics and behavior, and 20 studies evaluated learning outcomes and experiences. A total of 12 studies used 1 data source, 11 used 2 data sources, 7 used 3 data sources, 4 used 2 data sources, and 1 used 5 data sources. Overall, 3 studies used more than 3 data sources in their evaluation. In terms of the data analysis methods, quantitative methods were most prominent with descriptive and inferential statistics, which were the top 2 preferred methods. In all, 26 studies with a cross-sectional design had a low-quality assessment, whereas RCTs and quasi-experimental studies received a high-quality assessment. Conclusions: The MOOC evaluation data collection and data analysis methods should be determined carefully on the basis of the aim of the evaluation. The MOOC evaluations are subject to bias, which could be reduced using pre-MOOC measures for comparison or by controlling for confounding variables. Future MOOC evaluations should consider using more diverse data sources and data analysis methods. International Registered Report Identifier (IRRID): RR2-10.2196/12087},
	number = {4},
	urldate = {2024-06-16},
	journal = {J Med Internet Res},
	author = {Alturkistani, Abrar and Lam, Ching and Foley, Kimberley and Stenfors, Terese and Blum, R. Elizabeth and Van Velthoven, Helena Michelle and Meinert, Edward},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, online learning, \#4:Zeitschriftenartikel:MOOC, learning, computer-assisted instruction, promotion},
	pages = {e13851},
	file = {Alturkistani et al. - 2020 - Massive Open Online Course Evaluation Methods Sys.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXF37NFD/Alturkistani et al. - 2020 - Massive Open Online Course Evaluation Methods Sys.pdf:application/pdf},
}

@article{claflin_building_2020,
	title = {Building a {Successful} {Massive} {Open} {Online} {Course} {About} {Multiple} {Sclerosis}: {A} {Process} {Description}},
	volume = {22},
	url = {https://www.jmir.org/2020/7/e16687},
	doi = {10.2196/16687},
	abstract = {Background: Over the course of a year, we developed and tested a 6-week massive open online course (MOOC) on multiple sclerosis (MS) in consultation with the MS community. The course targeted the MS community and interested laypeople and was titled Understanding MS. The primary purpose of the course was to improve MS knowledge, health literacy, and resilience among participants. The final version of the MOOC made available for open enrollment was ranked first among all MOOCs released in 2019 (n{\textgreater}2400) based on participant reviews. Objective: The aim of this study was to present a detailed description and assessment of the development process of the Understanding MS MOOC. Methods: The development process included a course development focus group; the creation of more than 50 content videos and related text, quizzes, activities, and discussion prompts; the creation of original images and animations; a pilot study; and collaborations with people living with MS, MS nurses, allied health care practitioners, and neurologists and researchers from 4 universities. Results: Overall, the process was efficient and effective. With a few small changes, we recommend this approach to those seeking to develop a similar course. This process led to the development of a highly reviewed MOOC with excellent user satisfaction. Conclusions: We identified 5 key lessons from this process: (1) community support is essential, (2) stakeholder involvement improves content quality, (3) plan for research from the beginning, (4) coordination between the academic lead and project manager team ensures a consistent voice, and (5) a network of collaborators is a key resource.},
	number = {7},
	urldate = {2024-06-16},
	journal = {J Med Internet Res},
	author = {Claflin, B. Suzi and Gates, Rachael and Maher, Maree and Taylor, V. Bruce},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC, multiple sclerosis, health education},
	pages = {e16687},
	file = {Claflin et al. - 2020 - Building a Successful Massive Open Online Course A.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VAG75NK2/Claflin et al. - 2020 - Building a Successful Massive Open Online Course A.pdf:application/pdf},
}

@article{blum_benefits_2020,
	title = {Benefits of {Massive} {Open} {Online} {Course} {Participation}: {Deductive} {Thematic} {Analysis}},
	volume = {22},
	url = {https://www.jmir.org/2020/7/e17318},
	doi = {10.2196/17318},
	abstract = {Background: Massive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners? assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners? perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs. Objective: As MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs. Methods: To explore MOOC learners? outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis. Results: Our analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined. Conclusions: Our findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.},
	number = {7},
	urldate = {2024-06-16},
	journal = {J Med Internet Res},
	author = {Blum, R. Elizabeth and Stenfors, Terese and Palmgren, J. Per},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU6, \#4:Zeitschriftenartikel:MOOC, online education, qualitative, thematic analysis, outcomes, Kirkpatrick framework, learner, MOOC, MOOC evaluation, MOOC outcomes},
	pages = {e17318},
	file = {Blum et al. - 2020 - Benefits of Massive Open Online Course Participati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3J688NKV/Blum et al. - 2020 - Benefits of Massive Open Online Course Participati.pdf:application/pdf},
}

@article{schon_moocs_2020,
	title = {{MOOCs} planen und gestalten für {Einsteiger}/innen - mit {Monstern} und {Canvas}},
	author = {Schön, Sandra and Ebner, Martin},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#4:Zeitschriftenartikel:MOOC},
	file = {Schön und Ebner - 2020 - MOOCs planen und gestalten für Einsteigerinnen - .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CFNQX298/Schön und Ebner - 2020 - MOOCs planen und gestalten für Einsteigerinnen - .pdf:application/pdf},
}

@book{horn_online-prufungen_2020,
	address = {Oldenburg},
	title = {Online-{Prüfungen}},
	urldate = {2020-08-28},
	publisher = {E-Learning Academic Network Niedersachsen e.V.},
	author = {Horn, Janine and Schmees, Markus},
	editor = {{ELAN e.V.}},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, notsanumfrage, \#5:Buch:e-learning},
	file = {horn_et_al_2020_online-prufungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KJR5TCWU/Online-Prüfungen.pdf:application/pdf},
}

@incollection{wiesner_transformation_2020,
	title = {Die {Transformation} durch {Digitalisierung} im {Anthropozän}: {Digitale} {Kompetenz} als anthropozäne {Kulturressource}.},
	isbn = {978-3-7065-5598-2},
	shorttitle = {Die {Transformation} durch {Digitalisierung} im {Anthropozän}},
	abstract = {Eine neue, entwicklungsorientierte Aufgabe von Schule besteht heute darin, Schulen und Unterricht so zu verändern und zu transformieren, dass alle Schülerinnen und Schüler, Lehrerinnen und Lehrer sowie die Schulleitung bestmöglich eigen- und selbstverantwortlich in einer wissensbasierten Technologiegesellschaft produktiv und reflexiv handeln können, um erfolgreiche Bildungsprozesse zu organisieren und Bildungsergebnisse zu erreichen. Die Digitalisierung ist aus einem entwicklungsorientierten Blickwinkel dann nicht nur als Technik zu verstehen, sondern sie beeinflusst den Menschen und seine Kompetenzen und schafft veränderte „Erzeugungs- und Ordnungsgrundlage[n] für Praktiken und Vorstellungen“ (Bourdieu, 1987, S. 98).
Förderlicher Unterricht und die Einbeziehung der Digitalisierung in lernenden Schulen sollen daher soziale Gelegenheiten und reflexive Resonanzräume für ein Staunen schaffen, bei denen Schülerinnen und Schüler ihre Kompetenzen, ihre Talente, ihre Potenziale, ihre Neugierde, ihr Vermögen und ihre Interessen entwickeln und diese auch kritisch transformierenkönnen (Fauser, Prenzel \& Schratz, 2007; Schratz, 2014; Wiesner \& Schreiner, 2018). „Die Weitergabe und Transformation des im Anthropozän entwickelten Wissens erfolgt durch Erziehung, Bildung und Sozialisation“ (Wulf, 2020, S. 202). Somit kann die Digitalisierung als Kulturtechnik und als eine neue Form des Sich-Bildens genutzt werden, als Motor für ein Mehr an kritisch-reflexiver Mündigkeit als auch für reflexive Offenheit gegenüber Veränderungsprozessen und Lösungswegen.},
	author = {Wiesner, Christian and Schreiner, Claudia and Brandhofer, Gerhard},
	month = nov,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {333--346},
}

@article{herzig_medienbildung_2020,
	title = {Medienbildung in der {Grundschule} – ein konzeptioneller {Beitrag} zur {Auseinandersetzung} mit (digitalen) {Medien}},
	volume = {13},
	doi = {10/gg5cv9},
	number = {1},
	journal = {Zeitschrift für Grundschulforschung},
	author = {Herzig, Bardo},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {99--116},
	file = {herzig_2020_medienbildung_in_der_grundschule_–_ein_konzeptioneller_beitrag_zur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IQRNU324/herzig_2020_medienbildung_in_der_grundschule_–_ein_konzeptioneller_beitrag_zur.pdf:application/pdf},
}

@article{lange_medienkompetenz_2020,
	title = {Medienkompetenz als unbekannte {Praxis}. {Ethnographische} {Perspektiven} auf {Digital} {Natives}},
	volume = {13},
	doi = {10/gg5cwd},
	number = {1},
	journal = {Zeitschrift für Grundschulforschung},
	author = {Lange, Jochen},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {15--29},
	file = {lange_2020_medienkompetenz_als_unbekannte_praxis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6AMMNPZG/lange_2020_medienkompetenz_als_unbekannte_praxis.pdf:application/pdf},
}

@article{richter_bildung_2020,
	title = {Bildung an der {Schnittstelle} von kultureller {Praxis} und digitaler {Kulturtechnik}},
	volume = {39},
	doi = {10/ghp7f5},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Richter, Christoph and Allert, Heidrun},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {13--31},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/48PAUINK/858-Artikeltext-3232-1-10-20201202.pdf:application/pdf},
}

@book{arnold_digitalisierung_2020,
	address = {Berlin},
	title = {Digitalisierung und {Lehrkräftefortbildung}: {Gelingensbedingungen} und {Strukturen} von {Fortbildungen} zum {Einsatz} digitaler und interaktiver {Medien} in der {Schule}},
	isbn = {978-3-8325-5131-5},
	shorttitle = {Digitalisierung und {Lehrkräftefortbildung}},
	abstract = {Ausgehend von grundlegenden Theorien des Lernens und Lehrens mit digitalen und interaktiven Medien und aktuellsten Erkenntnissen der Bildungsforschung nähert sich diese Arbeit empirisch dem Ziel bestehende Formen der Fortbildung von Lehrkräften bedarfsgerecht um die Vermittlung konzeptioneller, didaktischer und praktischer Kom- petenzen im Umgang mit digitalen und interaktiven Medien zu erweitern und somit den Einsatz dieser Medien im Rahmen schulischen Unterrichts zu fördern. In einem de- signbasierten empirischen Ansatz werden Fortbildungsstrukturen analysiert, exploriert und evaluiert. Das Fallbeispiel „Interaktive Medien in der Schule“ zeigt den gleichna- migen phasenübergreifenden Zertifikatskurs für (bereits) Lehrende und (noch) Studie- rende. Dieser Kurs wurde seit 2014 an der TU Dresden durchgeführt und evaluiert. Ausgehend von diesen Evaluationsergebnissen und den im Kurs aufgetretenen Her- ausforderungen wurde ein verallgemeinerndes empirisches Design zur Analyse von Gelingensbedingungen von Lehrkräftefortbildung entwickelt. In Folge einer qualitati- ven Ermittlung von förderlichen und hinderlichen Aspekten in der Lehrkräftefortbildung entstand ein abstrahiertes Erhebungswerkzeug zur quantitativen Untersuchung von Gelingensbedingungen von Fortbildungsveranstaltungen und -strukturen. An der quantitativen Teilstudie nahmen 225 Lehrende und 60 Fortbildende im Freistaat Sach- sen teil. Die Ergebnisse in den Dimensionen der Priorität und Leistung (Wichtigkeit und Zufriedenheit) erlauben einerseits Rückschlüsse auf den Erfolg einzelner Maßnahmen im Fortbildungskontext, andererseits werden Differenzen zwischen Prioritäten und Zu- friedenheit aufgezeigt, um konkrete Maßnahmen zur Steigerung des Erfolgs in diesem Bereich abzuleiten. Durch die Synthese der Teilstudien und dem entwickelten ‚Modell zur Verortung von Fortbildungsveranstaltungen‘ (MoVe-FoBi) können somit allge- meine sowie spezielle Aussagen über Gelingensbedingungen von Lehrkräftefortbil- dung getroffen werden, zusätzlich wird das Redesign konkreter Veranstaltungsformate möglich.},
	publisher = {Logos Verlag Berlin GmbH},
	author = {Arnold, Peter},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {arnold_2020_digitalisierung_und_lehrkraftefortbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HFE6IPZJ/arnold_2020_digitalisierung_und_lehrkraftefortbildung.pdf:application/pdf},
}

@book{beiswenger_integratives_2020,
	title = {Ein integratives {Modell} digitalisierungsbezogener {Kompetenzen} für die {Lehramtsausbildung}},
	abstract = {In diesem Beitrag wird ein von einer interdisziplinären Arbeitsgruppe zur Digitalisierung in der Lehramtsausbildung (AG DidL) an der Universität Duisburg‐Essen (UDE) entwickeltes Modell digitalisierungsbezogener Kompetenzen für die Lehramtsausbildung vorgestellt. Aktuell gibt es verschiedene Modelle und Beschreibungsraster der bei Lehrkräften zu entwickelnden digitalisierungsbezogenen Kompetenzen. Bestehende Ansätze adressieren jedoch vielfach unterschiedliche Aspekte oder legen ein eingeschränktes oder nur implizites Digitalisierungsverständnis zugrunde. Das in diesem Beitrag vorgestellte UDE‐Modell versteht sich nicht als Konkurrenzmodell zu diesen Modellen, sondern möchte die Diskussion anstoßen, bestehende Modelle zu integrieren. Es legt ein integratives Verständnis digitalisierungsbezogener Kompetenz zugrunde, das das Lehren und Lernen mit digitalen Medien und das Lernen über Digitalisierung als Unterrichtsgegenstand umschließt. Im Zentrum des Modells stehen allgemein formulierte Kompetenzziele zum Lehren und Lernen, zum beruflichen Engagement sowie zu einer reflexiven, kritisch‐konstruktiven Praxis, die mittels überfachlicher, fächerübergreifender und/oder fachspezifischer Beispiele konkretisiert werden. Dadurch eröffnet das Modell zudem eine dezidiert fachdidaktische Perspektive.},
	author = {Beißwenger, Michael and Borukhovich-Weis, Swantje and Brinda, Torsten and Bulizek, Björn and Burovikhina, Veronika and Cyra, Katharina and Gryl, Inga and Tobinski, David Alexej},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Beißwenger et al. - Ein integratives Modell digitalisierungsbezogener .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2GNAP6SB/Beißwenger et al. - Ein integratives Modell digitalisierungsbezogener .pdf:application/pdf},
}

@article{gladman_tool_2020,
	title = {A {Tool} for {Rating} the {Value} of {Health} {Education} {Mobile} {Apps} to {Enhance} {Student} {Learning} ({MARuL}): {Development} and {Usability} {Study}},
	volume = {8},
	url = {https://mhealth.jmir.org/2020/7/e18015},
	doi = {10.2196/18015},
	abstract = {Background: To realize the potential for mobile learning in clinical skills acquisition, medical students and their teachers should be able to evaluate the value of an app to support student learning of clinical skills. To our knowledge, there is currently no rubric for evaluation of quality or value that is specific for apps to support medical student learning. Such a rubric might assist students to be more confident in using apps to support their learning. Objective: The objective of this study was to develop an instrument that can be used by health professional educators to rate the value of a mobile app to support health professional student learning. Methods: Using the literature, we developed a list of potential criteria for the evaluation of educational app value, which were then refined with a student group using a modified nominal group technique. The refined list was organized into themes, and the initial rubric, Mobile App Rubric for Learning (MARuL, version 1), was developed. iOS and Android app stores were searched for clinical skills apps that met our inclusion criteria. After the 2 reviewers were trained and the item descriptions were refined (version 2), a random sample of 10 included apps, 5 for each mobile operating system, was reviewed. Interitem and interrater analyses and discussions with the reviewers resulted in refinement of MARuL to version 3. The reviewers completed a review of 41 clinical skills mobile apps, and a second round of interitem and interrater reliability testing was performed, leading to version 4 of the MARuL. Results: Students identified 28 items (from an initial set of 144 possible items) during the nominal group phase, and these were then grouped into 4 themes: teaching and learning, user centered, professional, and usability. Testing and refinement with reviewers reduced the list to 26 items. Internal consistency for MARuL was excellent (?=.96), and the interrater reliability as measured by the intraclass correlation coefficient (ICC) was good (ICC=0.66). Conclusions: MARuL offers a fast and user-friendly method for teachers to select valuable apps to enhance student learning.},
	number = {7},
	journal = {JMIR Mhealth Uhealth},
	author = {Gladman, Tehmina and Tylee, Grace and Gallagher, Steve and Mair, Jonathan and Rennie, C. Sarah and Grainger, Rebecca},
	month = jul,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, medical education, mobile phone, digital learning, mobile apps, self-directed learning, mhealth, mobile learning, health occupations students, just-in-time learning, questionnaire design, rubric},
	pages = {e18015},
}

@article{echelard_medical_2020,
	title = {Medical {Student} {Training} in {eHealth}: {Scoping} {Review}},
	volume = {6},
	url = {https://mededu.jmir.org/2020/2/e20027},
	doi = {10.2196/20027},
	abstract = {Background: eHealth is the use of information and communication technologies to enable and improve health and health care services. It is crucial that medical students receive adequate training in eHealth as they will work in clinical environments that are increasingly being enabled by technology. This trend is especially accelerated by the COVID-19 pandemic as it complicates traditional face-to-face medical consultations and highlights the need for innovative approaches in health care. Objective: This review aims to evaluate the extent and nature of the existing literature on medical student training in eHealth. In detail, it aims to examine what this education consists of, the barriers, enhancing factors, and propositions for improving the medical curriculum. This review focuses primarily on some key technologies such as mobile health (mHealth), the internet of things (IoT), telehealth, and artificial intelligence (AI). Methods: Searches were performed on 4 databases, and articles were selected based on the eligibility criteria. Studies had to be related to the training of medical students in eHealth. The eligibility criteria were studies published since 2014, from a peer-reviewed journal, and written in either English or French. A grid was used to extract and chart data. Results: The search resulted in 25 articles. The most studied aspect was mHealth. eHealth as a broad concept, the IoT, AI, and programming were least covered. A total of 52\% (13/25) of all studies contained an intervention, mostly regarding mHealth, electronic health records, web-based medical resources, and programming. The findings included various barriers, enhancing factors, and propositions for improving the medical curriculum. Conclusions: Trends have emerged regarding the suboptimal present state of eHealth training and barriers, enhancing factors, and propositions for optimal training. We recommend that additional studies be conducted on the following themes: barriers, enhancing factors, propositions for optimal training, competencies that medical students should acquire, learning outcomes from eHealth training, and patient care outcomes from this training. Additional studies should be conducted on eHealth and each of its aspects, especially on the IoT, AI, programming, and eHealth as a broad concept. Training in eHealth is critical to medical practice in clinical environments that are increasingly being enabled by technology. The need for innovative approaches in health care during the COVID-19 pandemic further highlights the relevance of this training.},
	number = {2},
	journal = {JMIR Med Educ},
	author = {Echelard, Jean-Fran�ois and M�thot, Fran�ois and Nguyen, Hue-Anh and Pomey, Marie-Pascale},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, medical education, artificial intelligence, eHealth, digital health, telehealth, mHealth, electronic health records, internet of things, health apps, programming},
	pages = {e20027},
}

@article{utunen_global_2020,
	title = {Global {Reach} of an {Online} {COVID}-19 {Course} in {Multiple} {Languages} on {OpenWHO} in the {First} {Quarter} of 2020: {Analysis} of {Platform} {Use} {Data}},
	volume = {22},
	url = {https://www.jmir.org/2020/4/e19076},
	doi = {10.2196/19076},
	abstract = {Background: At the onset of the coronavirus outbreak, the World Health Organization?s (WHO) Health Emergencies Learning and Capacity Development Unit, together with the WHO?s health technical lead on coronaviruses, developed a massive open online course within 3 weeks as part of the global response to the emergency. The introductory coronavirus disease (COVID?19) course was launched on January 26, 2020, on the health emergencies learning platform OpenWHO.org. Objective: The aim of this paper is to investigate the geographic reach of different language courses accessed by a worldwide audience seeking information on COVID-19. Users? professional identities and backgrounds were explored to inform course owners on the use case. The course was developed and delivered via the open-access learning platform OpenWHO.org. The self-paced resources are available in a total of 13 languages and were produced between January 26 and March 25, 2020. Methods: Data were collected from the online courses? statistical data and metrics reporting system on the OpenWHO platform. User patterns and locations were analyzed based on Google Analytics and the platform?s own statistics capabilities, and data sets were overlaid. This analysis was conducted based on user location, with the data disaggregated according to the six WHO regions, the top 10 countries, and the proportion of use for each language version. Data included affiliation, gender, age, and other parameters for 32.43\% (52,214/161,007) of the users who indicated their background. Results: As of March 25, 2020, the introductory COVID-19 course totaled 232,890 enrollments across all languages. The Spanish language course was comprised of more than half (n=118,754, 50.99\%) of all course enrollments, and the English language course was comprised of 38.21\% (n=88,988) of enrollments. The WHO?s Region of the Americas accounted for most of the course enrollments, with more than 72.47\% (138,503/191,130) enrollment across all languages. Other regions were more evenly distributed with less than 10\% enrollment for each. A total of 32.43\% (52,214/161,007) of users specified a professional affiliation by choosing from the 12 most common backgrounds in the OpenWHO user profiles. Before the COVID-19 pandemic, users were spread over the 11 distinct affiliations, with a small fraction of users identifying themselves as ?Other.? With the COVID-19 introductory course, the largest number of users selected ?Other? (16,527/52,214, 31.65\%), suggesting a large number of users who were not health professionals or academics. The top 10 countries with the most users across all languages were Argentina, Chile, Colombia, Ecuador, India, Mexico, Peru, Spain, the United Kingdom, and the United States. Conclusions: The online course has addressed a worldwide learning need by providing WHO?s technical guidance packaged in simple formats for access and use. The learning material development was expedited to meet the onset of the epidemic. Initial data suggest that the various language versions of the course, in particular Spanish, have reached new user groups, fulfilling the platform?s aim of providing learning everywhere to anyone that is interested. User surveys will be carried out to measure the real impact.},
	number = {4},
	journal = {J Med Internet Res},
	author = {Utunen, Heini and Ndiaye, Ngouille and Piroux, Corentin and George, Richelle and Attias, Melissa and Gamhewage, Gaya},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, COVID-19, online learning, coronavirus, WHO, public health, pandemic, novel coronavirus, MOOC, OpenWHO},
	pages = {e19076},
}

@article{muangpoon_augmented_2020,
	title = {Augmented {Reality} {System} for {Digital} {Rectal} {Examination} {Training} and {Assessment}: {System} {Validation}},
	volume = {22},
	url = {https://www.jmir.org/2020/8/e18637},
	doi = {10.2196/18637},
	abstract = {Background: Digital rectal examination is a difficult examination to learn and teach because of limited opportunities for practice; however, the main challenge is that students and tutors cannot see the finger when it is palpating the anal canal and prostate gland inside the patients. Objective: This paper presents an augmented reality system to be used with benchtop models commonly available in medical schools with the aim of addressing the problem of lack of visualization. The system enables visualization of the examining finger, as well as of the internal organs when performing digital rectal examinations. Magnetic tracking sensors are used to track the movement of the finger, and a pressure sensor is used to monitor the applied pressure. By overlaying a virtual finger on the real finger and a virtual model on the benchtop model, students can see through the examination and finger maneuvers. Methods: The system was implemented in the Unity game engine (Unity Technologies) and uses a first-generation HoloLens (Microsoft Inc) as an augmented reality device. To evaluate the system, 19 participants (9 clinicians who routinely performed digital rectal examinations and 10 medical students) were asked to use the system and answer 12 questions regarding the usefulness of the system. Results: The system showed the movement of an examining finger in real time with a frame rate of 60 fps on the HoloLens and accurately aligned the virtual and real models with a mean error of 3.9 mm. Users found the movement of the finger was realistic (mean 3.9, SD 1.2); moreover, they found the visualization of the finger and internal organs were useful for teaching, learning, and assessment of digital rectal examinations (finger: mean 4.1, SD 1.1; organs: mean 4.6, SD 0.8), mainly targeting a novice group. Conclusions: The proposed augmented reality system was designed to improve teaching and learning of digital rectal examination skills by providing visualization of the finger and internal organs. The initial user study proved its applicability and usefulness.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Muangpoon, Theerapat and Haghighi Osgouei, Reza and Escobar-Castillejos, David and Kontovounisios, Christos and Bello, Fernando},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Usability, Augmented Reality, Digital Rectal Examination (DRE), Magnetic Tracker, Medical Education, Pressure Sensor},
	pages = {e18637},
}

@article{yin_role_2020,
	title = {Role of {Technology} in {Self}-{Assessment} and {Feedback} {Among} {Hospitalist} {Physicians}: {Semistructured} {Interviews} and {Thematic} {Analysis}},
	volume = {22},
	url = {http://www.jmir.org/2020/11/e23299/},
	doi = {10.2196/23299},
	abstract = {Background: Lifelong learning is embedded in the culture of medicine, but there are limited tools currently available for many clinicians, including hospitalists, to help improve their own practice. Although there are requirements for continuing medical education, resources for learning new clinical guidelines, and developing fields aimed at facilitating peer-to-peer feedback, there is a gap in the availability of tools that enable clinicians to learn based on their own patients and clinical decisions. Objective: The aim of this study was to explore the technologies or modifications to existing systems that could be used to benefit hospitalist physicians in pursuing self-assessment and improvement by understanding physicians? current practices and their reactions to proposed possibilities. Methods: Semistructured interviews were conducted in two separate stages with analysis performed after each stage. In the first stage, interviews (N=12) were conducted to understand the ways in which hospitalist physicians are currently gathering feedback and assessing their practice. A thematic analysis of these interviews informed the prototype used to elicit responses in the second stage. Results: Clinicians actively look for feedback that they can apply to their practice, with the majority of the feedback obtained through self-assessment. The following three themes surrounding this aspect were identified in the first round of semistructured interviews: collaboration, self-reliance, and uncertainty, each with three related subthemes. Using a wireframe, the second round of interviews led to identifying the features that are currently challenging to use or could be made available with technology. Conclusions: Based on each theme and subtheme, we provide targeted recommendations for use by relevant stakeholders such as institutions, clinicians, and technologists. Most hospitalist self-assessments occur on a rolling basis, specifically using data in electronic medical records as their primary source. Specific objective data points or subjective patient relationships lead clinicians to review their patient cases and to assess their own performance. However, current systems are not built for these analyses or for clinicians to perform self-assessment, making this a burdensome and incomplete process. Building a platform that focuses on providing and curating the information used for self-assessment could help physicians make more accurately informed changes to their own clinical practice and decision-making.},
	number = {11},
	journal = {J Med Internet Res},
	author = {Yin, Lukas Andrew and Gheissari, Pargol and Lin, Wanyin Inna and Sobolev, Michael and Pollak, P. John and Cole, Curtis and Estrin, Deborah},
	month = nov,
	year = {2020},
	keywords = {Feedback, Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Assessment, digital health, learning, electronic medical record, self-assessment, hospitalist, self-learning},
	pages = {e23299},
}

@article{herzig_zur_2020,
	title = {Zur {Bedeutung} des {Nichtwissens} und die {Suche} nach {Problemlösungen}: {Bildungstheoretische} Überlegungen zur {Künstlichen} {Intelligenz}},
	issn = {1424-3636},
	doi = {10/ghp7f8},
	abstract = {Als disruptive Technologie verändert und beeinflusst Künstliche Intelligenz fast alle menschlichen Lebensbereiche und stellt das Bild und die Bildung des Menschen auf die Probe. Dabei stellt gerade das Nichtwissen ein bedeutendes Unterscheidungsmerkmal zwischen Mensch und Maschine dar und treibt den Menschen in unsicheren Situationen zu Problemlösungen und Urteilen an. Diese Fähigkeiten machen die Einzigartigkeit des Menschen aus und bleiben auch in Zukunft eine wichtige Bildungsaufgabe. Medienpäd- agogik nimmt in dieser Konstellation eine Aufklärungs- und Gestaltungsfunktion für die Verbindung zwischen dem individuell bzw. sozial Kontingentem und den materiellen, technischen Umwelten ein. Im vorliegenden Beitrag werden diese Überlegungen anhand interdisziplinärer Theorieansätze begründet.},
	number = {Themenheft: 39},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Witt, Claudia de and Leineweber, Christian},
	editor = {Herzig, Bardo and Klar, Tilman-Mathies and Martin, Alexander and Meister, Dorothee M.},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:Relevanz:3},
	pages = {32--47},
	file = {Witt und Leineweber - 2020 - Zur Bedeutung des Nichtwissens und die Suche nach .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IAAS22I6/Witt und Leineweber - 2020 - Zur Bedeutung des Nichtwissens und die Suche nach .pdf:application/pdf},
}

@article{swertz_big_2020,
	title = {Big {Data} als datenbasierte {Programmierung}: {Eine} medienpädagogische {Analyse} künstlicher neuronaler {Netzwerke}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Big {Data} als datenbasierte {Programmierung}},
	url = {10.21240/mpaed/jb17/2020.04.27.X},
	doi = {10/gksnzk},
	abstract = {In medienpädagogischen Theorien wird oft auf Analysen medieninduzierter gesellschaftlicher Entwicklungen oder auf Analysen der Inhalte von Medien und ihre Struktur zurückgegriffen. Diese Perspektiven werden in der relationalen Medienpädagogik um die Analyse der Technologie von Medien ergänzt. Im Beitrag wird aus dieser Sicht eine Analyse der datenbasierten Programmierung als Technologie in der Absicht vorgenommen, die medienpädagogische Relevanz der Technologie zu untersuchen.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Swertz, Christian},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:Relevanz:3},
	pages = {93--119},
	file = {Swertz - 2020 - Big Data als datenbasierte Programmierung Eine me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J99T7VMW/Swertz - 2020 - Big Data als datenbasierte Programmierung Eine me.pdf:application/pdf},
}

@article{seibert_application_2020,
	title = {Application of digital technologies in nursing practice: {Results} of a mixed methods study on nurses’ experiences, needs and perspectives},
	volume = {158-159},
	doi = {10/gh5xvm},
	journal = {Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen},
	author = {Seibert, Kathrin and Domhoff, Dominik and Huter, Kai and Krick, Tobias and Rothgang, Heinz and Wolf-Ostermann, Karin},
	year = {2020},
	note = {ZSCC: 0000003},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Promotion:FU4b},
	pages = {94--106},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/NE7XBBFR/PIIS1865921720301720.pdf:application/pdf},
}

@article{moldenhauer_uber_2020,
	title = {Über „{Digital} {Natives}“, die selbst aktiv werden und {Lehrpersonen}, die keine {Angst} vor {Tablets} haben. {Eine} {Diskursanalyse} zum {Schreiben} über das {Lehren} und {Lernen} mit digitalen {Medien} in praxisinstruktiven {Zeitschriften} für die {Grundschule}},
	volume = {13},
	doi = {10/gg5cv8},
	number = {1},
	journal = {Zeitschrift für Grundschulforschung},
	author = {Moldenhauer, Anna and Buck, Marc Fabian and Koinzer, Thomas},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Lernsystemarchitektur, FernUni-Hagen:MABM:M6, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {31--45},
	file = {moldenhauer_et_al_2020_uber_„digital_natives“,_die_selbst_aktiv_werden_und_lehrpersonen,_die_keine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SNJEJ9CE/moldenhauer_et_al_2020_uber_„digital_natives“,_die_selbst_aktiv_werden_und_lehrpersonen,_die_keine.pdf:application/pdf},
}

@article{loviscach_lehren_2020,
	title = {Lehren, {Lernen} und flache {Digitalisierung}},
	volume = {71},
	doi = {10/ghp7f7},
	number = {1},
	journal = {Information - Wissenschaft \& Praxis},
	author = {Loviscach, Jörn},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {23--27},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/443S5SUJ/Distance_Learning_aus_Studierenden_und_L.pdf:application/pdf},
}

@article{benda_lessons_2020,
	title = {Lessons {Learned} {From} an {Evaluation} of {Serious} {Gaming} as an {Alternative} to {Mannequin}-{Based} {Simulation} {Technology}: {Randomized} {Controlled} {Trial}},
	volume = {8},
	url = {http://games.jmir.org/2020/3/e21123/},
	doi = {10.2196/21123},
	abstract = {Background: The use of new technology like virtual reality, e-learning, and serious gaming can offer novel, more accessible options that have been demonstrated to improve learning outcomes. Objective: The aim of this study was to compare the educational effectiveness of serious game?based simulation training to traditional mannequin-based simulation training and to determine the perceptions of physicians and nurses. We used an obstetric use case, namely electronic fetal monitoring interpretation and decision making, for our assessment. Methods: This study utilized a mixed methods approach to evaluate the effectiveness of the new, serious game?based training method and assess participants? perceptions of the training. Participants were randomized to traditional simulation training in a center with mannequins or serious game training. They then participated in an obstetrical in-situ simulation scenario to assess their learning. Participants also completed a posttraining perceptions questionnaire. Results: The primary outcome measure for this study was the participants? performance in an in-situ mannequin-based simulation scenario, which occurred posttraining following a washout period. No significant statistical differences were detected between the mannequin-based and serious game?based groups in overall performance, although the study was not sufficiently powered to conclude noninferiority. The survey questions were tested for significant differences in participant perceptions of the educational method, but none were found. Qualitative participant feedback revealed important areas for improvement, with a focus on game realism. Conclusions: The serious game training tool developed has potential utility in providing education to those without access to large simulation centers; however, further validation is needed to demonstrate if this tool is as effective as mannequin-based simulation.},
	number = {3},
	journal = {JMIR Serious Games},
	author = {Benda, C. Natalie and Kellogg, M. Kathryn and Hoffman, J. Daniel and Fairbanks, J. Rollin and Auguste, Tamika},
	month = sep,
	year = {2020},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildung, Promotion:Schlussfolgerung, \#5:Zeitschriftenartikel:e-learning, obstetrics},
	pages = {e21123},
	file = {Benda et al. - 2020 - Lessons Learned From an Evaluation of Serious Gami.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U6L4IN6V/Benda et al. - 2020 - Lessons Learned From an Evaluation of Serious Gami.pdf:application/pdf},
}

@article{johnson_usability_2020,
	title = {Usability {Methods} and {Attributes} {Reported} in {Usability} {Studies} of {Mobile} {Apps} for {Health} {Care} {Education}: {Protocol} for a {Scoping} {Review}},
	volume = {9},
	url = {https://www.researchprotocols.org/2020/8/e19072},
	doi = {10.2196/19072},
	abstract = {Background: E-learning technologies, including mobile apps, are used to a large extent in health care education. Mobile apps can provide extendable learning environments and motivate students for adaptive and collaborative learning outside the classroom context. Developers should design practical, effective, and easy-to-use mobile apps. Usability testing is an important part of app development in order to understand if apps meet the needs of users. Objective: The aim of this study is to perform a scoping review of usability methods and attributes reported in usability studies of mobile apps for health care education. Methods: The scoping review is guided by the methodological framework developed by Arksey \& O?Malley and further developed by Levac et al and Kahlil et al. The stages we will follow are as follows: (1) identifying the research question; (2) identifying relevant studies; (3) selecting studies; (4) charting the data; and (5) summarizing and reporting the results. We have developed two research questions to meet the aim of the study, which are as follows: (1) What usability methods are used to evaluate the usability of mobile apps for health care education? and (2) What usability attributes are reported in the usability studies of mobile apps for health care education? We will apply a comprehensive search of the literature, including 10 databases, a reference search, and a search for grey literature. Two review authors will independently screen articles for eligibility. Results: The initial electronic database searches were completed in March 2019. The literature search identified 14,297 unique references. Following title and abstract screening, the full texts of 369 records were obtained. The scoping review is expected to be completed in spring 2021. Conclusions: We expect the overview of usability methods and attributes reported in usability studies of mobile apps for health care education to contribute to the knowledge base for researchers and developers. It will give an overview of the research field and provide researchers and developers with relevant and important information on the usability research area, including highlighting possible research gaps. International Registered Report Identifier (IRRID): DERR1-10.2196/19072},
	number = {8},
	journal = {JMIR Res Protoc},
	author = {Johnson, Gr�dem Susanne and Potrebny, Thomas and Larun, Lillebeth and Ciliska, Donna and Olsen, Rydland Nina},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Systemanpassung, Promotion:Argumentation, Lernsystemarchitektur, online learning, \#5:Zeitschriftenartikel:e-learning, students, health education, mobile app, user-computer interface},
	pages = {e19072},
	file = {Johnson et al. - 2020 - Usability Methods and Attributes Reported in Usabi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P2XVHM7T/Johnson et al. - 2020 - Usability Methods and Attributes Reported in Usabi.pdf:application/pdf},
}

@article{suppan_effect_2020,
	title = {Effect of an {E}-{Learning} {Module} on {Personal} {Protective} {Equipment} {Proficiency} {Among} {Prehospital} {Personnel}: {Web}-{Based} {Randomized} {Controlled} {Trial}},
	volume = {22},
	url = {http://www.jmir.org/2020/8/e21265/},
	doi = {10.2196/21265},
	abstract = {Background: To avoid misuse of personal protective equipment (PPE), ensure health care workers? safety, and avoid shortages, effective communication of up-to-date infection control guidelines is essential. As prehospital teams are particularly at risk of contamination given their challenging work environment, a specific gamified electronic learning (e-learning) module targeting this audience might provide significant advantages as it requires neither the presence of learners nor the repetitive use of equipment for demonstration. Objective: The aim of this study was to evaluate whether a gamified e-learning module could improve the rate of adequate PPE choice by prehospital personnel in the context of the coronavirus disease (COVID-19) pandemic. Methods: This was an individual-level randomized, controlled, quadruple-blind (investigators, participants, outcome assessors, and data analysts) closed web-based trial. All emergency prehospital personnel working in Geneva, Switzerland, were eligible for inclusion, and were invited to participate by email in April 2020. Participants were informed that the study aim was to assess their knowledge regarding PPE, and that they would be presented with both the guidelines and the e-learning module, though they were unaware that there were two different study paths. All participants first answered a preintervention quiz designed to establish their profile and baseline knowledge. The control group then accessed the guidelines before answering a second set of questions, and were then granted access to the e-learning module. The e-learning group was shown the e-learning module right after the guidelines and before answering the second set of questions. Results: Of the 291 randomized participants, 176 (60.5\%) completed the trial. There was no significant difference in baseline knowledge between groups. Though the baseline proportion of adequate PPE choice was high (75\%, IQR 50\%-75\%), participants? description of the donning sequence was in most cases incorrect. After either intervention, adequate choice of PPE increased significantly in both groups (P{\textless}.001). Though the median of the difference in the proportion of correct answers was slightly higher in the e-learning group (17\%, IQR 8\%-33\% versus 8\%, IQR 8\%-33\%), the difference was not statistically significant (P=.27). Confidence in the ability to use PPE was maintained in the e-learning group (P=.27) but significantly decreased in the control group (P=.04). Conclusions: Among prehospital personnel with an already relatively high knowledge of and experience with PPE use, both web-based study paths increased the rate of adequate choice of PPE. There was no major added value of the gamified e-learning module apart from preserving participants' confidence in their ability to correctly use PPE.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Suppan, Laurent and Abbas, Mohamed and Stuby, Loric and Cottet, Philippe and Larribau, Robert and Golay, Eric and Iten, Anne and Harbarth, Stephan and Gartner, Birgit and Suppan, M�lanie},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, COVID-19, online learning, \#5:Zeitschriftenartikel:e-learning, randomized controlled trial, safety, communication, protection, electronic learning, equipment, gamified, personal protective equipment, prehospital},
	pages = {e21265},
	file = {Suppan et al. - 2020 - Effect of an E-Learning Module on Personal Protect.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S3XY3X8X/Suppan et al. - 2020 - Effect of an E-Learning Module on Personal Protect.pdf:application/pdf},
}

@article{suppan_teaching_2020,
	title = {Teaching {Adequate} {Prehospital} {Use} of {Personal} {Protective} {Equipment} {During} the {COVID}-19 {Pandemic}: {Development} of a {Gamified} e-{Learning} {Module}},
	volume = {8},
	url = {http://games.jmir.org/2020/2/e20173/},
	doi = {10.2196/20173},
	abstract = {Background: The coronavirus disease (COVID-19) pandemic has led to increased use of personal protective equipment (PPE). Adequate use of this equipment is more critical than ever because the risk of shortages must be balanced against the need to effectively protect health care workers, including prehospital personnel. Specific training is therefore necessary; however, the need for social distancing has markedly disrupted the delivery of continuing education courses. Electronic learning (e-learning) may provide significant advantages because it requires neither the physical presence of learners nor the repetitive use of equipment for demonstration. Objective: Inclusion of game mechanics, or ?gamification,? has been shown to increase knowledge and skill acquisition. The objective of this research was to develop a gamified e-learning module to interactively deliver concepts and information regarding the correct choice and handling of PPE. Methods: The SERES framework was used to define and describe the development process, including scientific and design foundations. After we defined the target audience and learning objectives by interviewing the stakeholders, we searched the scientific literature to establish relevant theoretical bases. The learning contents were validated by infection control and prehospital experts. Learning mechanics were then determined according to the learning objectives, and the content that could benefit from the inclusion of game mechanics was identified. Results: The literature search resulted in the selection and inclusion of 12 articles. In addition to gamification, pretesting, feedback, avoiding content skipping, and demonstrations using embedded videos were used as learning mechanics. Gamification was used to enhance the interactivity of the PPE donning and doffing sequences, which presented the greatest learning challenges. The module was developed with Articulate Storyline 3 to ensure that it would be compatible with a wide array of devices, as this software generates HTML5-compatible output that can be accessed on smartphones, tablets, and regular computers as long as a recent browser is available. Conclusions: A gamified e-learning module designed to promote better knowledge and understanding of PPE use among prehospital health care workers was created by following the SERES framework. The impact of this module should now be assessed by means of a randomized controlled trial.},
	number = {2},
	journal = {JMIR Serious Games},
	author = {Suppan, M�lanie and Gartner, Birgit and Golay, Eric and Stuby, Loric and White, Marion and Cottet, Philippe and Abbas, Mohamed and Iten, Anne and Harbarth, Stephan and Suppan, Laurent},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, COVID-19, \#5:Zeitschriftenartikel:e-learning, gamification, electronic learning, personal protective equipment, prehospital},
	pages = {e20173},
	file = {Suppan et al. - 2020 - Teaching Adequate Prehospital Use of Personal Prot.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PN8XX66R/Suppan et al. - 2020 - Teaching Adequate Prehospital Use of Personal Prot.pdf:application/pdf},
}

@article{suppan_short_2020,
	title = {A {Short} {Intervention} {Followed} by an {Interactive} {E}-{Learning} {Module} to {Motivate} {Medical} {Students} to {Enlist} as {First} {Responders}: {Protocol} for a {Prospective} {Implementation} {Study}},
	volume = {9},
	url = {http://www.researchprotocols.org/2020/11/e24664/},
	doi = {10.2196/24664},
	abstract = {Background: In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40\% of out-of-hospital cardiac arrests (OHCAs) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a ?first-responder? system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only have limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. Objective: Our aim is to determine whether providing first-year medical students with a short intervention followed by an interactive e-learning module can motivate them to enlist as first responders. Methods: After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), 2 senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council?s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. The reasons given by medical students for refusing to participate will be analyzed. We will also assess how comfortable junior medical students would feel to be integrated into the first responders system at the end of the training program and whether it affects the registration rate. Results: The regional ethics committee (Req-2020-01143) and the UGFM vice-dean for undergraduate education have given their approval to the realization of this study, which is scheduled to begin in January 2021. Conclusions: This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders. International Registered Report Identifier (IRRID): PRR1-10.2196/24664},
	number = {11},
	journal = {JMIR Res Protoc},
	author = {Suppan, Laurent and Herren, Tara and Taramarcaz, Victor and Regard, Simon and Martin-Achard, S�bastien and Zamberg, Ido and Larribau, Robert and Niquille, Marc and Mach, Francois and Suppan, M�lanie and Schiffer, Eduardo},
	month = nov,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning, cardiopulmonary resuscitation, basic life support, out-of-hospital cardiac arrest, medical students, undergraduate medical education},
	pages = {e24664},
	file = {Suppan et al. - 2020 - A Short Intervention Followed by an Interactive E-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZAHDG5WX/Suppan et al. - 2020 - A Short Intervention Followed by an Interactive E-.pdf:application/pdf},
}

@article{wu_clinical_2020,
	title = {A {Clinical} {Teaching} {Blended} {Learning} {Program} to {Enhance} {Registered} {Nurse} {Preceptors}? {Teaching} {Competencies}: {Pretest} and {Posttest} {Study}},
	volume = {22},
	url = {http://www.jmir.org/2020/4/e18604/},
	doi = {10.2196/18604},
	abstract = {Background: Clinical nursing education provides opportunities for students to learn in multiple patient care settings, receive appropriate guidance, and foster the development of clinical competence and professionalism. Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competencies, and enhance problem-solving and critical thinking skills. Previous research has indicated that the teaching competencies of nurse preceptors can be transferred to students? clinical learning to enhance their clinical competencies. Objective: This study aimed to develop a clinical teaching blended learning (CTBL) program with the aid of web-based clinical pedagogy (WCP) and case-based learning for nurse preceptors and to examine the effectiveness of the CTBL program on nurse preceptors? clinical teaching competencies, self-efficacies, attitudes toward web-based learning, and blended learning outcomes. Methods: A quasi-experimental single-group pretest and posttest design was adopted. A total of 150 nurse preceptors participated in the CTBL program, which was conducted from September 2019 to December 2019. A set of questionnaires, including the clinical teaching competence inventory, preceptor self-efficacy questionnaire, attitudes toward web-based continuing learning survey, and e-learning experience questionnaire, was used to assess the outcomes before and after the CTBL program. Results: Compared with the baseline, the participants had significantly higher total mean scores and subdomain scores for clinical teaching competence (mean 129.95, SD 16.38; P{\textless}.001), self-efficacy (mean 70.40, SD 9.35; P{\textless}.001), attitudes toward web-based continuing learning (mean 84.68, SD 14.76; P{\textless}.001), and blended learning outcomes (mean 122.13, SD 14.86; P{\textless}.001) after the CTBL program. Conclusions: The CTBL program provides a comprehensive coverage of clinical teaching pedagogy and assessment strategies. The combination of the WCP and case-based approach provides a variety of learning modes to fit into the diverse learning needs of the preceptors. The CTBL program allows the preceptors to receive direct feedback from the facilitators during face-to-face sessions. Preceptors also gave feedback that the web-based workload is manageable. This study provides evidence that the CTBL program increases the clinical teaching competencies and self-efficacies of the preceptors and promotes positive attitudes toward web-based learning and better blended learning outcomes. The health care organization can consider the integration of flexible learning and intellect platforms for preceptorship education.},
	number = {4},
	journal = {J Med Internet Res},
	author = {Wu, Vivien Xi and Chi, Yuchen and Panneer Selvam, Umadevi and Devi, Kamala M. and Wang, Wenru and Chan, Shih Yah and Wee, Chi Fong and Zhao, Shengdong and Sehgal, Vibhor and Ang, Emily Neo Kim},
	month = apr,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Bildung, Multimedia, \#5:Zeitschriftenartikel:e-learning, case-based learning, clinical pedagogy, clinical teaching competency, nurse preceptor, web-based program},
	pages = {e18604},
	file = {Wu et al. - 2020 - A Clinical Teaching Blended Learning Program to En.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KFW8N3X/Wu et al. - 2020 - A Clinical Teaching Blended Learning Program to En.pdf:application/pdf},
}

@article{bohme_lernunterstutzung_2020-2,
	title = {Lernunterstützung mit digitalen {Medien} in der {Grundschule}},
	volume = {13},
	doi = {10/gg5cv7},
	number = {1},
	journal = {Zeitschrift für Grundschulforschung},
	author = {Böhme, Richard and Munser-Kiefer, Meike and Prestridge, Sarah},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU3},
	pages = {1--14},
	file = {bohme_et_al_2020_lernunterstutzung_mit_digitalen_medien_in_der_grundschule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9AU9IGA5/bohme_et_al_2020_lernunterstutzung_mit_digitalen_medien_in_der_grundschule.pdf:application/pdf},
}

@article{blakemore_equipping_2020,
	title = {Equipping {Learners} to {Evaluate} {Online} {Health} {Care} {Resources}: {Longitudinal} {Study} of {Learning} {Design} {Strategies} in a {Health} {Care} {Massive} {Open} {Online} {Course}},
	volume = {22},
	url = {http://www.jmir.org/2020/2/e15177/},
	doi = {10.2196/15177},
	abstract = {Background: The digital revolution has led to a boom in the number of available online health care resources. To navigate these resources successfully, digital literacy education is required. Learners who can evaluate the reliability and validity of online health care information are likely to be more effective at avoiding potentially dangerous misinformation. In addition to providing health care education, massive open online courses (MOOCs) are well positioned to play a role in providing digital literacy education in this context. Objective: This study focused on learners enrolled in a MOOC on cancer genomics. The aim of this study was to evaluate the efficacy of a series of digital literacy?related activities within this course. This was an iterative study, with changes made to digital literacy?related activities in 4 of the 8 runs of the course. Methods: This mixed methods study focused on learner engagement with the digital literacy?related activities, including the final course written assignment. Quantitative data including the number of references listed in each written assignment were compared between successive runs. Qualitative data in the form of learner comments on discussion forums for digital literacy?related tasks were evaluated to determine the impact of these educational activities. Results: Using the number of references included for each final course assignment as an indicator of digital literacy skills, the digital literacy?related activities in the final 2 runs were judged to be the most successful. We found a statistically significant increase in the number of references cited by learners in their final written assignments. The average number of references cited in Run 8 was significantly higher (3.5) than in Run 1 (1.8) of the MOOC (P=.001). Learner comments in Runs 7 and 8 showed that a poll in which learners were asked to select which of 4 online resources was reliable was effective in stimulating learner discussion about how to evaluate resource reliability. Conclusions: Similar to many health care MOOCs, the course studied here had a heterogeneous group of learners, including patients (and their families), the public, health care students, and practitioners. Carefully designing a range of digital literacy?related activities that would be beneficial to this heterogenous group of learners enabled learners to become more effective at evaluating and citing appropriate online resources within their written assignments.},
	number = {2},
	journal = {J Med Internet Res},
	author = {Blakemore, M. Louise and Meek, M. Sarah E. and Marks, K. Leah},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Assessment, \#4:Zeitschriftenartikel:MOOC, learning analytics, digital literacy, digital health literacy, eHealth literacy, misinformation, health care education, ehealth, Jofqeh-viggij-1jepmo, MOOC, plagiarism},
	pages = {e15177},
	file = {Blakemore et al. - 2020 - Equipping Learners to Evaluate Online Health Care Resources Longitudinal Study of Learning Design S:/Users/jochenhanisch-johannsen/Zotero/storage/5P3XUDGC/Blakemore et al. - 2020 - Equipping Learners to Evaluate Online Health Care Resources Longitudinal Study of Learning Design S.pdf:application/pdf},
}

@article{atif_perceived_2020,
	title = {Perceived benefits and barriers of a prototype early alert system to detect engagement and support ‘at-risk’ students: {The} teacher perspective},
	volume = {156},
	issn = {03601315},
	shorttitle = {Perceived benefits and barriers of a prototype early alert system to detect engagement and support ‘at-risk’ students},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131520301524},
	doi = {10.1016/j.compedu.2020.103954},
	abstract = {Given the focus on boosting retention rates and the potential benefits of proactive and early identification of students who may require support, higher education institutions are looking at the data already captured in university systems. Student early alert systems are part of formal, proactive, early intervention communication initiatives that institutions have put into place to help with the timely identification and intervention (alert) of at-risk students. The significance of student early alert systems is that support could be offered to high-risk students while they are still enrolled in the unit and able to influence their success/failure before the unit completes. Delivering timely interventions to students via a student early alert system typically requires teaching staff to identify at-risk students, and act upon that information in a way that would encourage students to change their behaviours. However, little is understood regarding teachers’ needs and attitudes towards the use of such a system. In the context of a prototype early alert system, this article reports the practices and opinions of a range of teaching staff across all fac­ ulties within an institution. The article sheds light on how teachers measure student performance and engagement in their units, and the perceived benefits and barriers of using the early alert system to identify and manage at-risk students.},
	language = {en-US},
	urldate = {2024-06-14},
	journal = {Computers \& Education},
	author = {Atif, Amara and Richards, Deborah and Liu, Danny and Bilgin, Ayse Aysin},
	month = oct,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU1},
	pages = {103954},
	file = {Atif et al. - 2020 - Perceived benefits and barriers of a prototype ear.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RSKPNWA4/Atif et al. - 2020 - Perceived benefits and barriers of a prototype ear.pdf:application/pdf},
}

@article{offergeld_ab_2020,
	title = {„{Ab} morgen bitte online“: {Vergleich} digitaler {Rahmenbedingungen} der curricularen {Lehre} an nationalen {Universitäts}-{HNO}-{Kliniken} in {Zeiten} von {COVID}-19: {Digitale} {Lehre} an nationalen {Universitäts}-{HNO}-{Kliniken}},
	issn = {0017-6192, 1433-0458},
	shorttitle = {„{Ab} morgen bitte online“},
	url = {http://link.springer.com/10.1007/s00106-020-00939-5},
	doi = {10/ghd85p},
	abstract = {Zusammenfassung
            
              Hintergrund
              Die Corona-Krise beeinflusst nicht nur das professionelle Handeln, sondern auch die Lehre an den Universitäten. Schlagworte wie „E-Learning“ und „Digitalisierung“ suggerieren die Möglichkeit innovativer, ad hoc verfügbarer Lösungsansätze für die Lehre in der aktuellen COVID-19-Situation. Die aktuelle Umstellung auf digitale Lehre ist aber nicht primär durch eine didaktische Sinnhaftigkeit oder institutionelle Strategie, sondern durch äußere Notwendigkeit geprägt.
            
            
              Ziel der Arbeit
              Ziel der Arbeit war die Erfassung der Lehrsituation an nationalen Universitäts-HNO-Kliniken und akademischen Lehrkrankenhäusern zu Beginn des virtuellen Corona-Sommersemesters 2020.
            
            
              Material und Methode
              Ein eigens erstellter Fragebogen zur jeweiligen lokalen Situation, den örtlichen Rahmenbedingungen sowie zu bundesweiten Szenarien wurde an alle 39 nationalen Universitäts-HNO-Kliniken und 20 akademischen Lehrkrankenhäuser mit HNO-Hauptabteilung versandt.
            
            
              Ergebnisse
              Die ausgefüllten Fragebögen von 31 Universitätskliniken (UK) und 10 akademische Lehrkrankenhäuser (ALK) gingen in die Auswertung ein. Es zeigten sich offensichtliche Diskrepanzen zwischen verfügbaren Ressourcen und tatsächlich verfügbaren digitalisierten Lehrinhalten. Weitere Kritikpunkte offenbarten sich in Bezug auf die Kommunikation mit der Medizinischen Fakultät, die digitale Infrastruktur und insbesondere in der oftmals mangelnden Kollaboration mit den zentralen Supportstrukturen, wie Medien‑, Didaktik- und Rechenzentren.
            
            
              Schlussfolgerung
              Es gibt durchaus positive Beispiele für eine gelungene Überführung der Präsenzlehre in das ausschließlich virtuelle Sommersemester 2020 innerhalb der Universitäts-HNO-Kliniken. Mehrheitlich aber überwiegen kritische Einschätzungen der Lehrbeauftragten bzw. Ärztlichen Direktoren gegenüber der aktuellen Lehrsituation. Eine zeitkritische strategische Weiterentwicklung ist dringend erforderlich.
            
          , 
            Abstract
            
              Background
              The corona crisis not only affects professional activities but also teaching and learning at universities. Buzzwords, such as e‑learning and digitalization suggest the possibility of innovative teaching approaches that are readily available to solve the problems of teaching in the current COVID-19 pandemic. The current conversion to digital teaching is not primarily driven by didactic rationale or institutional strategy but by external circumstances.
            
            
              Objective
              The aim of the study was to determine the teaching situation at national university ENT clinics and academic teaching hospitals at the start of the virtual corona summer semester in 2020.
            
            
              Material and methods
              A specifically self-designed questionnaire regarding the local situation and conditions as well as nationwide scenarios was sent to all 39 national university ENT clinics and 20 ENT departments at academic teaching hospitals.
            
            
              Results
              A total of 31 university hospitals and 10 academic teaching hospitals took part in the survey. There were obvious discrepancies between available resources and effectively available digital teaching and learning contents. Further criticism was expressed regarding the communication with the medical faculty, the digital infrastructure and particularly the frequent lack of collaboration with central support facilities, such as media, didactics and datacenters.
            
            
              Conclusion
              There are positive examples of successful transformation of classroom teaching to an exclusively virtual summer semester 2020 within the university ENT clinics; however, critical ratings of assistant professors and medical directors regarding the current teaching situation predominated. A time-critical strategic advancement is urgently needed.},
	language = {en-GB},
	urldate = {2020-10-10},
	journal = {HNO},
	author = {Offergeld, C. and Ketterer, M. and Neudert, M. and Hassepaß, F. and Weerda, N. and Richter, B. and Traser, L. and Becker, C. and Deeg, N. and Knopf, A. and Wesarg, T. and Rauch, A-K. and Jakob, T. and Ferver, F. and Lang, F. and Vielsmeier, V. and Hackenberg, S. and Diensthuber, M. and Praetorius, M. and Hofauer, B. and Mansour, N. and Kuhn, S. and Hildenbrand, T.},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildung, Multimedia, Promotion:Schlussfolgerung, FernUni-Hagen:MABM:M3, \#5:Zeitschriftenartikel:e-learning},
	file = {Offergeld et al. - 2021 - „Ab morgen bitte online“ Vergleich digitaler Rahm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E9V8BZKN/Offergeld et al. - 2021 - „Ab morgen bitte online“ Vergleich digitaler Rahm.pdf:application/pdf},
}

@article{siebert_digitalisierung_2020,
	title = {Digitalisierung an {Pflegeschulen}: {Der} {Einfluss} des medialen {Habitus} von {Lehrpersonen} auf die {Nutzung} digitaler {Medien}},
	volume = {15},
	issn = {1861-6186, 2235-218X},
	shorttitle = {Digitalisierung an {Pflegeschulen}},
	url = {10.1024/1861-6186/a000556},
	doi = {10/gg5c2n},
	abstract = {Zusammenfassung. E-Learning und digital gestütztes Simulationslernen werden in deutschen Pflegeschulen eher ungern eingesetzt. Der Grund hierfür kann der mediale Habitus der Lehrenden sein, die digitale Kommunikation und das digitale Lehren und Lernen im Hinblick auf die Erreichung der Lehr- und Lernziele ablehnen. Um Lehrende bei der Implementierung von digitalen Medien zu unterstützen, bedarf es eines pädagogischen Konzeptes, welches auf die Anbahnung von medialen und digitalen Kompetenzen bei den Lehrenden abzielt.},
	language = {de-DE},
	number = {3},
	urldate = {2020-07-12},
	journal = {PADUA},
	author = {Siebert, Jeanette},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, FernUni-Hagen, FernUni-Hagen:MABM:M3, \#5:Zeitschriftenartikel:e-learning},
	pages = {157--159},
	file = {siebert_2020_digitalisierung_an_pflegeschulen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/22E8F4G4/siebert_2020_digitalisierung_an_pflegeschulen.pdf:application/pdf},
}

@inproceedings{bretschneider_lernendenzentrierung_2020,
	title = {Lernendenzentrierung im {Lehren} und {Lernen} mit {Medien}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18891},
	doi = {10/grsthd},
	abstract = {Der vorliegende Beitrag beschäftigt sich mit dem Begriff und dem Konzept der Lernendenzentrierung. Ziel dieses Beitrags ist eine schärfere Fassung des Begriffs und die Anwendung dieses Konzeptes im Bereich des digitalen Lehrens und Lernens. Ausgangspunkt für die Auseinandersetzung sind die praktischen Erfahrungen der Autorinnen im Bereich Digitale Qualifizierung der Hamburg Open Online University. Die Annäherung an den Begriff Lernendenzentrierung erfolgt aus erziehungwissenschaftlicher Perspektive und aus der des User-Centred Designs. Das Ergebnis dieser Näherung ist, dass sich die Lernendenzentrierung im digitalen Lehren und Lernen auf einem Kontinuum zwischen der erziehungswissenschaftlichen Perspektive und der des User-Centred Design bewegt. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Bretschneider, Miriam and Pflaum, Ellen},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Hochschullehre, Softwaretechnologie, University lecturing, University teaching, Educational Environment, Fundamental concepts, Hochschule, Konzept, Learning, Learning environment, Relocation, Umsetzung, Project, Projects (Learning Activities), Projekt, Lecturing, Lehren, Lernumgebung, Individual instruction, Perspective, Perspektive, \#3:Konferenz-Paper:online:Lernumgebung, Hamburg, Learning organisation, Learning organization, Zielgruppenorientierung},
	file = {Bretschneider, Mirjam und Pflaum, Ellen - 2020 - Lernendenzentrierung im Lehren und Lernen mit Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P85QD9WA/Bretschneider, Mirjam und Pflaum, Ellen - 2020 - Lernendenzentrierung im Lehren und Lernen mit Medi.pdf:application/pdf},
}

@article{safi_technical_2020,
	title = {Technical {Aspects} of {Developing} {Chatbots} for {Medical} {Applications}: {Scoping} {Review}},
	volume = {22},
	issn = {1438-8871},
	shorttitle = {Technical {Aspects} of {Developing} {Chatbots} for {Medical} {Applications}},
	url = {http://www.jmir.org/2020/12/e19127/},
	doi = {10.2196/19127},
	abstract = {Background: Chatbots are applications that can conduct natural language conversations with users. In the medical field, chatbots have been developed and used to serve different purposes. They provide patients with timely information that can be critical in some scenarios, such as access to mental health resources. Since the development of the first chatbot, ELIZA, in the late 1960s, much effort has followed to produce chatbots for various health purposes developed in different ways.
Objective: This study aimed to explore the technical aspects and development methodologies associated with chatbots used in the medical field to explain the best methods of development and support chatbot development researchers on their future work.
Methods: We searched for relevant articles in 8 literature databases (IEEE, ACM, Springer, ScienceDirect, Embase, MEDLINE, PsycINFO, and Google Scholar). We also performed forward and backward reference checking of the selected articles. Study selection was performed by one reviewer, and 50\% of the selected studies were randomly checked by a second reviewer. A narrative approach was used for result synthesis. Chatbots were classified based on the different technical aspects of their development. The main chatbot components were identified in addition to the different techniques for implementing each module.
Results: The original search returned 2481 publications, of which we identified 45 studies that matched our inclusion and exclusion criteria. The most common language of communication between users and chatbots was English (n=23). We identified 4 main modules: text understanding module, dialog management module, database layer, and text generation module. The most common technique for developing text understanding and dialogue management is the pattern matching method (n=18 and n=25, respectively). The most common text generation is fixed output (n=36). Very few studies relied on generating original output. Most studies kept a medical knowledge base to be used by the chatbot for different purposes throughout the conversations. A few studies kept conversation scripts and collected user data and previous conversations.
Conclusions: Many chatbots have been developed for medical use, at an increasing rate. There is a recent, apparent shift in adopting machine learning–based approaches for developing chatbot systems. Further research can be conducted to link clinical outcomes to different chatbot development techniques and technical characteristics.},
	language = {en-GB},
	number = {12},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Safi, Zeineb and Abd-Alrazaq, Alaa and Khalifa, Mohamed and Househ, Mowafa},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit},
	pages = {e19127},
	file = {Safi et al. - 2020 - Technical Aspects of Developing Chatbots for Medic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4KA8NTZA/Safi et al. - 2020 - Technical Aspects of Developing Chatbots for Medic.pdf:application/pdf},
}

@incollection{wick_lernen_2020,
	title = {Lernen und {Beitragen} – {Exegese} des {Neuen} {Testaments} in einer {Gelehrtenwerkstatt}. {E}-{Learning} und {Textauslegung}},
	language = {de-DE},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	author = {Wick, Peter},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#5:Buchteil:e-learning},
	pages = {12},
	file = {Wick - Lernen und Beitragen – Exegese des Neuen Testament.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BZNAMGZ8/Wick - Lernen und Beitragen – Exegese des Neuen Testament.pdf:application/pdf},
}

@book{kergel_e-learning_2020,
	address = {Wiesbaden},
	title = {E-{Learning}, {E}-{Didaktik} und digitales {Lernen}},
	copyright = {http://www.springer.com/tdm},
	isbn = {978-3-658-28276-9 978-3-658-28277-6},
	url = {http://link.springer.com/10.1007/978-3-658-28277-6},
	language = {de-DE},
	urldate = {2021-05-25},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kergel, David and Heidkamp-Kergel, Birte},
	year = {2020},
	doi = {10.1007/978-3-658-28277-6},
	note = {ZSCC: 0000015 },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning},
	file = {Kergel und Heidkamp-Kergel - 2020 - E-Learning, E-Didaktik und digitales Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TLVQLWGJ/Kergel und Heidkamp-Kergel - 2020 - E-Learning, E-Didaktik und digitales Lernen.pdf:application/pdf},
}

@inproceedings{niever_smart_2020,
	title = {Smart education concept for product development teams in agile innovation projects},
	abstract = {The digital transformation is changing working as well as private and social lives through new technologies. In this context, education is a promising but little-noticed area. However, it is very important to realize and exploit the potential of this digital knowledge revolution with the central themes of lifelong learning and on-the-job trainings. As employees need to continuously develop their competences in times of frequent changes, companies need new methods and processes for the continuing training, especially in new agile approaches within the product development. One key aspect is that the social components also play a decisive role in technology-supported education processes. Therefore, the use of a smart education concept, built on digital knowledge transfer combined with practical workshops and reflection sessions, leads to an opportunity for companies to realize a systematic and distributed education of product developers based on the required competences of their individual project work. The hybrid learning approach is introduced, which is already applied within different university teaching projects. This empiric research transfers the approach with its learning process, activities and roles into a corporate education concept.},
	language = {en-GB},
	author = {Niever, Manuel},
	month = may,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Konferenz-Paper:digital:learning},
	pages = {15},
	file = {SMART-EDUCATION-CONCEPT-FOR-PRODUCT-DEVELOPMENT-TEAMS-IN-AGILE-INNOVATION-PROJECTS.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KZXCLT7L/SMART-EDUCATION-CONCEPT-FOR-PRODUCT-DEVELOPMENT-TEAMS-IN-AGILE-INNOVATION-PROJECTS.pdf:application/pdf},
}

@article{schmidt-hertha_messung_2020,
	title = {Messung medienpädagogischer {Kompetenz} von {Lehrenden} in der {Weiterbildung}},
	volume = {43},
	issn = {2364-0014, 2364-0022},
	url = {10.1007/s40955-020-00165-0},
	doi = {10.1007/s40955-020-00165-0},
	abstract = {Against the backdrop of an increasing digitalisation in the ﬁeld of adult education, the paper presents a model for media pedagogical competence of professionals in this area. This model is built on preliminary works in adult education research and existing models from schools. Corresponding with this model a competence test has been developed and proved with a sample of 622 adult education teachers. Results substantially conﬁrm the structure of the model, which subdivide media pedagogical competence into four facets. Further, data enable for the ﬁrsttime statements related to the media pedagogical competence of different subgroups of adult education teachers and point to differences between these groups according to sociodemographic and employment-biographical variables.},
	language = {de-DE},
	number = {2},
	urldate = {2021-11-05},
	journal = {Zeitschrift für Weiterbildungsforschung},
	author = {Schmidt-Hertha, Bernhard and Rott, Karin Julia and Bolten, Ricarda and Rohs, Matthias},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5},
	pages = {313--329},
	file = {Schmidt-Hertha et al. - 2020 - Messung medienpädagogischer Kompetenz von Lehrende.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZEX9GAAN/Schmidt-Hertha et al. - 2020 - Messung medienpädagogischer Kompetenz von Lehrende.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_learning_2020,
	title = {Learning {Analytics} in der {Schule} – {Anforderungen} an {Lehrerinnen} und {Lehrer}},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-255},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Ebner, Martin and Leitner, Philipp and Ebner, Markus},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-255},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning, Leraning:Analytics},
	pages = {255--270},
	file = {Ebner et al. - 2020 - Learning Analytics in der Schule – Anforderungen a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TB7ZUIXK/Ebner et al. - 2020 - Learning Analytics in der Schule – Anforderungen a.pdf:application/pdf},
}

@article{jeremias-polking_learning_2020,
	title = {Learning {Analytics} im {Kontext} komplexer {Fallsimulationen} personenbezogener {Dienstleistungsberufe}: {Chancen} und {Begrenzungen} der {Lernstandsanalyse} im {Serious} {Game}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Learning {Analytics} im {Kontext} komplexer {Fallsimulationen} personenbezogener {Dienstleistungsberufe}},
	url = {10.21240/mpaed/00/2020.11.16.X},
	doi = {10/gksnxj},
	abstract = {The article discusses the integration of learning analytics in digital simulations of authentic scenarios of a serious game. The principles of nursing education lead to show how authentic, complex and multidimensional narratives are used to facilitate learning processes in humanties. This takes place using the example of the research project Game Based Learning in Nursing – Spielerisch Lernen in authentischen, digitalen Pflegesimulationen.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Jeremias-Pölking, Cornelia and Knab, Cornelius and Hoffmann, Bernward and Dütthorn, Nadin and Hülsken-Giesler, Manfred and Peters, Miriam and Pechuel, Rasmus},
	month = nov,
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Leraning:Analytics},
	pages = {235--253},
	file = {Jeremias-Pölking et al. - 2020 - Learning Analytics im Kontext komplexer Fallsimula.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/76F27JS5/Jeremias-Pölking et al. - 2020 - Learning Analytics im Kontext komplexer Fallsimula.pdf:application/pdf},
}

@article{niehorster_glassesviewer_2020,
	title = {{GlassesViewer}: {Open}-source software for viewing and analyzing data from the {Tobii} {Pro} {Glasses} 2 eye tracker},
	volume = {52},
	issn = {1554-3528},
	shorttitle = {{GlassesViewer}},
	url = {http://link.springer.com/10.3758/s13428-019-01314-1},
	doi = {10/ggkh52},
	abstract = {We present GlassesViewer, open-source software for viewing and analyzing eye-tracking data of the Tobii Pro Glasses 2 head-mounted eye tracker as well as the scene and eye videos and other data streams (pupil size, gyroscope, accelerometer, and TTL input) that this headset can record. The software provides the following functionality written in MATLAB: (1) a graphical interface for navigating the study- and recording structure produced by the Tobii Glasses 2; (2) functionality to unpack, parse, and synchronize the various data and video streams comprising a Glasses 2 recording; and (3) a graphical interface for viewing the Glasses 2’s gaze direction, pupil size, gyroscope and accelerometer time-series data, along with the recorded scene and eye camera videos. In this latter interface, segments of data can furthermore be labeled through userprovided event classification algorithms or by means of manual annotation. Lastly, the toolbox provides integration with the GazeCode tool by Benjamins et al. (2018), enabling a completely open-source workflow for analyzing Tobii Pro Glasses 2 recordings.},
	language = {en-GB},
	number = {3},
	urldate = {2023-11-18},
	journal = {Behavior Research Methods},
	author = {Niehorster, Diederick C. and Hessels, Roy S. and Benjamins, Jeroen S.},
	month = jun,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:01-02, Promotion:Eye-Tracking},
	pages = {1244--1253},
	file = {Niehorster et al. - 2020 - GlassesViewer Open-source software for viewing an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7W4R9ZEY/Niehorster et al. - 2020 - GlassesViewer Open-source software for viewing an.pdf:application/pdf},
}

@article{scheidig_lehren_2020,
	title = {Lehren lernen mit digitalen {Medien}: {Technologiegestützte} {Praxisbezüge} in der {Lehrpersonenbildung}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lehren lernen mit digitalen {Medien}},
	url = {10.21240/mpaed/jb17/2020.05.26.X},
	doi = {10/gksnz5},
	abstract = {Professional development and the acquisition of relevant competences are main goals in pre-service teacher education. However, there is a long and controversial discourse about the (lack of) practical orientation of such study programs. While internships (especially their extension) receive a lot of attention, digital technologies in higher education such as collaborative video-annotation tools, eye-tracking systems or virtual reality simulations enable new forms of connections to professional practice. This article provides an overview of technology-based references to professional practice, presents examples and discusses their potential.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Scheidig, Falk},
	month = sep,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Bildungstheorien, Promotion:Weiterführung, Promotion:01-02, \#9:Zeitschriftenartikel:digital:lernen, Promotion:Eye-Tracking},
	pages = {675--708},
	file = {Scheidig - 2020 - Lehren lernen mit digitalen Medien Technologieges.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K33PPIM8/Scheidig - 2020 - Lehren lernen mit digitalen Medien Technologieges.pdf:application/pdf},
}

@article{schmolz_digitale_2020,
	title = {Digitale {Kluft}: {Teilhabebarrieren} für {Studierende} durch universitäres „home-learning“?},
	language = {de-DE},
	journal = {Medienimpulse},
	author = {Schmölz, Alexander and Geppert, Corinna and Barberi, Alessandro},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning},
	pages = {26},
	file = {Schmölz et al. - 2020 - Digitale Kluft Teilhabebarrieren für Studierende .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QPJZJA3J/Schmölz et al. - 2020 - Digitale Kluft Teilhabebarrieren für Studierende .pdf:application/pdf},
}

@article{kalaitzoglou_multilingual_2020,
	title = {Multilingual {Global} {E}-{Learning} {Pediatric} {Endocrinology} and {Diabetes} {Curriculum} for {Front} {Line} {Health} {Care} {Providers} in {Resource}-{Limited} {Countries}: {Development} {Study}},
	volume = {4},
	issn = {2561-326X},
	shorttitle = {Multilingual {Global} {E}-{Learning} {Pediatric} {Endocrinology} and {Diabetes} {Curriculum} for {Front} {Line} {Health} {Care} {Providers} in {Resource}-{Limited} {Countries}},
	url = {https://formative.jmir.org/2020/11/e18555},
	doi = {10.2196/18555},
	abstract = {Background: Electronic learning (e-learning) is a widely accessible, low-cost option for learning remotely in various settings that allows interaction between an instructor and a learner.
Objective: We describe the development of a free and globally accessible multilingual e-learning module that provides education material on topics in pediatric endocrinology and diabetes and that is intended for first-line physicians and health workers but also trainees or medical specialists in resource-limited countries.
Methods: As complements to concise chapters, interactive vignettes were constructed, exemplifying clinical issues and pitfalls, with specific attention to the 3 levels of medical health care in resource-limited countries. The module is part of a large e-learning portal, ESPE e-learning, which is based on ILIAS (Integriertes Lern-, Informations- und Arbeitskooperations-System), an open-source web-based learning management system. Following a review by global experts, the content was translated by native French, Spanish, Swahili, and Chinese–speaking colleagues into their respective languages using a commercial web-based translation tool (SDL Trados Studio).
Results: Preliminary data suggest that the module is well received, particularly in targeted parts of the world and that active promotion to inform target users is warranted.
Conclusions: The e-learning module is a free globally accessible multilingual up-to-date tool for use in resource-limited countries that has been utilized thus far with success. Widespread use will require dissemination of the tool on a global scale.},
	language = {en-GB},
	number = {11},
	urldate = {2024-05-14},
	journal = {JMIR Formative Research},
	author = {Kalaitzoglou, Evangelia and Majaliwa, Edna and Zacharin, Margaret and De Beaufort, Carine and Chanoine, Jean-Pierre and Van Wijngaard-DeVugt, Conny and Sperla, Ervin and Boot, Annemieke M and Drop, Stenvert L S},
	month = nov,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Kompetenzentwicklung},
	pages = {e18555},
	file = {Kalaitzoglou et al. - 2020 - Multilingual Global E-Learning Pediatric Endocrino.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JFI3FNQE/Kalaitzoglou et al. - 2020 - Multilingual Global E-Learning Pediatric Endocrino.pdf:application/pdf},
}

@article{machleid_perceptions_2020,
	title = {Perceptions of {Digital} {Health} {Education} {Among} {European} {Medical} {Students}: {Mixed} {Methods} {Survey}},
	volume = {22},
	issn = {1438-8871},
	shorttitle = {Perceptions of {Digital} {Health} {Education} {Among} {European} {Medical} {Students}},
	url = {http://www.jmir.org/2020/8/e19827/},
	doi = {10.2196/19827},
	abstract = {Background: Digital health technologies hold promise to enhance patient-related outcomes, to support health care staff by reducing their workload, and to improve the coordination of care. As key users of digital health technologies, health care workers are crucial to enable a meaningful digital transformation of health care. Digital health literacy and digital skills should become prerequisite competencies for health professionals to facilitate the implementation and leverage the potential of digital technologies to improve health.
Objective: We aimed to assess European medical students’ perceived knowledge and opinions toward digital health, the status of digital health implementation in medical education, and the students’ most pressing needs.
Methods: The explanatory design of our mixed methods study was based on an online, anonymous, self-administered survey targeted toward European medical students. A linear regression analysis was used to identify the influence of the year of medical studies on the responses. Additional analysis was performed by grouping the responses by the self-evaluated frequency of eHealth technology use. Written responses to four qualitative questions in the survey were analyzed using an inductive approach.
Results: The survey received a total of 451 responses from 39 European countries, and there were respondents for every year of medical studies. The majority of respondents saw advantages in the use of digital health. While 40.6\% (183/451) felt prepared to work in a digitized health care system, more than half (240/451, 53.2\%) evaluated their eHealth skills as poor or very poor. Medical students considered lack of education to be the reason for this, with 84.9\% (383/451) agreeing or strongly agreeing that more digital health education should be implemented in the medical curriculum. Students demanded introductory and specific eHealth courses covering data management, ethical aspects, legal frameworks, research and entrepreneurial opportunities, role in public health and health systems, communication skills, and practical training. The emphasis lay on tailoring learning to future job requirements and interprofessional education.
Conclusions: This study shows a lack of digital health-related formats in medical education and a perceived lack of digital health literacy among European medical students. Our findings indicate a gap between the willingness of medical students to take an active role by becoming key players in the digital transformation of health care and the education that they receive through their faculties.},
	language = {en-GB},
	number = {8},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Machleid, Felix and Kaczmarczyk, Robert and Johann, Doreen and Balčiūnas, Justinas and Atienza-Carbonell, Beatriz and Von Maltzahn, Finn and Mosch, Lina},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {e19827},
	file = {Machleid et al. - 2020 - Perceptions of Digital Health Education Among Euro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HYHNCD63/Machleid et al. - 2020 - Perceptions of Digital Health Education Among Euro.pdf:application/pdf},
}

@article{lee_use_2020,
	title = {Use of {Digital} {Technology} to {Enhance} {Tuberculosis} {Control}: {Scoping} {Review}},
	volume = {22},
	issn = {1438-8871},
	shorttitle = {Use of {Digital} {Technology} to {Enhance} {Tuberculosis} {Control}},
	url = {https://www.jmir.org/2020/2/e15727},
	doi = {10.2196/15727},
	abstract = {Background: Tuberculosis (TB) is the leading cause of death from a single infectious agent, with around 1.5 million deaths reported in 2018, and is a major contributor to suffering worldwide, with an estimated 10 million new cases every year. In the context of the World Health Organization’s End TB strategy and the quest for digital innovations, there is a need to understand what is happening around the world regarding research into the use of digital technology for better TB care and control.
Objective: The purpose of this scoping review was to summarize the state of research on the use of digital technology to enhance TB care and control. This study provides an overview of publications covering this subject and answers 3 main questions: (1) to what extent has the issue been addressed in the scientific literature between January 2016 and March 2019, (2) which countries have been investing in research in this field, and (3) what digital technologies were used?
Methods: A Web-based search was conducted on PubMed and Web of Science. Studies that describe the use of digital technology with specific reference to keywords such as TB, digital health, eHealth, and mHealth were included. Data from selected studies were synthesized into 4 functions using narrative and graphical methods. Such digital health interventions were categorized based on 2 classifications, one by function and the other by targeted user.
Results: A total of 145 relevant studies were identified out of the 1005 published between January 2016 and March 2019. Overall, 72.4\% (105/145) of the research focused on patient care and 20.7\% (30/145) on surveillance and monitoring. Other programmatic functions 4.8\% (7/145) and electronic learning 2.1\% (3/145) were less frequently studied. Most digital health technologies used for patient care included primarily diagnostic 59.4\% (63/106) and treatment adherence tools 40.6\% (43/106). On the basis of the second type of classification, 107 studies targeted health care providers (107/145, 73.8\%), 20 studies targeted clients (20/145, 13.8\%), 17 dealt with data services (17/145, 11.7\%), and 1 study was on the health system or resource management. The first authors’ affiliations were mainly from 3 countries: the United States (30/145 studies, 20.7\%), China (20/145 studies, 13.8\%), and India (17/145 studies, 11.7\%). The researchers from the United States conducted their research both domestically and abroad, whereas researchers from China and India conducted all studies domestically.
Conclusions: The majority of research conducted between January 2016 and March 2019 on digital interventions for TB focused on diagnostic tools and treatment adherence technologies, such as video-observed therapy and SMS. Only a few studies addressed interventions for data services and health system or resource management.},
	language = {en-GB},
	number = {2},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Lee, Yejin and Raviglione, Mario C and Flahault, Antoine},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich},
	pages = {e15727},
	file = {Lee et al. - 2020 - Use of Digital Technology to Enhance Tuberculosis .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2RJSXJNH/Lee et al. - 2020 - Use of Digital Technology to Enhance Tuberculosis .pdf:application/pdf},
}

@incollection{buck_musikalisch-asthetische_2020,
	address = {Stuttgart},
	title = {Musikalisch-ästhetische {Erfahrung} in der frühen {Kindheit} im {Spannungs}-verhältnis von konkret-sinnlichen und digitalen {Bildungsangeboten}: {Eine} phänomenologische {Perspektive}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Musikalisch-ästhetische {Erfahrung} in der frühen {Kindheit} im {Spannungs}-verhältnis von konkret-sinnlichen und digitalen {Bildungsangeboten}},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_9},
	abstract = {In den Debatten um digitale Bildung wird vor allem auf die enormen Lernpotentiale in der frühen Kindheit verwiesen. Wie im Zeitraffer soll schon in der frühesten Kindheit das entscheidende Fundament für die digitale Zukunft gelegt werden. Die hier anvisierten Kompetenzbereiche gehen weit über die Medienkompetenz im engeren Sinne hinaus. So sollen beispielsweise durch den Einsatz neuer Technologien, wie etwa digitaler Musikinstrumente, bereits in der frühen Kindheit Wahrnehmungs- und Lernmöglichkeiten virtuell erweitert werden (AR –Augmented Reality) (u. a. Fthenakis 2020; kritisch dazu McGuirk/Buck 2019). In diesem Zusammenhang deuten Schlagworte wie Virtual Reality oder Augmented Reality darauf hin, wie sehr gewohnte Konzepte von Wirklichkeit und Wahrheit oder Vorstellungen des Menschlichen infrage stehen. Wenn Technik nicht als ein bloßes Geflecht von Tätigkeiten und Maschinen, sondern gleichsam als ein Instrument der Strukturierung der Wahrnehmungsweise verstanden wird (vgl. Heidegger 1962/2014; Vial 2016), dann stellt sich sogleich die Frage, wie mit dem Einsatz digitaler Musikangebote in der frühen Kindheit spezifische Zugangsweisen zur Wirklichkeit hervorgebracht und damit jeweilige Erfahrungsmöglichkeiten geschaffen werden. Am Beispiel musikalisch-ästhetischer Erfahrungen in der frühen Kindheit fragt dieser Beitrag nach den Unterschieden von körperlich-sinnlichen und digitalen Formen der ästhetischen Erfahrung.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Bilgi, Oktay},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_9},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {151--166},
	file = {Bilgi - 2020 - Musikalisch-ästhetische Erfahrung in der frühen Ki.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TDGXGVXZ/Bilgi - 2020 - Musikalisch-ästhetische Erfahrung in der frühen Ki.pdf:application/pdf},
}

@incollection{buck_grenzen_2020,
	address = {Stuttgart},
	title = {Grenzen des {Einsatzes} von {Künstlicher} {Intelligenz}: {Im} {Philosophieunterricht}, aus philosophischer und bildungsphilosophischer {Sicht}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Grenzen des {Einsatzes} von {Künstlicher} {Intelligenz}},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_12},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Sukopp, Thomas},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_12},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {197--225},
	file = {Sukopp - 2020 - Grenzen des Einsatzes von Künstlicher Intelligenz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P3VP4SBZ/Sukopp - 2020 - Grenzen des Einsatzes von Künstlicher Intelligenz.pdf:application/pdf},
}

@incollection{buck_erziehung_2020,
	address = {Stuttgart},
	title = {Erziehung zum {Enhancement}?: {Zur} {Rolle} der {Digitalisierung}, {Biomedikalisierung} und {Neurotechnologie} in edukativen {Optimierungsprozessen}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Erziehung zum {Enhancement}?},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_5},
	abstract = {Der vorliegende Beitrag konzentriert sich auf die Frage, welche Bedeutung digitalen und biomedizinischen Technologien bzw. Praktiken im Rahmen aktueller Bildungsprozesse zukommt, die vornehmlich das Ziel verfolgen, kognitive Fähigkeiten und Kompetenzen bei Erwachsenen, Jugendlichen und Kinder zu schulen und ggf. zu steigern. Anhand des Begriffes des „Enhancement“ (und in Abgrenzung zum Begriff „Therapie“) werde ich zeigen, dass verschiedene Formen der Leistungssteigerung, die in edukativen Kontexten auftauchen, von einer Reihe von Faktoren abhängig ist (z. B. Wird die Leistungssteigerung mittels des Einsatzes einer bestimmten Technologie oder pharmakologischen Maßnahme erreicht oder nicht? Welches pädagogische Ziel soll mit der Optimierung verbunden werden?), die eine kontextsensitive ethische Bewertung bedingen. Im letzten Teil meines Beitrages plädiere ich für einen maßvollen Einsatz solcher digitalen Technologien und biomedizinischen Praktiken, die eine schrittweise und sanfte Leistungsverbesserung ermöglichen und dabei nicht zulasten des Gedeihens der eigenen Persönlichkeit gehen.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Hähnel, Martin},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_5},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {73--84},
	file = {Hähnel - 2020 - Erziehung zum Enhancement Zur Rolle der Digitali.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D5VJVHKX/Hähnel - 2020 - Erziehung zum Enhancement Zur Rolle der Digitali.pdf:application/pdf},
}

@incollection{buck_zwischen_2020,
	address = {Stuttgart},
	series = {Techno:{Phil} – {Aktuelle} {Herausforderungen} der {Technikphilosophie}},
	title = {Zwischen {Vermittlung} und {Versagung}: Überlegungen zum {Technologiedefizit} in {Zeiten} der {Digitalisierung}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3},
	language = {de-DE},
	urldate = {2021-01-23},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?: {Ethische} und bildungsphilosophische {Perspektiven}},
	publisher = {J.B. Metzler},
	author = {Buck, Marc Fabian and Koinzer, Thomas},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M6},
	pages = {183--196},
	file = {Buck und Thomas Koinzer - 2020 - Zwischen Vermittlung und Versagung Überlegungen z.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8D4QEKKK/Buck und Thomas Koinzer - 2020 - Zwischen Vermittlung und Versagung Überlegungen z.pdf:application/pdf},
}

@incollection{furst_soziologische_2020,
	address = {Wiesbaden},
	title = {Soziologische und cyberpsychologische {Perspektiven} für {Digitale} {Bildung}: {Die} {Verschmelzung} von {Internettechnologie}, {KI} und {Mensch} verändert politische, ökonomische und gesamtgesellschaftliche {Prozesse}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Soziologische und cyberpsychologische {Perspektiven} für {Digitale} {Bildung}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_16},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Katzer, Catarina},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_16},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {387--417},
	file = {katzer_2020_soziologische_und_cyberpsychologische_perspektiven_fur_digitale_bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MUVV9HZK/katzer_2020_soziologische_und_cyberpsychologische_perspektiven_fur_digitale_bildung.pdf:application/pdf;katzer_2020_soziologische_und_cyberpsychologische_perspektiven_fur_digitale_bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7GB3TE66/katzer_2020_soziologische_und_cyberpsychologische_perspektiven_fur_digitale_bildung.pdf:application/pdf},
}

@incollection{deimann_opensap_2020,
	address = {Berlin, Heidelberg},
	title = {{openSAP} – der {Enterprise}-{MOOC}-{Pionier}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_6},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Renz, Jan and Rohloff, Tobias},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_6},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {107--122},
	file = {Renz und Rohloff - 2020 - openSAP – der Enterprise-MOOC-Pionier.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KYPGKJJ9/Renz und Rohloff - 2020 - openSAP – der Enterprise-MOOC-Pionier.pdf:application/pdf},
}

@incollection{deimann_nachwort_2020,
	address = {Berlin, Heidelberg},
	title = {Nachwort und {Ausblick}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_7},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Friedl, Christian},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {125--133},
	file = {Friedl - 2020 - Nachwort und Ausblick.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AWZUPGGW/Friedl - 2020 - Nachwort und Ausblick.pdf:application/pdf},
}

@incollection{deimann_lernen_2020,
	address = {Berlin, Heidelberg},
	title = {Lernen als {Treiber} für den {Wandel} – {Let}’s {MOOC} 4 {International} {Cooperation}: {Erfahrungen} mit massiven, digitalen {Bildungsformaten} in der {Deutschen} {Gesellschaft} für {Internationale} {Zusammenarbeit} ({GIZ})},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	shorttitle = {Lernen als {Treiber} für den {Wandel} – {Let}’s {MOOC} 4 {International} {Cooperation}},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_4},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Villaronga Walker, Brigitta},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {57--75},
	file = {Villaronga Walker - 2020 - Lernen als Treiber für den Wandel – Let’s MOOC 4 I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GX3FZJ4P/Villaronga Walker - 2020 - Lernen als Treiber für den Wandel – Let’s MOOC 4 I.pdf:application/pdf},
}

@incollection{deimann_expedition_2020,
	address = {Berlin, Heidelberg},
	title = {Die „{Expedition} {Lernen}“. {Eine} virtuelle {Lernreise} der {Erste} {Bank} der österreichischen {Sparkassen} {AG}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_3},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Hasenauer, Caroline},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {37--56},
	file = {Hasenauer - 2020 - Die „Expedition Lernen“. Eine virtuelle Lernreise .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/524WQ2JX/Hasenauer - 2020 - Die „Expedition Lernen“. Eine virtuelle Lernreise .pdf:application/pdf},
}

@incollection{deimann_discover_2020,
	address = {Berlin, Heidelberg},
	title = {„{Discover} {Social} {Learning}“: {Kurs} und {Community} für {Ausbildungsverantwortliche}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	shorttitle = {„{Discover} {Social} {Learning}“},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_2},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Gori, Sabine},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_2},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {17--36},
	file = {Gori - 2020 - „Discover Social Learning“ Kurs und Community für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EDHYGYB3/Gori - 2020 - „Discover Social Learning“ Kurs und Community für.pdf:application/pdf},
}

@incollection{deimann_mooc_2020,
	address = {Berlin, Heidelberg},
	title = {{MOOC} „{Zusammenarbeit} 2.0“ bei {Audi} – {Ein} {Erfahrungsbericht}},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_1},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Hörn, Petra and Günther, Frank and Dückert, Simon},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_1},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC},
	pages = {3--15},
	file = {Hörn et al. - 2020 - MOOC „Zusammenarbeit 2.0“ bei Audi – Ein Erfahrung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZT6HETAX/Hörn et al. - 2020 - MOOC „Zusammenarbeit 2.0“ bei Audi – Ein Erfahrung.pdf:application/pdf},
}

@book{botta_datenschutz_2020,
	title = {Datenschutz bei {E}-{Learning}-{Plattformen}: {Rechtliche} {Herausforderungen} digitaler {Hochschulbildung} am {Beispiel} der {Massive} {Open} {Online} {Courses} ({MOOCs})},
	isbn = {978-3-7489-0492-2},
	shorttitle = {Datenschutz bei {E}-{Learning}-{Plattformen}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748904922},
	abstract = {Die digitale Transformation aller Lebensbereiche schreitet unaufhaltsam voran. Auch vor Hochschulpforten macht sie keinen Halt. Doch im Schatten des Erfolgs neuer Bildungstechnologien verbergen sich bislang ungeahnte Herausforderungen für den Datenschutz. Welche dies sind und wie sie sich bewältigen lassen, untersucht erstmals die vorliegende Arbeit umfassend.
            Am Beispiel der Massive Open Online Courses (MOOCs) untersucht Jonas Botta vornehmlich die drohende Totalerfassung der E-Learner im virtuellen Seminarraum, die geschäftsmäßige Weitergabe ihrer Daten an Dritte und das spezielle Risiko transatlantischer Datenübermittlungen angesichts des defizitären EU-US Privacy Shield. Dadurch schließt die Arbeit nicht nur die bestehende Forschungslücke zu den Online-Kursen, sondern leistet zugleich auch einen wichtigen Beitrag dazu, vertiefte Einblicke in die DS-GVO und die einschlägigen deutschen Datenschutzvorschriften zu erlangen.},
	language = {de-DE},
	urldate = {2022-06-22},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Botta, Jonas},
	year = {2020},
	doi = {10.5771/9783748904922},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buch:MOOC},
	file = {Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KAPLC24P/Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:application/pdf;Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z7FNWLAU/Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:application/pdf;Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TFYXFWLN/Botta - 2020 - Datenschutz bei E-Learning-Plattformen Rechtliche.pdf:application/pdf},
}

@book{buck_neue_2020,
	address = {Stuttgart},
	series = {Techno:{Phil} – {Aktuelle} {Herausforderungen} der {Technikphilosophie}},
	title = {Neue {Technologien} – neue {Kindheiten}?: {Ethische} und bildungsphilosophische {Perspektiven}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	shorttitle = {Neue {Technologien} – neue {Kindheiten}?},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3},
	language = {de-DE},
	urldate = {2021-01-23},
	publisher = {J.B. Metzler},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buch:Bildung:Technologie},
	file = {Buck et al. - 2020 - Neue Technologien – neue Kindheiten Ethische und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A6QSQAVC/Buck et al. - 2020 - Neue Technologien – neue Kindheiten Ethische und.pdf:application/pdf},
}

@book{deimann_machen_2020,
	address = {Berlin, Heidelberg},
	title = {Machen {MOOCs} {Karriere}?: {Eine} praxisnahe {Reflexion} über {Erfahrungen} von {Unternehmen}},
	copyright = {http://www.springer.com/tdm},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	shorttitle = {Machen {MOOCs} {Karriere}?},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4},
	language = {de-DE},
	urldate = {2024-06-15},
	publisher = {Springer Berlin Heidelberg},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buch:MOOC},
	file = {Deimann und Friedl - 2020 - Machen MOOCs Karriere Eine praxisnahe Reflexion .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QBQDVT2X/Deimann und Friedl - 2020 - Machen MOOCs Karriere Eine praxisnahe Reflexion .pdf:application/pdf},
}

@incollection{deimann_erfolgsfaktoren_2020,
	address = {Berlin, Heidelberg},
	title = {Erfolgsfaktoren für die didaktische {Gestaltung} von {Corporate} {MOOCs}: {Erkenntnisse} aus dem {MOOC} {Human} {Resource} {Management} in the {Digital} {Age} der {German} {Graduate} {School} of {Management} and {Law} ({GGS})},
	isbn = {978-3-662-59779-8 978-3-662-59780-4},
	shorttitle = {Erfolgsfaktoren für die didaktische {Gestaltung} von {Corporate} {MOOCs}},
	url = {http://link.springer.com/10.1007/978-3-662-59780-4_5},
	language = {de-DE},
	urldate = {2024-06-15},
	booktitle = {Machen {MOOCs} {Karriere}?},
	publisher = {Springer Berlin Heidelberg},
	author = {Piersig, Karina and Pumpat, Martina and Wagner, David and Eckhardt, Andreas},
	editor = {Deimann, Markus and Friedl, Christian},
	year = {2020},
	doi = {10.1007/978-3-662-59780-4_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Lernsystemarchitektur, \#4:Buchteil:MOOC},
	pages = {77--105},
	file = {Piersig et al. - 2020 - Erfolgsfaktoren für die didaktische Gestaltung von.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J2PURSVZ/Piersig et al. - 2020 - Erfolgsfaktoren für die didaktische Gestaltung von.pdf:application/pdf},
}

@article{altenrath_deutungshoheiten_2020,
	title = {Deutungshoheiten: {Digitalisierung} und {Bildung} in {Programmatiken} und {Förderrichtlinien} {Deutschlands} und der {EU}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Deutungshoheiten},
	url = {10.21240/mpaed/jb17/2020.05.22.X},
	doi = {10/gksnz2},
	abstract = {This article is concerned with the prerogative of interpretation in relation to digitisation and education in the programmes and funding guidelines of Germany and the EU that has been created by political discourse and power. It is based on the assumption that the research and science system have for some time been closely dependent on funding programmes, which (should) function at different political levels as so-called funding instruments of various educational sectors and of science itself. On empirical observation, this turning towards and simultaneous rejection of terms and concepts makes prerogative of interpretation visible - not only in connection with discourses on digitisation and education. The consequence is the (over-)emphasis on individual concepts and the restrained representation of others, which means qualification narrowness for media education, which must be shown on an empirical basis and against the background of present concepts.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Altenrath, Maike and Helbig, Christian and Hofhues, Sandra},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000007},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:FU4a, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien},
	pages = {565--594},
	file = {Altenrath et al. - 2020 - Deutungshoheiten Digitalisierung und Bildung in P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TSZSSK5D/Altenrath et al. - 2020 - Deutungshoheiten Digitalisierung und Bildung in P.pdf:application/pdf},
}

@article{wedler_selbstreferentialitat_2020,
	title = {Selbstreferentialität und {Historisierung} als {Werkzeuge} medialen {Handelns} im bildungswissenschaftlichen {Kontext}: {Zum} {Potenzial} populärer {Kultur} im {Erarbeitungsprozess} erklärender {Kurzfilme}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Selbstreferentialität und {Historisierung} als {Werkzeuge} medialen {Handelns} im bildungswissenschaftlichen {Kontext}},
	url = {10.21240/mpaed/jb17/2020.05.02.X},
	doi = {10/gg5cxb},
	abstract = {Due to the potential of digital teaching and learning formats, the didactic design of seminars, for example, is changing in such a way that the acquisition of knowledge increasingly adapts to the life environment of students. In the following article, the influence of an individual process of knowledge acquisition on the product will be shown by means of student works. The explanatory videos created by the students demonstrate with their transformed texts in combination with Pop Art Clips a current form of representation of Popular Culture and thus establish the state of the art, both visually and textually. The challenge in developing an explanatory video for a scientific discourse was to combine complex theory with a practical example to support the facts. In their videos, the students mostly rely on their own experiences, from which their understanding of the world also emerges. The storytelling shows how the performativity around the individual world and the process of subjectivation as a form of education contributes to the acquisition of knowledge in popular culture.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Wedler, Katharina},
	month = may,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning},
	pages = {217--243},
	file = {Wedler - 2020 - Selbstreferentialität und Historisierung als Werkz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YPEQ68JT/Wedler - 2020 - Selbstreferentialität und Historisierung als Werkz.pdf:application/pdf},
}

@book{trultzsch-wijnen_bildung_2020,
	address = {Baden-Baden},
	edition = {1. Aufl.},
	series = {Medienpädagogik {\textbar} {Media} {Education}},
	title = {Bildung und {Digitalisierung} {Auf} der {Suche} nach {Kompetenzen} und {Performanzen}.},
	volume = {4},
	isbn = {978-3-8487-6538-6},
	language = {de-DE},
	publisher = {Nomos Verlagsgeselschaft mbH \& Co. KG},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard and Hartung-Griemberg, Anja and Lampert, Claudia and Süss, Daniel and Trültzsch-Wijnen, Christine},
	year = {2020},
	note = {OCLC: 1138491874},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
}

@book{furst_digitale_2020-1,
	address = {Wiesbaden},
	title = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}: {Nachhaltige} {Wettbewerbsfähigkeit} und {Zukunftsagenda}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	url = {https://link.springer.com/10.1007/978-3-658-30525-3},
	language = {de-DE},
	urldate = {2021-11-10},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Fürst - 2020 - Digitale Bildung und Künstliche Intelligenz in Deu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L5UGK3EF/Fürst - 2020 - Digitale Bildung und Künstliche Intelligenz in Deu.pdf:application/pdf;Fürst - 2020 - Digitale Bildung und Künstliche Intelligenz in Deu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KQ5CX5JD/Fürst - 2020 - Digitale Bildung und Künstliche Intelligenz in Deu.pdf:application/pdf},
}

@book{krebs_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Die {Digitalisierung} und der {Faktor} {Mensch}: {Stimmungsbilder}, {Erwartungen}, bislang {Unausgesprochenes} – mit 10 {Take}-aways für {Projektleiter} in der {Verwaltung}},
	isbn = {978-3-658-27991-2 978-3-658-27992-9},
	shorttitle = {Die {Digitalisierung} und der {Faktor} {Mensch}},
	url = {http://link.springer.com/10.1007/978-3-658-27992-9},
	language = {de-DE},
	urldate = {2021-05-25},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krebs, Anna-Maria and Gollanek, Oliver},
	year = {2020},
	doi = {10.1007/978-3-658-27992-9},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Krebs und Gollanek - 2020 - Die Digitalisierung und der Faktor Mensch Stimmun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XGXXSF3Q/Krebs und Gollanek - 2020 - Die Digitalisierung und der Faktor Mensch Stimmun.pdf:application/pdf},
}

@book{knorre_big-data-debatte_2020,
	address = {Wiesbaden},
	series = {Research},
	title = {Die {Big}-{Data}-{Debatte}: {Chancen} {Und} {Risiken} {Der} {Digital} {Vernetzten} {Gesellschaft}},
	isbn = {978-3-658-27257-9},
	shorttitle = {Die {Big}-{Data}-{Debatte}},
	language = {de-DE},
	publisher = {Springer Gabler Open, Springer Fachmedien Wiesbaden},
	author = {Knorre, Susanne},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {knorre_2020_die_big-data-debatte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MS4ASRQU/knorre_2020_die_big-data-debatte.pdf:application/pdf},
}

@book{schellinger_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Transformation} und {Unternehmensführung}: {Trends} und {Perspektiven} für die {Praxis}},
	isbn = {978-3-658-26959-3 978-3-658-26960-9},
	shorttitle = {Digitale {Transformation} und {Unternehmensführung}},
	url = {http://link.springer.com/10.1007/978-3-658-26960-9},
	language = {de-DE},
	urldate = {2021-02-09},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Schellinger, Jochen and Tokarski, Kim Oliver and Kissling-Näf, Ingrid},
	year = {2020},
	doi = {10.1007/978-3-658-26960-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {schellinger_et_al_2020_digitale_transformation_und_unternehmensfuhrung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VEVA52PT/schellinger_et_al_2020_digitale_transformation_und_unternehmensfuhrung.pdf:application/pdf},
}

@book{vonthien_online-komponenten_2020,
	address = {Wiesbaden},
	series = {Juridicum – {Schriften} zum {Medien}-, {Informations}- und {Datenrecht}},
	title = {Online-{Komponenten} digitaler {Spiele}: {Eine} rechtliche {Untersuchung} ihres {Supports}, ihrer {Wiederherstellung} und ihrer {Eliminierung}},
	isbn = {978-3-658-29992-7 978-3-658-29993-4},
	shorttitle = {Online-{Komponenten} digitaler {Spiele}},
	url = {http://link.springer.com/10.1007/978-3-658-29993-4},
	language = {de-DE},
	urldate = {2021-02-09},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Vonthien, Maximilian},
	year = {2020},
	doi = {10.1007/978-3-658-29993-4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {vonthien_2020_online-komponenten_digitaler_spiele.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HIJHDK52/vonthien_2020_online-komponenten_digitaler_spiele.pdf:application/pdf},
}

@book{noauthor_digitale_2020,
	address = {DE},
	title = {Digitale {Hochschulangebote} gestalten},
	isbn = {978-3-96037-023-9},
	url = {https://doi.org/10.36197/DUZOPEN.006},
	language = {de-DE},
	urldate = {2021-01-05},
	publisher = {DUZ Verlags- und Medienhaus},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {5df303ca22f4156323c92c684c7dba633c84fb8b.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PWQPFYTT/5df303ca22f4156323c92c684c7dba633c84fb8b.pdf:application/pdf},
}

@incollection{niegemann_betriebliche_2020,
	address = {Berlin, Heidelberg},
	title = {Betriebliche {Aspekte} von digitalen {Bildungsangeboten}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Zimmermann, Volker},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3, microlearning},
	pages = {559--570},
	file = {Zimmermann - 2020 - Betriebliche Aspekte von digitalen Bildungsangebot.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5HWU5VU/Zimmermann - 2020 - Betriebliche Aspekte von digitalen Bildungsangebot.pdf:application/pdf},
}

@incollection{niegemann_rechtliche_2020,
	address = {Berlin, Heidelberg},
	title = {Rechtliche {Aspekte} des {Einsatzes} von {Bildungstechnologien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Horn, Janine},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {571--581},
	file = {Horn - 2020 - Rechtliche Aspekte des Einsatzes von Bildungstechn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RHPGLBLS/Horn - 2020 - Rechtliche Aspekte des Einsatzes von Bildungstechn.pdf:application/pdf},
}

@incollection{niegemann_akzeptanz_2020,
	address = {Berlin, Heidelberg},
	title = {Akzeptanz von {Bildungstechnologien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Nistor, Nicolae},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3, FernUni-Hagen:MABM:M5, FernUni-Hagen:MABM:M4, UTAUT-Modell},
	pages = {535--545},
	file = {Nistor - 2020 - Akzeptanz von Bildungstechnologien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/59A7HZSY/Nistor - 2020 - Akzeptanz von Bildungstechnologien.pdf:application/pdf},
}

@incollection{niegemann_betriebliche_2020-1,
	address = {Berlin, Heidelberg},
	title = {Betriebliche {Aspekte} des {Einsatzes} von {Bildungstechnologie}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Zimmermann, Volker},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {559--570},
	file = {Zimmermann - 2020 - Betriebliche Aspekte des Einsatzes von Bildungstec.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XWPYCC75/Zimmermann - 2020 - Betriebliche Aspekte des Einsatzes von Bildungstec.pdf:application/pdf},
}

@incollection{niegemann_lernen_2020,
	address = {Berlin, Heidelberg},
	title = {Lernen mit {Medien}: {Ein} Überblick},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9},
	language = {de-DE},
	urldate = {2020-05-13},
	booktitle = {Handbuch {Bildungstechnologie}: {Konzeption} und {Einsatz} digitaler {Lernumgebungen}},
	publisher = {Springer Berlin Heidelberg},
	author = {Opfermann, Maria and Höffler, Tim N. and Schmeck, Annett},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M3},
	pages = {17--30},
	file = {Opfermann et al. - 2020 - Lernen mit Medien ein Überblick.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RAUH8ZUC/Opfermann et al. - 2020 - Lernen mit Medien ein Überblick.pdf:application/pdf},
}

@incollection{niegemann_interaktivitat_2020,
	address = {Berlin, Heidelberg},
	title = {Interaktivität und {Adaptivität} in multimedialen {Lernumgebungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_33},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Niegemann, Helmut and Heidig, Steffi},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_33},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {343--367},
	file = {Niegemann und Heidig - 2020 - Interaktivität und Adaptivität in multimedialen Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z8RGPXUC/Niegemann und Heidig - 2020 - Interaktivität und Adaptivität in multimedialen Le.pdf:application/pdf},
}

@incollection{niegemann_feedbackstrategien_2020,
	address = {Berlin, Heidelberg},
	title = {Feedbackstrategien für interaktive {Lernaufgaben}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_35},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Narciss, Susanne},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_35},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {369--392},
	file = {Narciss - 2020 - Feedbackstrategien für interaktive Lernaufgaben.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PQFYNMRX/Narciss - 2020 - Feedbackstrategien für interaktive Lernaufgaben.pdf:application/pdf},
}

@incollection{niegemann_kooperationsskripts_2020,
	address = {Berlin, Heidelberg},
	title = {Kooperationsskripts beim technologieunterstützten {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_29},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Kiemer, Katharina and Wekerle, Christina and Kollar, Ingo},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_29},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {305--319},
	file = {Kiemer et al. - 2020 - Kooperationsskripts beim technologieunterstützten .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EUX5DCGY/Kiemer et al. - 2020 - Kooperationsskripts beim technologieunterstützten .pdf:application/pdf},
}

@incollection{niegemann_group_2020,
	address = {Berlin, Heidelberg},
	title = {Group {Awareness}-{Tools} beim technologieunterstützen {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_30},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Bodemer, Daniel and Schnaubert, Lenka},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_30},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {321--331},
	file = {Bodemer und Schnaubert - 2020 - Group Awareness-Tools beim technologieunterstützen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W3VHVLMM/Bodemer und Schnaubert - 2020 - Group Awareness-Tools beim technologieunterstützen.pdf:application/pdf},
}

@incollection{niegemann_lernen_2020-1,
	address = {Berlin, Heidelberg},
	title = {Lernen mit {Bewegtbildern}: {Videos} und {Animationen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Lernen mit {Bewegtbildern}},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_32},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Merkt, Martin and Schwan, Stephan},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_32},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {333--342},
	file = {Merkt und Schwan - 2020 - Lernen mit Bewegtbildern Videos und Animationen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DSFFMSFE/Merkt und Schwan - 2020 - Lernen mit Bewegtbildern Videos und Animationen.pdf:application/pdf},
}

@incollection{niegemann_motivationsdesign_2020,
	address = {Berlin, Heidelberg},
	title = {Motivationsdesign bei der {Konzeption} multimedialer {Lernumgebungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_37},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Zander, Steffi and Heidig, Steffi},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_37},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {393--415},
	file = {Zander und Heidig - 2020 - Motivationsdesign bei der Konzeption multimedialer.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J4WJHM9E/Zander und Heidig - 2020 - Motivationsdesign bei der Konzeption multimedialer.pdf:application/pdf},
}

@incollection{niegemann_emotionen_2020,
	address = {Berlin, Heidelberg},
	title = {Emotionen beim technologiebasierten {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_38},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Loderer, Kristina and Pekrun, Reinhard and Frenzel, Anne C.},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_38},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {417--437},
	file = {Loderer et al. - 2020 - Emotionen beim technologiebasierten Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9MWGZNPR/Loderer et al. - 2020 - Emotionen beim technologiebasierten Lernen.pdf:application/pdf},
}

@incollection{niegemann_technologiegestutztes_2020,
	address = {Berlin, Heidelberg},
	title = {Technologiegestütztes {Assessment}, {Online} {Assessment}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_41},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Malone, Sarah},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_41},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {493--513},
	file = {Malone - 2020 - Technologiegestütztes Assessment, Online Assessmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QUR54ULR/Malone - 2020 - Technologiegestütztes Assessment, Online Assessmen.pdf:application/pdf},
}

@incollection{niegemann_computerunterstutztes_2020,
	address = {Berlin, Heidelberg},
	title = {Computerunterstütztes kollaboratives {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_3},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Vogel, Freydis and Fischer, Frank},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_3},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {57--80},
	file = {Vogel und Fischer - 2020 - Computerunterstütztes kollaboratives Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K5ZA5LH3/Vogel und Fischer - 2020 - Computerunterstütztes kollaboratives Lernen.pdf:application/pdf},
}

@incollection{niegemann_mobiles_2020,
	address = {Berlin, Heidelberg},
	title = {Mobiles {Lernen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_22},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Döring, Nicola and Mohseni, M. Rohangis},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_22},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {259--270},
	file = {Döring und Mohseni - 2020 - Mobiles Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DV2QLNBE/Döring und Mohseni - 2020 - Mobiles Lernen.pdf:application/pdf},
}

@incollection{niegemann_multimediales_2020,
	address = {Berlin, Heidelberg},
	title = {Multimediales {Lernen}: {Lehren} und {Lernen} mit {Texten} und {Bildern}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Multimediales {Lernen}},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_4},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Scheiter, Katharina and Richter, Juliane and Renkl, Alexander},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_4},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {31--56},
	file = {Scheiter et al. - 2020 - Multimediales Lernen Lehren und Lernen mit Texten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FZ92QZNL/Scheiter et al. - 2020 - Multimediales Lernen Lehren und Lernen mit Texten.pdf:application/pdf},
}

@incollection{niegemann_selbstreguliertes_2020,
	address = {Berlin, Heidelberg},
	title = {Selbstreguliertes {Lernen} und (technologiebasierte) {Bildungsmedien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_5},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Perels, Franziska and Dörrenbächer, Laura},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {81--92},
	file = {Perels und Dörrenbächer - 2020 - Selbstreguliertes Lernen und (technologiebasierte).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AUIE8T6V/Perels und Dörrenbächer - 2020 - Selbstreguliertes Lernen und (technologiebasierte).pdf:application/pdf},
}

@incollection{niegemann_instructional_2020,
	address = {Berlin, Heidelberg},
	title = {Instructional {Design}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_7},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Niegemann, Helmut},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {95--151},
	file = {Niegemann - 2020 - Instructional Design.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G9DKHUD8/Niegemann - 2020 - Instructional Design.pdf:application/pdf},
}

@incollection{niegemann_instruktionsdesign_2020,
	address = {Berlin, Heidelberg},
	title = {Instruktionsdesign und {Unterrichtsplanung}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_10},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Aprea, Carmela},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_10},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {171--189},
	file = {Aprea - 2020 - Instruktionsdesign und Unterrichtsplanung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZWHUMZFQ/Aprea - 2020 - Instruktionsdesign und Unterrichtsplanung.pdf:application/pdf},
}

@incollection{niegemann_lehrziele_2020,
	address = {Berlin, Heidelberg},
	title = {Lehrziele und {Kompetenzmodelle} beim {E}-{Learning}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_15},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Reichelt, Maria and Kämmerer, Frauke and Finster, Ludwig},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_15},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {191--206},
	file = {Reichelt et al. - 2020 - Lehrziele und Kompetenzmodelle beim E-Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S2CE29KG/Reichelt et al. - 2020 - Lehrziele und Kompetenzmodelle beim E-Learning.pdf:application/pdf},
}

@incollection{niegemann_lernspiele_2020,
	address = {Berlin, Heidelberg},
	title = {Lernspiele und {Gamification}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_18},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schuldt, Jacqueline},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_18},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {209--228},
	file = {Schuldt - 2020 - Lernspiele und Gamification.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QSBEJVBA/Schuldt - 2020 - Lernspiele und Gamification.pdf:application/pdf},
}

@incollection{niegemann_erklarvideos_2020,
	address = {Berlin, Heidelberg},
	title = {Erklärvideos als {Format} des {E}-{Learnings}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_21},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Zander, Steffi and Behrens, Anne and Mehlhorn, Steven},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_21},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {247--258},
	file = {Zander et al. - 2020 - Erklärvideos als Format des E-Learnings.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3L66VNF8/Zander et al. - 2020 - Erklärvideos als Format des E-Learnings.pdf:application/pdf},
}

@incollection{niegemann_videos_2020,
	address = {Berlin, Heidelberg},
	title = {Videos in der {Lehre}: {Wirkungen} und {Nebenwirkungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Videos in der {Lehre}},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_23},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Persike, Malte},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_23},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {271--301},
	file = {Persike - 2020 - Videos in der Lehre Wirkungen und Nebenwirkungen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IG9PV6BF/Persike - 2020 - Videos in der Lehre Wirkungen und Nebenwirkungen.pdf:application/pdf},
}

@incollection{niegemann_evaluation_2020,
	address = {Berlin, Heidelberg},
	title = {Evaluation multimedialen {Lernens}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_43},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Meyer, Wolfgang and Stockmann, Reinhard},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_43},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {547--556},
	file = {Meyer und Stockmann - 2020 - Evaluation multimedialen Lernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YCQRXDZ6/Meyer und Stockmann - 2020 - Evaluation multimedialen Lernens.pdf:application/pdf},
}

@incollection{niegemann_korperliche_2020,
	address = {Berlin, Heidelberg},
	title = {Körperliche {Bewegung} in der {Bildungstechnologie}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_50},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Lucht, Martina},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_50},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {605--627},
	file = {Lucht - 2020 - Körperliche Bewegung in der Bildungstechnologie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VBLN2EDZ/Lucht - 2020 - Körperliche Bewegung in der Bildungstechnologie.pdf:application/pdf},
}

@incollection{niegemann_bildungstechnologie_2020,
	address = {Berlin, Heidelberg},
	title = {Bildungstechnologie in der {Schule}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_53},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Kohls, Christian},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_53},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {631--643},
	file = {Kohls - 2020 - Bildungstechnologie in der Schule.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XIGXQ8FU/Kohls - 2020 - Bildungstechnologie in der Schule.pdf:application/pdf},
}

@incollection{niegemann_bildungstechnologie_2020-1,
	address = {Berlin, Heidelberg},
	title = {Bildungstechnologie im {Mathematikunterricht} ({Klassen} 1–6)},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_59},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Ladel, Silke},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_59},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {645--666},
	file = {Ladel - 2020 - Bildungstechnologie im Mathematikunterricht (Klass.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SPRU67V3/Ladel - 2020 - Bildungstechnologie im Mathematikunterricht (Klass.pdf:application/pdf},
}

@incollection{niegemann_bildungstechnologie_2020-2,
	address = {Berlin, Heidelberg},
	title = {Bildungstechnologie in der beruflichen {Aus}- und {Weiterbildung}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_54},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Ball, Claudia},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_54},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {667--676},
	file = {Ball - 2020 - Bildungstechnologie in der beruflichen Aus- und We.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABBQHEHW/Ball - 2020 - Bildungstechnologie in der beruflichen Aus- und We.pdf:application/pdf},
}

@incollection{niegemann_lernen_2020-2,
	address = {Berlin, Heidelberg},
	title = {Lernen in sozialen {Medien}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_56},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Holtz, Peter and Cress, Ulrike and Kimmerle, Joachim},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_56},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {677--687},
	file = {Holtz et al. - 2020 - Lernen in sozialen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LLIA4WN8/Holtz et al. - 2020 - Lernen in sozialen Medien.pdf:application/pdf},
}

@incollection{niegemann_multimediales_2020-1,
	address = {Berlin, Heidelberg},
	title = {Multimediales {Lernen} in öffentlichen {Bildungseinrichtungen} am {Beispiel} von {Museen} und {Ausstellungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_57},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Schwan, Stephan and Lewalter, Doris},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_57},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {689--697},
	file = {Schwan und Lewalter - 2020 - Multimediales Lernen in öffentlichen Bildungseinri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WKD3AJMR/Schwan und Lewalter - 2020 - Multimediales Lernen in öffentlichen Bildungseinri.pdf:application/pdf},
}

@incollection{niegemann_lernen_2020-3,
	address = {Berlin, Heidelberg},
	title = {Lernen mit {Open} {Educational} {Resources}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_58},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Deimann, Markus},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_58},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {699--708},
	file = {Deimann - 2020 - Lernen mit Open Educational Resources.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YEMFUJV4/Deimann - 2020 - Lernen mit Open Educational Resources.pdf:application/pdf},
}

@incollection{niegemann_grafikdesign_2020,
	address = {Berlin, Heidelberg},
	title = {Grafikdesign: eine {Einführung} im {Kontext} multimedialer {Lernumgebungen}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	shorttitle = {Grafikdesign},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_39},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Seidl, Ramona},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_39},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {439--478},
	file = {Seidl - 2020 - Grafikdesign eine Einführung im Kontext multimedi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TDHADPSP/Seidl - 2020 - Grafikdesign eine Einführung im Kontext multimedi.pdf:application/pdf},
}

@incollection{niegemann_qualitatssicherung_2020,
	address = {Berlin, Heidelberg},
	title = {Qualitätssicherung multimedialer {Lernangebote}},
	isbn = {978-3-662-54367-2 978-3-662-54368-9},
	url = {http://link.springer.com/10.1007/978-3-662-54368-9_40},
	language = {de-DE},
	urldate = {2023-01-21},
	booktitle = {Handbuch {Bildungstechnologie}},
	publisher = {Springer Berlin Heidelberg},
	author = {Goertz, Lutz},
	editor = {Niegemann, Helmut and Weinberger, Armin},
	year = {2020},
	doi = {10.1007/978-3-662-54368-9_40},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie},
	pages = {481--491},
	file = {Goertz - 2020 - Qualitätssicherung multimedialer Lernangebote.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EI7M43ST/Goertz - 2020 - Qualitätssicherung multimedialer Lernangebote.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_blockchain-technologien_2020,
	title = {Blockchain-{Technologien} im {Bildungssektor}: {Ergebnisse} einer ersten {Datenerhebung}},
	isbn = {978-3-7489-0624-7},
	shorttitle = {Blockchain-{Technologien} im {Bildungssektor}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-237},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Pfeiffer, Alexander and Wernbacher, Thomas},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-237},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {237--254},
	file = {Pfeiffer und Wernbacher - 2020 - Blockchain-Technologien im Bildungssektor Ergebni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5KI52PFD/Pfeiffer und Wernbacher - 2020 - Blockchain-Technologien im Bildungssektor Ergebni.pdf:application/pdf},
}

@incollection{buck_computerspiele_2020,
	address = {Stuttgart},
	title = {Computerspiele und {Kindheit}},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_10},
	abstract = {Ausgehend von Überlegungen George Herbert Meads, die dem kindlichen Spiel eine wesentliche Rolle bei der Entwicklung des personalen Selbst zuerkennen, wird in diesem Aufsatz dafür argumentiert, dass auch Computerspiele eine entsprechende Funktion bei der Herausbildung eines selbstbestimmten und selbstverantwortlichen Selbst erfüllen können. Damit wendet sich der Text zugleich gegen das gängige Pauschalurteil, Computerspiele seien gewaltverherrlichende „Killerspiele“ oder sinnloses „Daddeln“ und damit Gift für die Entwicklung des Kindes.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Ostritsch, Sebastian},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_10},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {167--181},
	file = {Ostritsch - 2020 - Computerspiele und Kindheit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/34NBVVKX/Ostritsch - 2020 - Computerspiele und Kindheit.pdf:application/pdf},
}

@incollection{buck_was_2020,
	address = {Stuttgart},
	title = {Was heißt {Menschenbildung} im {Dispositiv} des {Digitalen}?},
	volume = {3},
	isbn = {978-3-476-05672-6 978-3-476-05673-3},
	url = {http://link.springer.com/10.1007/978-3-476-05673-3_13},
	abstract = {Ausgehend von der Skizze bildungspolitischer Weichenstellungen, die unter dem Anspruch und mit den Möglichkeiten der Digitalisierung von Bildung anstehen, diskutiert dieser Beitrag die Frage der pädagogischen Fokussierung und normativen Forderungen im Hinblick auf Menschenbildung im Dispositiv des Digitalen. Weshalb der von Foucault entlehnte Begriff des ‚Dispositivs‘ die Transformationsdynamik von Bildung und Gesellschaft so gut beschreibt, wird ebenso begründet, wie die These, dass der Einsatz von Technologie in Kindheit Eltern und Pädagog*innen von bisherigen Aufgaben der Disziplinierung oder Wissensvermittlung zunehmend befreit, dafür aber Bildung und Erziehung verstärkt auf ihre intersubjektiv persönlichkeitsbildenden und im Kern politischen Bildungsaufgaben verweist. Im Rekurs auf Adornos Bildungsphilosophie unter der Maßgabe einer Erziehung zur Mündigkeit wird diskutiert, inwiefern eine Übermacht der Technik auch eine Gefahr für Menschenbildung und Demokratieerziehung bedeuten kann. Welche positiven Schwerpunkte pädagogischen Handelns umgekehrt daraus erwachsen, wird abschließend skizziert.},
	language = {de-DE},
	urldate = {2022-01-08},
	booktitle = {Neue {Technologien} – neue {Kindheiten}?},
	publisher = {J.B. Metzler},
	author = {Hutflötz, Karin},
	editor = {Buck, Marc Fabian and Drerup, Johannes and Schweiger, Gottfried},
	year = {2020},
	doi = {10.1007/978-3-476-05673-3_13},
	note = {ZSCC: NoCitationData[s0] 
Series Title: Techno:Phil – Aktuelle Herausforderungen der Technikphilosophie},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie},
	pages = {227--247},
	file = {Hutflötz - 2020 - Was heißt Menschenbildung im Dispositiv des Digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9DD6UUVE/Hutflötz - 2020 - Was heißt Menschenbildung im Dispositiv des Digita.pdf:application/pdf},
}

@incollection{furst_ai-pocalypse_2020,
	address = {Wiesbaden},
	title = {{AI}-pocalypse now? {Herausforderungen} {Künstlicher} {Intelligenz} für {Bildungssystem}, {Unternehmen} und die {Workforce} der {Zukunft}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {{AI}-pocalypse now?},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_8},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Massmann, Christian and Hofstetter, Ariane},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--220},
	file = {massmann_hofstetter_2020_ai-pocalypse_now.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YCGABRE5/massmann_hofstetter_2020_ai-pocalypse_now.pdf:application/pdf;massmann_hofstetter_2020_ai-pocalypse_now.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S4JWTLFT/massmann_hofstetter_2020_ai-pocalypse_now.pdf:application/pdf},
}

@incollection{furst_multimodale_2020,
	address = {Wiesbaden},
	title = {Der multimodale {Lern}-{Hub}: {Ein} {Werkzeug} zur {Erfassung} individualisierbarer und sensorgestützter multimodaler {Lernerfahrungen}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Der multimodale {Lern}-{Hub}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_23},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schneider, Jan and Di Mitri, Daniele and Limbu, Bibeg and Drachsler, Hendrik},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_23},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {537--557},
	file = {schneider_et_al_2020_der_multimodale_lern-hub.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P82QEJDN/schneider_et_al_2020_der_multimodale_lern-hub.pdf:application/pdf;schneider_et_al_2020_der_multimodale_lern-hub.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GK7S254Q/schneider_et_al_2020_der_multimodale_lern-hub.pdf:application/pdf},
}

@incollection{furst_chatbots_2020,
	address = {Wiesbaden},
	title = {Chatbots – {Nächstes} {User}-{Experience}-{Level} im {Support} von {Bildungsangeboten}?},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_24},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Todorovic, Dunja and Steinert, Farina},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_24},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {559--586},
	file = {todorovic_steinert_2020_chatbots_–_nachstes_user-experience-level_im_support_von_bildungsangeboten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G7KYX7K4/todorovic_steinert_2020_chatbots_–_nachstes_user-experience-level_im_support_von_bildungsangeboten.pdf:application/pdf},
}

@incollection{furst_moral_2020,
	address = {Wiesbaden},
	title = {Die {Moral} der {Maschinen} – {Können} neuronale {Netze} ethische {Grundsätze} erlernen?},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_12},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Davin, Julia},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_12},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {271--297},
	file = {Davin - 2020 - Die Moral der Maschinen – Können neuronale Netze e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UW48VLWS/Davin - 2020 - Die Moral der Maschinen – Können neuronale Netze e.pdf:application/pdf;Davin - 2020 - Die Moral der Maschinen – Können neuronale Netze e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/49YKH2MM/Davin - 2020 - Die Moral der Maschinen – Können neuronale Netze e.pdf:application/pdf},
}

@incollection{furst_wettbewerbsfahige_2020,
	address = {Wiesbaden},
	title = {Wettbewerbsfähige digitale {Arbeitswelt} fordert neue {Kompetenzen} für {Management} und {Belegschaft}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_4},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bohlen, Wolfgang and Markgraf, Daniel},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {97--110},
	file = {Bohlen und Markgraf - 2020 - Wettbewerbsfähige digitale Arbeitswelt fordert neu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HKAGHWR6/Bohlen und Markgraf - 2020 - Wettbewerbsfähige digitale Arbeitswelt fordert neu.pdf:application/pdf;Bohlen und Markgraf - 2020 - Wettbewerbsfähige digitale Arbeitswelt fordert neu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/38HQJL4K/Bohlen und Markgraf - 2020 - Wettbewerbsfähige digitale Arbeitswelt fordert neu.pdf:application/pdf},
}

@incollection{furst_effiziente_2020,
	address = {Wiesbaden},
	title = {Effiziente {Nutzung} von {Information} als {Rohstoff} im {Spannungsfeld} von {Kommerzialisierung} und {Kollaboration}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_10},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Berkemer, Rainer},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_10},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {241--255},
	file = {Berkemer - 2020 - Effiziente Nutzung von Information als Rohstoff im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VMSVYTRB/Berkemer - 2020 - Effiziente Nutzung von Information als Rohstoff im.pdf:application/pdf;Berkemer - 2020 - Effiziente Nutzung von Information als Rohstoff im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HD7VWIRQ/Berkemer - 2020 - Effiziente Nutzung von Information als Rohstoff im.pdf:application/pdf},
}

@incollection{furst_lernpartnerschaften_2020,
	address = {Wiesbaden},
	title = {Lernpartnerschaften – {Eine} vergleichende {Erhebung} des {Rollenverständnisses} von {Lernenden} und {Lehrenden} im digitalen {Studienprozess}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_20},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Blumentritt, Marianne and Schwinger, Doreen and Markgraf, Daniel},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_20},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {475--499},
	file = {Blumentritt et al. - 2020 - Lernpartnerschaften – Eine vergleichende Erhebung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P995ATBE/Blumentritt et al. - 2020 - Lernpartnerschaften – Eine vergleichende Erhebung .pdf:application/pdf;Blumentritt et al. - 2020 - Lernpartnerschaften – Eine vergleichende Erhebung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3XK6HVI4/Blumentritt et al. - 2020 - Lernpartnerschaften – Eine vergleichende Erhebung .pdf:application/pdf},
}

@incollection{furst_evolution_2020,
	address = {Wiesbaden},
	title = {Evolution der ({Digitalen}) {Bildung} für und gegen {Künstliche} {Intelligenz}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {https://link.springer.com/10.1007/978-3-658-30525-3_1},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürst, Ronny Alexander},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--24},
	file = {Fürst - 2020 - Evolution der (Digitalen) Bildung für und gegen Kü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RBRQUIHB/Fürst - 2020 - Evolution der (Digitalen) Bildung für und gegen Kü.pdf:application/pdf;Fürst - 2020 - Evolution der (Digitalen) Bildung für und gegen Kü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H3KRMEIH/Fürst - 2020 - Evolution der (Digitalen) Bildung für und gegen Kü.pdf:application/pdf},
}

@incollection{furst_zukunftsagenda_2020,
	address = {Wiesbaden},
	title = {Zukunftsagenda und 10 {Thesen} zur {Digitalen} {Bildung} in {Deutschland}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	url = {https://link.springer.com/10.1007/978-3-658-30525-3_13},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fürst, Ronny Alexander},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_13},
	note = {ZSCC: 0000004 },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--347},
	file = {Fürst - 2020 - Zukunftsagenda und 10 Thesen zur Digitalen Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCRIG595/Fürst - 2020 - Zukunftsagenda und 10 Thesen zur Digitalen Bildung.pdf:application/pdf;Fürst - 2020 - Zukunftsagenda und 10 Thesen zur Digitalen Bildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SNFKEENQ/Fürst - 2020 - Zukunftsagenda und 10 Thesen zur Digitalen Bildung.pdf:application/pdf},
}

@incollection{furst_digitale_2020-2,
	address = {Wiesbaden},
	title = {Digitale {Bildung} in {Hochschulen} aus {Sicht} der {Studierenden}: {Wahrnehmung} des {Status} quo, {Erwartungen} und {Wünsche}: {Aktuelle} empirische {Daten} zu {Unterstützungsangeboten} studentischer {Selbstlernphasen} sowie zu {Einstellungen} von {Studierenden} im {Umgang} mit digitalen {Lernmedien} in der {Hochschullehre}},
	isbn = {978-3-658-30524-6 978-3-658-30525-3},
	shorttitle = {Digitale {Bildung} in {Hochschulen} aus {Sicht} der {Studierenden}},
	url = {http://link.springer.com/10.1007/978-3-658-30525-3_19},
	language = {de-DE},
	urldate = {2021-11-10},
	booktitle = {Digitale {Bildung} und {Künstliche} {Intelligenz} in {Deutschland}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dittler, Ullrich and Kreidl, Christian},
	editor = {Fürst, Ronny Alexander},
	year = {2020},
	doi = {10.1007/978-3-658-30525-3_19},
	note = {ZSCC: NoCitationData[s0] },
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {457--474},
	file = {Dittler und Kreidl - 2020 - Digitale Bildung in Hochschulen aus Sicht der Stud.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9MBMFZXU/Dittler und Kreidl - 2020 - Digitale Bildung in Hochschulen aus Sicht der Stud.pdf:application/pdf;Dittler und Kreidl - 2020 - Digitale Bildung in Hochschulen aus Sicht der Stud.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DFL56AB8/Dittler und Kreidl - 2020 - Digitale Bildung in Hochschulen aus Sicht der Stud.pdf:application/pdf},
}

@book{harwardt_fuhren_2020,
	address = {Wiesbaden},
	title = {Führen und {Managen} in der digitalen {Transformation}: {Trends}, {Best} {Practices} und {Herausforderungen}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Führen und {Managen} in der digitalen {Transformation}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5},
	language = {de-DE},
	urldate = {2023-01-29},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Harwardt et al. - 2020 - Führen und Managen in der digitalen Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RIIWFZY3/Harwardt et al. - 2020 - Führen und Managen in der digitalen Transformation.pdf:application/pdf},
}

@book{ide_asthetik_2020,
	address = {Bielefeld},
	edition = {1. Auflage},
	series = {Digitale {Gesellschaft}},
	title = {Ästhetik digitaler {Medien}: {Aktuelle} {Perspektiven}},
	isbn = {978-3-8394-5361-2 978-3-8376-5361-8},
	shorttitle = {Ästhetik digitaler {Medien}},
	language = {de-DE},
	number = {31},
	publisher = {transcript},
	editor = {Ide, Martina},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Ide - 2020 - Ästhetik digitaler Medien Aktuelle Perspektiven.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/INWAANN9/Ide - 2020 - Ästhetik digitaler Medien Aktuelle Perspektiven.pdf:application/pdf},
}

@book{kreutzer_digitale_2020,
	address = {Wiesbaden},
	title = {Die digitale {Verführung}: {Selbstbestimmt} leben trotz {Smartphone}, {Social} {Media} \& {Co}.},
	isbn = {978-3-658-27780-2 978-3-658-27781-9},
	shorttitle = {Die digitale {Verführung}},
	url = {http://link.springer.com/10.1007/978-3-658-27781-9},
	language = {de-DE},
	urldate = {2022-07-14},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kreutzer, Ralf T.},
	year = {2020},
	doi = {10.1007/978-3-658-27781-9},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Kreutzer - 2020 - Die digitale Verführung Selbstbestimmt leben trot.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JK9P3KNA/Kreutzer - 2020 - Die digitale Verführung Selbstbestimmt leben trot.pdf:application/pdf},
}

@book{gloerfeld_auswirkungen_2020,
	address = {Wiesbaden},
	series = {Medienbildung und {Gesellschaft}},
	title = {Auswirkungen von {Digitalisierung} auf {Lehr}- und {Lernprozesse}: {Didaktische} {Veränderungen} am {Beispiel} der {FernUniversität} in {Hagen}},
	volume = {43},
	isbn = {978-3-658-30475-1 978-3-658-30476-8},
	shorttitle = {Auswirkungen von {Digitalisierung} auf {Lehr}- und {Lernprozesse}},
	url = {http://link.springer.com/10.1007/978-3-658-30476-8},
	language = {de-DE},
	urldate = {2022-05-03},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gloerfeld, Christina},
	editor = {Fromme, Johannes and Ganguin, Sonja and Iske, Stefan and Meister, Dorothee M. and Sander, Uwe},
	year = {2020},
	doi = {10.1007/978-3-658-30476-8},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Gloerfeld - 2020 - Auswirkungen von Digitalisierung auf Lehr- und Ler.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LIE82PRE/Gloerfeld - 2020 - Auswirkungen von Digitalisierung auf Lehr- und Ler.pdf:application/pdf},
}

@incollection{kasprowicz_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Digitalisierung, {Virtualisierung} und das {Recht}},
	isbn = {978-3-658-16341-9 978-3-658-16342-6},
	url = {http://link.springer.com/10.1007/978-3-658-16342-6_26},
	language = {de-DE},
	urldate = {2022-07-14},
	booktitle = {Handbuch {Virtualität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hilgendorf, Eric},
	editor = {Kasprowicz, Dawid and Rieger, Stefan},
	year = {2020},
	doi = {10.1007/978-3-658-16342-6_26},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {405--424},
	file = {Hilgendorf - 2020 - Digitalisierung, Virtualisierung und das Recht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R6DLVPKJ/Hilgendorf - 2020 - Digitalisierung, Virtualisierung und das Recht.pdf:application/pdf},
}

@incollection{negri_srf_2020,
	address = {Berlin, Heidelberg},
	title = {{SRF} auf dem {Weg} zu einem digitalen {Medienhaus}: {Auswirkungen} auf die interne journalistische {Aus}- und {Weiterbildung}},
	isbn = {978-3-662-60464-9 978-3-662-60465-6},
	shorttitle = {{SRF} auf dem {Weg} zu einem digitalen {Medienhaus}},
	url = {http://link.springer.com/10.1007/978-3-662-60465-6_11},
	language = {de-DE},
	urldate = {2022-07-14},
	booktitle = {Angewandte {Psychologie} in der {Arbeitswelt}},
	publisher = {Springer Berlin Heidelberg},
	author = {Brönimann, Gabriela},
	editor = {Negri, Christoph and Eberhardt, Daniela},
	year = {2020},
	doi = {10.1007/978-3-662-60465-6_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {147--159},
	file = {Brönimann - 2020 - SRF auf dem Weg zu einem digitalen Medienhaus Aus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3FZAA2AQ/Brönimann - 2020 - SRF auf dem Weg zu einem digitalen Medienhaus Aus.pdf:application/pdf},
}

@incollection{ackermann_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Digitalisierung und {Wissenstransfer}: praxiserprobte {Onlinematerialien} für agile {Organisationen}},
	isbn = {978-3-658-31874-1 978-3-658-31875-8},
	shorttitle = {Digitalisierung und {Wissenstransfer}},
	url = {http://link.springer.com/10.1007/978-3-658-31875-8_12},
	language = {de-DE},
	urldate = {2022-07-08},
	booktitle = {Erfolgreicher {Wissenstransfer} in agilen {Organisationen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ackermann, Benno and Ackermann, B.},
	collaborator = {Ackermann, Benno and Krancher, Oliver and North, Klaus and Schildknecht, Katrin and Schorta, Silvia},
	year = {2020},
	doi = {10.1007/978-3-658-31875-8_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--219},
	file = {Ackermann und Ackermann - 2020 - Digitalisierung und Wissenstransfer praxiserprobt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VVD2CXD8/Ackermann und Ackermann - 2020 - Digitalisierung und Wissenstransfer praxiserprobt.pdf:application/pdf},
}

@incollection{kasprowicz_digitales_2020,
	address = {Wiesbaden},
	title = {Digitales {Geld} und virtuelles {Geld}},
	isbn = {978-3-658-16341-9 978-3-658-16342-6},
	url = {http://link.springer.com/10.1007/978-3-658-16342-6_37},
	language = {de-DE},
	urldate = {2022-07-14},
	booktitle = {Handbuch {Virtualität}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wisbar, Sarah},
	editor = {Kasprowicz, Dawid and Rieger, Stefan},
	year = {2020},
	doi = {10.1007/978-3-658-16342-6_37},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {249--263},
	file = {Wisbar - 2020 - Digitales Geld und virtuelles Geld.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EV63ZX2H/Wisbar - 2020 - Digitales Geld und virtuelles Geld.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_hochschullehre_2020,
	address = {Baden-Baden},
	edition = {1. Aufl.},
	series = {Medienpädagogik {\textbar} {Media} {Education}},
	title = {Hochschullehre und {Digitalisierung}: {Digital} {Storytelling} als {Lehr}- {Lernmethode} für {Kompetenzen} in der digitalen {Welt}},
	volume = {4},
	isbn = {978-3-8487-6538-6},
	language = {de-DE},
	booktitle = {Bildung und {Digitalisierung} {Auf} der {Suche} nach {Kompetenzen} und {Performanzen}.},
	publisher = {Nomos Verlagsgeselschaft mbH \& Co. KG},
	author = {Otto, Daniel},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard and Hartung-Griemberg, Anja and Lampert, Claudia and Süss, Daniel and Trültzsch-Wijnen, Christine},
	year = {2020},
	note = {OCLC: 1138491874},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {135--152},
	file = {Otto - 2020 - Hochschullehre und Digitalisierung Digital Storyt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4Y39PCFP/Otto - 2020 - Hochschullehre und Digitalisierung Digital Storyt.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_medienperformanz_2020,
	title = {Medienperformanz als didaktisches {Prinzip} medienpädagogischer {Praxis}},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-95},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Roth-Ebner, Caroline and Duller, Nicole},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-95},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {95--112},
	file = {Roth-Ebner und Duller - 2020 - Medienperformanz als didaktisches Prinzip medienpä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HFFIGF4K/Roth-Ebner und Duller - 2020 - Medienperformanz als didaktisches Prinzip medienpä.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_medienpadagogische_2020,
	title = {Medienpädagogische {Elemente} einer {Medienethik} nach {Dieter} {Baacke}: {Psychoanalyse}, {Sprachspiel} und {Diskursethik} als {Voraussetzungen} eines digitalen {Humanismus}},
	isbn = {978-3-7489-0624-7},
	shorttitle = {Medienpädagogische {Elemente} einer {Medienethik} nach {Dieter} {Baacke}},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-13},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Barberi, Alessandro},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {13--28},
	file = {Barberi - 2020 - Medienpädagogische Elemente einer Medienethik nach.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3A5G2BH5/Barberi - 2020 - Medienpädagogische Elemente einer Medienethik nach.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_klimaschutz_2020,
	title = {Klimaschutz und {Digitalisierung} als medienpädagogische {Verantwortung}?},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-181},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Grünberger, Nina},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-181},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {181--194},
	file = {Grünberger - 2020 - Klimaschutz und Digitalisierung als medienpädagogi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YBM5WGCL/Grünberger - 2020 - Klimaschutz und Digitalisierung als medienpädagogi.pdf:application/pdf},
}

@incollection{straub_academic_2020,
	address = {Wiesbaden},
	title = {Academic {Videoclipping} als digitale {Lehrmethode} – {Potenziale} und {Herausforderungen} in der didaktischen {Konzeption} und {Umsetzung} eines innovativen {Lehr}-{Lernsettings}},
	isbn = {978-3-658-30827-8 978-3-658-30828-5},
	url = {http://link.springer.com/10.1007/978-3-658-30828-5_17},
	language = {de-DE},
	urldate = {2022-09-26},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gottschal, Ines and Zajak, Sabrina},
	editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith},
	year = {2020},
	doi = {10.1007/978-3-658-30828-5_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {205--213},
	file = {Gottschal und Zajak - 2020 - Academic Videoclipping als digitale Lehrmethode – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6YELEQLK/Gottschal und Zajak - 2020 - Academic Videoclipping als digitale Lehrmethode – .pdf:application/pdf},
}

@incollection{franco_lernen_2020,
	title = {Lernen mit, über und im {Rahmen} von {Tags} und {Tagging}: {Medienpädagogische} {Perspektiven} auf digitale {Medien}},
	copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International},
	shorttitle = {Lernen mit, über und im {Rahmen} von \#{Tags} und \#{Tagging}},
	url = {https://tuprints.ulb.tu-darmstadt.de/id/eprint/17197},
	language = {de-DE},
	urldate = {2020-12-19},
	publisher = {UNSPECIFIED},
	author = {Franco, , Rau and Sophie, Schaper and Grell, Petra},
	year = {2020},
	doi = {10.25534/TUPRINTS-00017197},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	file = {franco_et_al_2020_lernen_mit,_uber_und_im_rahmen_von_tags_und_tagging.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IIN732BK/franco_et_al_2020_lernen_mit,_uber_und_im_rahmen_von_tags_und_tagging.pdf:application/pdf},
}

@incollection{gottschalk_forschendes_2020,
	title = {Forschendes {Lernen} als digitale {Lehre} – {Eine} {Einführung} in {Potenziale} und {Herausforderungen} für {Studierende} und {Lehrende}},
	language = {de-DE},
	booktitle = {Forschendes {Lernen} an {Universitäten}},
	author = {Gottschalk, Ines},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {6},
	file = {Gottschalk - Forschendes Lernen als digitale Lehre – Eine Einfü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LDQVEWJS/Gottschalk - Forschendes Lernen als digitale Lehre – Eine Einfü.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_lernen_2020,
	title = {Lernen auf {Distanz} während der {Corona}-{Krise}. {Chancen} und {Herausforderungen} des distance learning für die {Primarstufe}},
	isbn = {978-3-7489-0624-7},
	url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748906247-195},
	language = {de-DE},
	urldate = {2022-06-22},
	booktitle = {Bildung und {Digitalisierung}},
	publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG},
	author = {Tengler, Karin and Schrammel, Natalie and Brandhofer, Gerhard and Sabitzer, Barbara},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard},
	year = {2020},
	doi = {10.5771/9783748906247-195},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen},
	pages = {195--216},
	file = {Tengler et al. - 2020 - Lernen auf Distanz während der Corona-Krise. Chanc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M5VNBKPL/Tengler et al. - 2020 - Lernen auf Distanz während der Corona-Krise. Chanc.pdf:application/pdf},
}

@book{rolff_digital_2020,
	address = {Weinheim Basel},
	series = {Pädagogik},
	title = {Digital gestütztes {Lernen}: {Praxisbeispiele} für eine zeitgemäße {Schulentwicklung}},
	isbn = {978-3-407-63187-9},
	shorttitle = {Digital gestütztes {Lernen}},
	language = {de-DE},
	publisher = {Beltz},
	author = {Rolff, Hans-Günter and Thünken, Ulrich},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Digital_gesttztes_Lernen_1._Digital_gesttztes_Lernen_durchSchulentwicklung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EF8YNQT/Digital_gesttztes_Lernen_1._Digital_gesttztes_Lernen_durchSchulentwicklung.pdf:application/pdf;Digital_gesttztes_Lernen_2._Zwei_Fallstudien_mit_Beispielschulen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7N9Y77ET/Digital_gesttztes_Lernen_2._Zwei_Fallstudien_mit_Beispielschulen.pdf:application/pdf;Digital_gesttztes_Lernen_3._Weiterentwicklung_von_Unterrichtskultur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SNRQ4HDR/Digital_gesttztes_Lernen_3._Weiterentwicklung_von_Unterrichtskultur.pdf:application/pdf;Digital_gesttztes_Lernen_4._Personalisierung_des_Lernens_alsChance_und_Herausforderung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FXINQTVS/Digital_gesttztes_Lernen_4._Personalisierung_des_Lernens_alsChance_und_Herausforderung.pdf:application/pdf;Digital_gesttztes_Lernen_5._Change_Management_Schulentwicklung_fr_die_Zukunft.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P6TH9VM7/Digital_gesttztes_Lernen_5._Change_Management_Schulentwicklung_fr_die_Zukunft.pdf:application/pdf;Digital_gesttztes_Lernen_6._Neue_Aufgaben_und_Rollenvon_Schlerinnen_und_Schlern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T6Z3T9YL/Digital_gesttztes_Lernen_6._Neue_Aufgaben_und_Rollenvon_Schlerinnen_und_Schlern.pdf:application/pdf;Digital_gesttztes_Lernen_7._Neue_Aufgaben_und_Rollenvon_Lehrpersonen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DAJD92A2/Digital_gesttztes_Lernen_7._Neue_Aufgaben_und_Rollenvon_Lehrpersonen.pdf:application/pdf;Digital_gesttztes_Lernen_8._Neue_Aufgaben_und_Rollen_von_Schulleitungund_Mittleren_Fhrungskrften.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZDPQ2UIK/Digital_gesttztes_Lernen_8._Neue_Aufgaben_und_Rollen_von_Schulleitungund_Mittleren_Fhrungskrften.pdf:application/pdf;Digital_gesttztes_Lernen_9._Regeln_statt_Verbote_beim_Umgangmit_digitalen_Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TM3AGWBX/Digital_gesttztes_Lernen_9._Regeln_statt_Verbote_beim_Umgangmit_digitalen_Medien.pdf:application/pdf;Digital_gesttztes_Lernen_10._Einige_praktische_Hinweise.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H488PPKM/Digital_gesttztes_Lernen_10._Einige_praktische_Hinweise.pdf:application/pdf;Digital_gesttztes_Lernen_Anhang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VW4RZTRG/Digital_gesttztes_Lernen_Anhang.pdf:application/pdf;Digital_gesttztes_Lernen_Fazit_Zum_Mehrwert_digital_gesttzten_Lernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8PHINW5C/Digital_gesttztes_Lernen_Fazit_Zum_Mehrwert_digital_gesttzten_Lernens.pdf:application/pdf;Digital_gesttztes_Lernen_Inhalt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LYVLWCW4/Digital_gesttztes_Lernen_Inhalt.pdf:application/pdf;Digital_gesttztes_Lernen_Literatur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A33B8ZLL/Digital_gesttztes_Lernen_Literatur.pdf:application/pdf;Digital_gesttztes_Lernen_Vorbemerkung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L2FE2UGJ/Digital_gesttztes_Lernen_Vorbemerkung.pdf:application/pdf;Rolff und Thünken - 2020 - Digital gestütztes Lernen Praxisbeispiele für ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A62X2Z7H/Rolff und Thünken - 2020 - Digital gestütztes Lernen Praxisbeispiele für ein.pdf:application/pdf},
}

@book{de_florio-hansen_digitalisierung_2020,
	address = {Stuttgart, Deutschland},
	edition = {1},
	title = {Digitalisierung, {Künstliche} {Intelligenz} und {Robotik}: {Eine} {Einführung} für {Schule} und {Unterricht}},
	isbn = {978-3-8385-5429-7},
	shorttitle = {Digitalisierung, {Künstliche} {Intelligenz} und {Robotik}},
	url = {https://elibrary.utb.de/doi/book/10.36198/9783838554297},
	abstract = {Grundlagen zur Digitalisierung
Die fortschreitende Digitalisierung gibt auch den Bereichen der Künstlichen Intelligenz und der Robotik eine immer größere Relevanz für Schule und Unterricht. 
Das Buch führt zukünftige Lehrkräfte in knapper und verständlicher Form auf der Grundlage neuester wissenschaftlicher Studien und mit Bezügen zur Unterrichtspraxis in die Thematik ein. 
Über das Lernen mit Hilfe elektronischer Technologien hinaus liegt ein Schwerpunkt auf dem Lernen über digitale Medien im Rahmen eines umfassenden Medienkonzepts. 
Der Band verhilft den Leserinnen und Lesern zu einer differenzierten Sicht, einer reflektierten Nutzung und vor allem einem kritisch-konstruktiven Umgang mit den digitalen Technologien.},
	language = {de-DE},
	urldate = {2024-02-02},
	publisher = {utb GmbH},
	author = {De Florio-Hansen, Inez},
	month = oct,
	year = {2020},
	doi = {10.36198/9783838554297},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {De Florio-Hansen - 2020 - Digitalisierung, Künstliche Intelligenz und Roboti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTUX65U2/De Florio-Hansen - 2020 - Digitalisierung, Künstliche Intelligenz und Roboti.pdf:application/pdf},
}

@book{schafer_lehren_2020,
	edition = {1},
	title = {Lehren und {Lernen} mit digitalen {Medien} und {Technologien}},
	isbn = {978-3-8474-2388-1},
	url = {https://shop.budrich-academic.de/produkt/lehren-und-lernen-in-einer-digital-gepraegten-kultur/},
	language = {de-DE},
	urldate = {2023-01-31},
	publisher = {Verlag Barbara Budrich},
	author = {Schäfer, Markus},
	month = jun,
	year = {2020},
	doi = {10.3224/84742388},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Schäfer - 2020 - Lehren und Lernen mit digitalen Medien und Technol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N55HZMBX/Schäfer - 2020 - Lehren und Lernen mit digitalen Medien und Technol.pdf:application/pdf},
}

@book{hirsch_unterricht_2020,
	address = {Mülheim an der Ruhr},
	title = {Unterricht digital: {Methoden}, {Didaktik} und {Praxisbeispiele} für das {Lernen} mit {Online}-{Tools}},
	isbn = {978-3-8346-4307-0},
	url = {https://epale.ec.europa.eu/sites/default/files/nele_hirsch-unterricht_digital.pdf},
	language = {de-DE},
	urldate = {2022-02-19},
	publisher = {Verlag an der Ruhr},
	author = {Hirsch, Nele},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {Hirsch - Methoden, Didaktik und Praxisbeispiele für das Ler.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UN2VAGMQ/Hirsch - Methoden, Didaktik und Praxisbeispiele für das Ler.pdf:application/pdf},
}

@book{ostsieker_lernumgebungen_2020,
	address = {Wiesbaden},
	series = {Studien zur {Hochschuldidaktik} und zum {Lehren} und {Lernen} mit digitalen {Medien} in der {Mathematik} und in der {Statistik}},
	title = {Lernumgebungen für {Studierende} zur {Nacherfindung} des {Konvergenzbegriffs}: {Gestaltung} und empirische {Untersuchung}},
	isbn = {978-3-658-27193-0 978-3-658-27194-7},
	shorttitle = {Lernumgebungen für {Studierende} zur {Nacherfindung} des {Konvergenzbegriffs}},
	url = {http://link.springer.com/10.1007/978-3-658-27194-7},
	language = {de-DE},
	urldate = {2021-01-23},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ostsieker, Laura},
	year = {2020},
	doi = {10.1007/978-3-658-27194-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buch:digital:lernen},
	file = {ostsieker_2020_lernumgebungen_fur_studierende_zur_nacherfindung_des_konvergenzbegriffs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JX4UWX4/ostsieker_2020_lernumgebungen_fur_studierende_zur_nacherfindung_des_konvergenzbegriffs.pdf:application/pdf},
}

@inproceedings{hoffmann_gerd_hinzulernen_2020,
	title = {Hinzulernen im {Verlauf} des {Forschenden} {Lernens} auf {Basis} von {Open} {Educational} {Resources}. {Unterstützung} einer flexiblen {Wissensvermittlung} mit {Referatorien}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18462},
	doi = {10/grsthv},
	abstract = {Im Artikel "Hinzulernen im Verlauf des Forschenden Lernens auf Basis von Open Educational Resources. Unterstützung einer flexiblen Wissensvermittlung mit Referatorien“ wird von Gerd Hoffmann der Begriff des "Ad-hoc-Lernens“ als Teilelement des forschenden Lernens ausdefiniert sowie mediendidaktisch konzeptionalisiert. Mit Bezug auf den Ansatz von Personal Learning Environments (PLR) und der zunehmenden Etablierung von Open Educational Resources (OER) wird im Sinne der Lernerzentrierung des forschenden Lernens ein Referatorium-Konzept vorgestellt, welches das Ad-hoc-Lernen unterstützt und zugleich einen geleiteten Zugang zu OERs ermöglicht. Durch ein solches Referatorium kann der/die forschend Lernende selbstbestimmt auf die Wissensbestände des Internets zugreifen. Zugleich ermöglicht die Filterfunktion eines Referatoriums einen zielgerichteten Zugang zu OER-Materialien, so dass die forschend Lernenden nicht durch einen Material-Overload im Zuge der Daten-Recherche in ihren Lernprozessen eingeschränkt werden. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Hoffmann, Gerd},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Bildung, Digitale Bildung, Hochschullehre, University lecturing, University teaching, Virtual learning, Educational Environment, Learning environment, Lernplattform, Kompetenz, Academic studies, Studium, Teacher, Wissensvermittlung, Lernumgebung, Studierender, Informations- und Kommunikationstechnologie, Information literacy, Information skills, Lehrender, \#6:Konferenz-Paper:Bildung:Technologie, Unterstützungsmanagement},
	file = {Hoffmann, Gerd - 2020 - Hinzulernen im Verlauf des Forschenden Lernens auf.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WU5YFJXM/Hoffmann, Gerd - 2020 - Hinzulernen im Verlauf des Forschenden Lernens auf.pdf:application/pdf},
}

@inproceedings{jacob_rainer_interaktive_2020,
	title = {Interaktive {Whiteboards} – der {Einzug} einer neuen {Lerntechnologie}. {Herausforderungen} für die {Schulen} und für die {Lehramtsausbildung}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18469},
	doi = {10/grsths},
	abstract = {Dass interaktive Whiteboards grundsätzlich das Potenzial haben, Lehren und Lernen in Schulen und Hochschulen durch Mehrwerte zu bereichern, wird von Kenner/inne/n der Technologie kaum noch in Frage gestellt. Nach einer Phase des oft ungesteuerten Experimentierens liegen inzwischen genug dokumentierte Erfahrungen vor, um der Technologie eine nachhaltige Zukunft in der Lehrpraxis zuzusprechen. Folgerichtig gibt es einen Trend, immer mehr Räume in Schulen – aber auch Seminarräume an Hochschulen – mit dieser Technologie auszustatten. So sehen sich in der Praxis immer mehr Lehrende mit einer neuen Lerntechnologie konfrontiert, mit der sie noch nicht gut vertraut sind. Ziel des Beitrags ist es zu zeigen, wie die Praxis der Nutzung von interaktiven Whiteboards an Schulen derzeit beschaffen ist, welche Herausforderungen sich daraus für die Lehramtsausbildung ergeben und wie die Universität Osnabrück – als Hochschule mit Schwerpunkt Lehramtsausbildung – mit dieser Situation umgeht. Außerdem soll durch den Beitrag fühlbar werden, welchen Nutzen diese Technologie eigentlich hat und warum Didaktiker sich um sie bemühen. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Jacob, Rainer},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Deployment of media, Digitalisierung, Digitalization, Medieneinsatz, Use of media, Fundamental concepts, Hochschule, Konzept, Promotion:FU6, Lehrerausbildung, Teacher training, Kompetenz, Training method, Academic sector, Universität, University, School, Schule, Further education for teachers, Further training for teachers, Lehrerfortbildung, Medien, Media competence, Media skills, Osnabrück, Osnabrueck, Learning techniques, Lerntechnik, \#6:Konferenz-Paper:Bildung:Technologie, Educational technology, Educational Media, Media teaching aids, Unterrichtsmedien, Interactive media, Interaktive Medien, Interaktives Whiteboard, Mehrwert, Surplus value},
	file = {Jacob, Rainer - 2020 - Interaktive Whiteboards – der Einzug einer neuen L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5MT6HY8U/Jacob, Rainer - 2020 - Interaktive Whiteboards – der Einzug einer neuen L.pdf:application/pdf},
}

@article{bernd_hrsg_berufsbildung_2020,
	title = {Berufsbildung am {Bau} digital. {Hintergründe} - {Praxisbeispiele} - {Transfer}},
	copyright = {Creative Commons Namensnennung 4.0 International},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18276},
	doi = {10/grstgp},
	abstract = {The anthology "Berufsbildung am Bau digital" (Vocational Education and Training in Construction - Digital) provides orientation on vocational learning with digital media and on the diverse and increasing use of digital work equipment in construction. Evaluation criteria for digital media in VET in the construction industry round off the analytical part of the volume. Tried and tested examples from vocational training practice in the construction sector and related trades occupy a large space in the book. This involves both digital support for vocational learning and teaching processes and secondary processes in vocational education and training. Concluding articles are devoted to the dissemination and transfer of results and findings from digitisation projects in construction VET and the networking of actors at the personnel and institutional levels. The book is part of the MELINDA project (Media-supported Learning and Innovation in Crafts) funded by the German Federal Ministry of Education and Research and the European Social Fund.},
	language = {de-DE},
	urldate = {2023-02-17},
	collaborator = {Bernd [Hrsg, Mahrin and Johannes [Hrsg, Meyser and Technische Universität Berlin},
	month = jan,
	year = {2020},
	note = {Publisher: Univeritätsverlag der TU Berlin},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Deployment of media, Digitale Bildung, Digitalisierung, Digitalization, Medieneinsatz, Use of media, Kompetenz, Berufliche Bildung, Vocational training, Further education, Weiterbildung, Lehr-Lern-Prozess, Teaching-learning process, Medien, Media competence, Media skills, Video, Bautechnik, Construction technique, Bauwesen, Building trade, Skill centers},
	file = {null - 2020 - Berufsbildung am Bau digital. Hintergründe - Praxi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/379H6YA4/null - 2020 - Berufsbildung am Bau digital. Hintergründe - Praxi.pdf:application/pdf},
}

@article{drossel_schools_2020,
	title = {Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain},
	volume = {8},
	issn = {2196-0739},
	shorttitle = {Schools overcoming the digital divide},
	url = {https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-020-00087-w},
	doi = {10/ghfb62},
	abstract = {Abstract
            
              Background
              The ongoing digitalization poses new challenges for schools concerning students’ digital skills. In this context, the International Computer and Information Literacy Study (IEA-ICILS 2018) has identified substantial social disparities concerning computer and information literacy of grade 8 students. Furthermore, it has been observed that many schools, especially those located in socioeconomically challenged areas, are particularly engaged in supporting students’ digital literacy and innovatively designing learning processes with information and communications technology (ICT). Empirical studies have made it apparent that some schools have high average achievements concerning domains such as reading literacy and mathematics in spite of socioeconomically challenged student bodies. These schools are regarded as being organizationally resilient. This contribution focusses on these organizationally resilient schools with regard to the domain of computer and information literacy. It aims to investigate how these schools can be classified as a typology according to selected school and/or teacher characteristics.
            
            
              Methods
              As a first step, representative samples of IEA-ICILS 2018 are used to identify organizationally resilient schools by using students’ achievement measures (plausible values) and their background information regarding their families’ socio-economic status. In order to develop a typology, latent profile analyses (LPA) are conducted by using input and process indicators on the school level, which have been proven to be relevant for implementation through existing empirical research.
            
            
              Results
              About one twentieth of the schools examined in this contribution can be regarded as organizationally resilient and can be allocated onto a typology of three school types that are characterized by different school-level factors.
            
            
              Conclusions
              The international comparison permits the conclusion that the phenomenon of organizational resilience is also existent with regard to the content domain of computer and information literacy. However, the proportion of resilient schools is subject to considerable variation between countries.},
	language = {de-DE},
	number = {1},
	urldate = {2022-05-23},
	journal = {Large-scale Assessments in Education},
	author = {Drossel, Kerstin and Eickelmann, Birgit and Vennemann, Mario},
	month = dec,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia},
	pages = {9},
	file = {Drossel et al. - 2020 - Schools overcoming the digital divide in depth an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YIX2EWTD/Drossel et al. - 2020 - Schools overcoming the digital divide in depth an.pdf:application/pdf;Drossel et al. - 2020 - Schools overcoming the digital divide in depth an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6NRIYSY4/Drossel et al. - 2020 - Schools overcoming the digital divide in depth an.pdf:application/pdf},
}

@incollection{trultzsch-wijnen_digitaler_2020,
	address = {Baden-Baden},
	edition = {1. Aufl.},
	series = {Medienpädagogik {\textbar} {Media} {Education}},
	title = {Digitaler {Hausverstand}? {Digitale} {Anschlussfähigkeit} im beruflichen {Kontext} und seine notwendige {Antwort} der {Schule}},
	volume = {4},
	isbn = {978-3-8487-6538-6},
	language = {de-DE},
	booktitle = {Bildung und {Digitalisierung} {Auf} der {Suche} nach {Kompetenzen} und {Performanzen}.},
	publisher = {Nomos Verlagsgeselschaft mbH \& Co. KG},
	author = {Nárosy, Thomas and Szalai, Elke},
	editor = {Trültzsch-Wijnen, Christine and Brandhofer, Gerhard and Hartung-Griemberg, Anja and Lampert, Claudia and Süss, Daniel and Trültzsch-Wijnen, Christine},
	year = {2020},
	note = {ZSCC: NoCitationData[s0] 
OCLC: 1138491874},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, LMS, Anschlussfähigkeit, Mensch-Maschine-Interface},
	pages = {217--235},
}

@inproceedings{rupp_lisa_veranstaltungsaufzeichnungen_2020,
	title = {Veranstaltungsaufzeichnungen mit {LectureSight}: {Effekte} auf {Lernen} und {Akzeptanz}},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Veranstaltungsaufzeichnungen mit {LectureSight}},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18471},
	doi = {10/grsthk},
	abstract = {Der Beitrag von Lisa Rupp, Benjamin Wulff und Kai-Christoph Hamborg beschäftigt sich mit der Wirkung der Sichtbarkeit von Mimik und Gestik des Vortragenden in Veranstaltungsaufzeichnungen auf die Lernleistung. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Rupp, Lisa and Wulff, Benjamin and Hamborg, Kai-Christoph},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildung, Digitale Bildung, Hochschullehre, University lecturing, University teaching, Virtual learning, Promotion:FU6, Learning achievement, Lernerfolg, Empirical study, Empirische Untersuchung, Fragebogen, Wirkung, \#7:Konferenz-Paper:digital:Medien, Lecture, Videoaufzeichnung, Vorlesung, Motivation, Acceptance, Akzeptanz, Questionnaire, Facial expression, Gesticulation, Gestik, Gesture, Mimik, Non-verbal communication, Nonverbale Kommunikation, Participant, Sprecher, Teilnehmer, Wissenstest, Zuhörer},
	file = {Rupp, Lisa et al. - 2020 - Veranstaltungsaufzeichnungen mit LectureSight Eff.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AYCWXK3J/Rupp, Lisa et al. - 2020 - Veranstaltungsaufzeichnungen mit LectureSight Eff.pdf:application/pdf},
}

@inproceedings{riedel_jana_didaktik_2020,
	title = {Die {Didaktik} zählt: {Kompetenzvermittlung} zur {Lösung} didaktischer {Herausforderungen}},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Die {Didaktik} zählt},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18472},
	doi = {10/grsthn},
	abstract = {An der TU Dresden werden Lehrenden bereits unterschiedliche Infrastrukturen und Unterstützungsangebote zur Nutzung digitaler Medien in ihren Lehrveranstaltungen zur Verfügung gestellt. Eine aktuelle Umfrage zeigt, dass digitale Medien auch durch 92,5\% der befragten Lehrenden eingesetzt werden. Jedoch werden diese vorrangig zur Unterstützung der Lehr-Lernorganisation genutzt, während komplexere Szenarien zur Lösung didaktischer Herausforderungen selten umgesetzt werden. Um die Kompetenzen Lehrender hierfür zu stärken, wurde ein Qualifizierungsangebot entwickelt, welches speziell die didaktischen Handlungsfelder in der Hochschullehre fokussiert und dessen Lehrinhalte entsprechend strukturiert sind. Die Lehrenden sollen so anhand der Verfügbarkeit von konkretem Handlungswissen zum didaktisch begründeten Einsatz digitaler Medien motiviert und befähigt werden. Der Beitrag stellt das ausführliche Konzept des Qualifizierungsangebotes vor und berichtet über erste Erfahrungen in einem Pilotierungsdurchgang, der von März bis Juli 2014 stattfindet. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Riedel, Jana and Albrecht, Claudia and Schlenker, Lars},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Bildung, Multimedia, Deployment of media, Digitale Bildung, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Virtual learning, Kompetenz, Competence for action, Competence to act, Training method, Competency, Qualification, Handlungsfeld, Teacher, Technische Universität, Angebot, Qualifizierung, \#7:Konferenz-Paper:digital:Medien, Lehrender, Media didactics, Demand analysis, Dresden, Lehrinhalt, Teaching content, Teaching contents, Vermittlung},
	file = {Riedel, Jana et al. - 2020 - Die Didaktik zählt Kompetenzvermittlung zur Lösun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YPG3ATT/Riedel, Jana et al. - 2020 - Die Didaktik zählt Kompetenzvermittlung zur Lösun.pdf:application/pdf},
}

@inproceedings{poxleitner_eva_forschungsbasiertes_2020,
	title = {Forschungsbasiertes {Lernen} mit selbsterstellten {Lernapps}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18463},
	doi = {10/grsthp},
	abstract = {Die Autorinnen Eva Poxleitner und Marlen Arnold führen in ihrem Artikel "Forschungsbasiertes Lernen mit selbsterstellten Lernapps“ Ansätze des Mobile Learning mit einem zeitgemäßen Verständnis des forschenden Lernens integrativ zusammen. In Zusammenarbeit mit Ziemann.IT hat die Fraunhofer Gesellschaft im Rahmen des BMBF-Programms "Aufstieg durch Bildung – offene Hochschulen“ die Software "iAcademy“ entwickelt. Mittels dieser Software können Studierende eigene Lernapplikationen (Lernapps) für mobile Devices wie Handys und Tablets erstellen. Der Artikel stellt Evaluationsergebnisse und Nutzungsbeispiele für den Einsatz selbstentwickelter Lernapps vor und zeigt auf, inwiefern ein Einsatz von selbsterstellten Lernapps im Ansatz des forschenden Lernens zu lokalisieren ist. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Poxleitner, Eva and Arnold, Marlen},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Bildung, Promotion:FU3, Interview, Fragebogen, Lehrveranstaltung, Entwicklung, Forschungsaufgabe, Evaluation, Studierender, \#7:Konferenz-Paper:digital:Medien, Tablet-PC, Smartphone, Questionnaire, Educational Software, Learning software, Lernsoftware, Applikation, Ergebnis},
	file = {Poxleitner, Eva und Arnold, Marlen - 2020 - Forschungsbasiertes Lernen mit selbsterstellten Le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JT588PP4/Poxleitner, Eva und Arnold, Marlen - 2020 - Forschungsbasiertes Lernen mit selbsterstellten Le.pdf:application/pdf},
}

@inproceedings{hofhues_sandra_lernen_2020,
	title = {Lernen und {Medienhandeln} im {Format} der {Forschung}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18459},
	doi = {10/grstht},
	abstract = {Im Artikel "Lernen und Medienhandeln im Format der Forschung“ gehen die Autorinnen Sandra Hofhues, Gabi Reinmann und Mandy Schiefner-Rohs analytisch auf den Ansatz des forschenden Lernens ein, um einen zeitgemäßen Zugang zu diesem Lehr-Lernkonzept zu ermöglichen. So werden aus medienpädagogischer, hochschuldidaktischer sowie forschungstheoretischer Perspektive Grenzen und Möglichkeiten eines forschenden Lernens ausgelotet. Die zunehmende Bedeutung von digitalen Medien in der Wissenschaft bzw. im Forschen wird hierbei medienpädagogisch aufgearbeitet, indem für einen handlungs- und produktionsorientierten Umgang mit Neuen Medien im Zuge des forschenden Lernens plädiert wird. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	publisher = {Waxmann},
	author = {Hofhues, Sandra and Reinmann, Gabi and Schiefner-Rohs, Mandy},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Bildung, Deployment of media, Digitale Bildung, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Hochschule, Learning process, Lernprozess, Media pedagogics, Medienpädagogik, University didactics, Academic studies, Studium, Internationalisierung, Discourse, Diskurs, Forschungsprozess, Research process, Mediennutzung, Utilisation of media, Utilization of media, Studierender, \#7:Konferenz-Paper:digital:Medien, Internationalization},
	file = {Hofhues, Sandra et al. - 2020 - Lernen und Medienhandeln im Format der Forschung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P7GD55PN/Hofhues, Sandra et al. - 2020 - Lernen und Medienhandeln im Format der Forschung.pdf:application/pdf},
}

@inproceedings{haase_tina_integration_2020,
	title = {Integration von {VR}- und {AR}-{Technologien} in betrieblicher {Lernphase}. {Arbeitsalltag} als {Bildungsalltag}},
	url = {https://dl.gi.de/handle/20.500.12116/34585},
	doi = {10/ghwn9v},
	abstract = {Virtual and augmented reality technologies are increasingly common in business practice, especially for employee qualification. The reasons for this are the technical development of the necessary hardware and software, which enable manageable (mobile) solutions at a reasonable price, as well as the increasing acceptance of these technologies due to their increased use in the private environment. The article shows on the basis of selected practical examples, which have been developed in almost 20 years of applied research in this field, how diverse the use of these technologies can be in everyday education. The use in the process of work, in a seminar context and for self-learning is contrasted by a multitude of technological and didactic design possibilities: Data glasses, PC or tablet are only a few options. Based on these experiences, a procedure for a systematic technology selection and design as well as the organizational anchoring is presented.},
	language = {de-DE},
	urldate = {2021-03-09},
	publisher = {Gesellschaft für Informatik e.V.z},
	author = {Haase, Tina and Termath, Wilhelm and Dick, Michael},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Bildung, Promotion:FU3, virtual reality, Handlungsorientierung, \#6:Konferenz-Paper:Bildung:Technologie, organisationale Integration},
	file = {Haase, Tina et al. - 2020 - Integration von VR- und AR-Technologien in betrieb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HESL92EP/Haase, Tina et al. - 2020 - Integration von VR- und AR-Technologien in betrieb.pdf:application/pdf},
}

@incollection{pfannstiel_innovation_2020,
	address = {Wiesbaden},
	title = {Der {Innovation} {Hub} {Digital} {Health} – {Unterstützung} von klein- und mittelständischen {Unternehmen} bei {Innovationen} im {Gesundheitssektor}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_20},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Krefting, Dagmar and Hufnagl, Peter},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {345--357},
	file = {Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T3C7GLIG/Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:application/pdf;Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/66XHQ5BW/Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:application/pdf;Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CU29JNGT/Krefting und Hufnagl - 2020 - Der Innovation Hub Digital Health – Unterstützung .pdf:application/pdf},
}

@incollection{harwardt_digitales_2020,
	address = {Wiesbaden},
	title = {Digitales {Marketing} als strategischer {Erfolgsfaktor} von {Hochschulen}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_21},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kschesniak, Dorian and Harwardt, Mark},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_21},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {389--400},
	file = {Kschesniak und Harwardt - 2020 - Digitales Marketing als strategischer Erfolgsfakto.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TWKNG8JC/Kschesniak und Harwardt - 2020 - Digitales Marketing als strategischer Erfolgsfakto.pdf:application/pdf},
}

@incollection{harwardt_marketing_2020,
	address = {Wiesbaden},
	title = {Marketing im {Smart} {Stadium}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_22},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kainz, Florian and Schöttl, Katharina and Apitzsch, Thomas and Werner, Christian},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_22},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {401--412},
	file = {Kainz et al. - 2020 - Marketing im Smart Stadium.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UT9YSNVX/Kainz et al. - 2020 - Marketing im Smart Stadium.pdf:application/pdf},
}

@incollection{harwardt_creating_2020,
	address = {Wiesbaden},
	title = {Creating {Digital} {Growth} at {International} {Consumer} {Goods} {Companies}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_20},
	language = {en-GB},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Steuernagel, Axel},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_20},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {361--387},
	file = {Steuernagel - 2020 - Creating Digital Growth at International Consumer .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3KXU4BX9/Steuernagel - 2020 - Creating Digital Growth at International Consumer .pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Digitalisierung erfordert neues {Organisationsdesign} – {Herausforderungen} und {Lösungen}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_18},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lenz, Ulrich},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {333--350},
	file = {Lenz - 2020 - Digitalisierung erfordert neues Organisationsdesig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C24QJWN6/Lenz - 2020 - Digitalisierung erfordert neues Organisationsdesig.pdf:application/pdf},
}

@incollection{harwardt_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Disruption}. {So} lernen wir morgen!},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_17},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Niermann, Peter F.-J. and Schmitz, Anja P.},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {313--332},
	file = {Niermann und Schmitz - 2020 - Digitale Disruption. So lernen wir morgen!.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FMF78GRL/Niermann und Schmitz - 2020 - Digitale Disruption. So lernen wir morgen!.pdf:application/pdf},
}

@incollection{harwardt_digitalization_2020,
	address = {Wiesbaden},
	title = {Digitalization in {Education}: {Challenges}, {Trends} and {Transformative} {Potential}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Digitalization in {Education}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_16},
	language = {en-GB},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt, Joel T. and Tang, Min},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {287--312},
	file = {Schmidt und Tang - 2020 - Digitalization in Education Challenges, Trends an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXZ4UA56/Schmidt und Tang - 2020 - Digitalization in Education Challenges, Trends an.pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2020-1,
	address = {Wiesbaden},
	title = {Digitalisierung im {Recruiting}: {Chatbots}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Digitalisierung im {Recruiting}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_15},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schikora, Claudius and Galster, Sonia and Högerl, Daniela},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {265--283},
	file = {Schikora et al. - 2020 - Digitalisierung im Recruiting Chatbots.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQBI29KH/Schikora et al. - 2020 - Digitalisierung im Recruiting Chatbots.pdf:application/pdf},
}

@incollection{harwardt_orientierungspunkte_2020,
	address = {Wiesbaden},
	title = {Orientierungspunkte für die {Führung} in einer digital vernetzten {Welt}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_4},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Lorscheider, Bernd},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {69--81},
	file = {Lorscheider - 2020 - Orientierungspunkte für die Führung in einer digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XLVCRH2G/Lorscheider - 2020 - Orientierungspunkte für die Führung in einer digit.pdf:application/pdf},
}

@incollection{harwardt_zunehmendes_2020,
	address = {Wiesbaden},
	title = {Zunehmendes {Veränderungstempo}: {Wieviel} {Change} halten {Mitarbeiter} aus?},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Zunehmendes {Veränderungstempo}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_10},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Koch, Axel},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {167--181},
	file = {Koch - 2020 - Zunehmendes Veränderungstempo Wieviel Change halt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L4MB5P8S/Koch - 2020 - Zunehmendes Veränderungstempo Wieviel Change halt.pdf:application/pdf},
}

@incollection{harwardt_modell_2020,
	address = {Wiesbaden},
	title = {Ein {Modell} zur {Gestaltung} der {Digitalen} {Transformation}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_8},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Mohr, Thomas},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--147},
	file = {Mohr - 2020 - Ein Modell zur Gestaltung der Digitalen Transforma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6EZJHNUV/Mohr - 2020 - Ein Modell zur Gestaltung der Digitalen Transforma.pdf:application/pdf},
}

@incollection{harwardt_new_2020,
	address = {Wiesbaden},
	title = {New {Leadership} – {Führungspersönlichkeiten} im digitalen {Zeitalter}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_6},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {von Au, Corinna},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {99--113},
	file = {von Au - 2020 - New Leadership – Führungspersönlichkeiten im digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9SXALCFW/von Au - 2020 - New Leadership – Führungspersönlichkeiten im digit.pdf:application/pdf},
}

@incollection{harwardt_digital_2020,
	address = {Wiesbaden},
	title = {Digital {Team} -{Leadership} – {Führen} von {Teams} im digitalen {Raum}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_5},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmutte, Andre M. and Graf, Nele and Rascher, Stephanie},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {83--98},
	file = {Schmutte et al. - 2020 - Digital Team -Leadership – Führen von Teams im dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9CGJEH6P/Schmutte et al. - 2020 - Digital Team -Leadership – Führen von Teams im dig.pdf:application/pdf},
}

@incollection{harwardt_digitale_2020-1,
	address = {Wiesbaden},
	title = {Digitale {Transformation} – {Trends}, {Mythen} und {Konsequenzen} für das {Management}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_3},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmutte, Andre M.},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {35--66},
	file = {Schmutte - 2020 - Digitale Transformation – Trends, Mythen und Konse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SBBF2G9S/Schmutte - 2020 - Digitale Transformation – Trends, Mythen und Konse.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Innovation} – {Trendwende} im deutschen {Gesundheitssystem}: {Wie} {Unternehmen} {Digitalisierung} zur strategischen {Marktpositionierung} nutzen},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	shorttitle = {Digitale {Innovation} – {Trendwende} im deutschen {Gesundheitssystem}},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kassel, Kristin},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {93--109},
	file = {Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WFRCFGJG/Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:application/pdf;Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4Q4XAPX4/Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:application/pdf;Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P5JY54IT/Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:application/pdf;Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QEPSDYLA/Kassel - 2020 - Digitale Innovation – Trendwende im deutschen Gesu.pdf:application/pdf},
}

@incollection{pfannstiel_regulatory_2020,
	address = {Wiesbaden},
	title = {Regulatory {Sandboxes} – {Ein} {Instrument} für digitale {Innovationen} im {Gesundheitssektor}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hagen, Julia},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {163--179},
	file = {Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QS4VAAXZ/Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:application/pdf;Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H4HE5TJD/Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:application/pdf;Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q8PSZFJG/Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:application/pdf;Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M4KIJLWE/Hagen - 2020 - Regulatory Sandboxes – Ein Instrument für digitale.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-1,
	address = {Wiesbaden},
	title = {Digitale {Transformation} in {Krankenhäusern}: {Potenziale} und {Innovationen} entlang des stationären {Leistungsprozesses}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	shorttitle = {Digitale {Transformation} in {Krankenhäusern}},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Doctor, Eileen and Buck, Christoph and Eymann, Torsten},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {253--272},
	file = {Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VF7FKIMY/Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:application/pdf;Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7HT7EXNH/Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:application/pdf;Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XNHTR6P9/Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:application/pdf;Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W6RS5AIX/Doctor et al. - 2020 - Digitale Transformation in Krankenhäusern Potenzi.pdf:application/pdf},
}

@incollection{pfannstiel_patentbasierte_2020,
	address = {Wiesbaden},
	title = {Patentbasierte {Exploration} von {Innovationen} durch {Digitalisierung} in der {Medizintechnik}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_30},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Eilers, Kathi},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_30},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {569--596},
	file = {Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GSCYBLFY/Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:application/pdf;Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HKXC6JYH/Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:application/pdf;Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6RUCTD37/Eilers - 2020 - Patentbasierte Exploration von Innovationen durch .pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2020,
	address = {Wiesbaden},
	title = {Digitalisierung im {Krankenhaus}: {Nutzerakzeptanz} als {Voraussetzung} für digitale {Innovationen}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	shorttitle = {Digitalisierung im {Krankenhaus}},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_35},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schmidt-Logenthiran, Tobias and Stephan, Michael},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_35},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {667--681},
	file = {Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BGGUKWJJ/Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:application/pdf;Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XYSUAJB/Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:application/pdf;Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KCA7D7NL/Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:application/pdf;Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y7QTKGRG/Schmidt-Logenthiran und Stephan - 2020 - Digitalisierung im Krankenhaus Nutzerakzeptanz al.pdf:application/pdf},
}

@incollection{pfannstiel_gestaltungsmoglichkeiten_2020,
	address = {Wiesbaden},
	title = {Gestaltungsmöglichkeiten eines {Erlösmodells} für innovative {Digital}-{Health}-{Start}-ups},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Block, Heiko and Heinzen, Mareike and von Dellingshausen, Nils},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {39--57},
	file = {Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JYWVMWER/Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:application/pdf;Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HFH6IGGU/Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:application/pdf;Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GM53XMXJ/Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:application/pdf;Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AHF33IX7/Block et al. - 2020 - Gestaltungsmöglichkeiten eines Erlösmodells für in.pdf:application/pdf},
}

@incollection{pfannstiel_innovationsmanagement_2020,
	address = {Wiesbaden},
	title = {Innovationsmanagement unter {VUKA}-{Bedingungen}: {Gesundheit} im {Fokus} von {Digitalisierung}, {Datenanalytik}, {Diskontinuität} und {Disruption}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	shorttitle = {Innovationsmanagement unter {VUKA}-{Bedingungen}},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Knape, Thorsten and Hufnagl, Peter and Rasche, Christoph},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, FernUni-Hagen:MABM:Master-Arbeit, VUKA},
	pages = {1--24},
	file = {Knape et al. - 2020 - Innovationsmanagement unter VUKA-Bedingungen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M5UPBGUL/Knape et al. - 2020 - Innovationsmanagement unter VUKA-Bedingungen Gesu.pdf:application/pdf;Knape et al. - 2020 - Innovationsmanagement unter VUKA-Bedingungen Gesu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K37L43E8/Knape et al. - 2020 - Innovationsmanagement unter VUKA-Bedingungen Gesu.pdf:application/pdf},
}

@incollection{pfannstiel_innovation_2020-1,
	address = {Wiesbaden},
	title = {Innovation durch {Digitalisierung} – {Eine} {Chance} für die {Restrukturierung} von {Prozessen} im {Gesundheitswesen}},
	isbn = {978-3-658-28642-2 978-3-658-28643-9},
	url = {http://link.springer.com/10.1007/978-3-658-28643-9_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Innovationen und {Innovationsmanagement} im {Gesundheitswesen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gadatsch, Andreas},
	editor = {Pfannstiel, Mario A. and Kassel, Kristin and Rasche, Christoph},
	year = {2020},
	doi = {10.1007/978-3-658-28643-9_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {25--37},
	file = {Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QNYDR4F3/Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:application/pdf;Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/52GH7UX4/Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:application/pdf;Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RDEP6249/Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:application/pdf;Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6DZRRSUP/Gadatsch - 2020 - Innovation durch Digitalisierung – Eine Chance für.pdf:application/pdf},
}

@incollection{harwardt_digitales_2020-1,
	address = {Wiesbaden},
	title = {Digitales {Marketing} im {Sport} – {Erfolgs}- \& {Misserfolgsfaktoren} für die {Sponsorenintegration} in der {Social} {Media} {Kommunikation}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_23},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kainz, Florian and Schöttl, Katharina},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {413--426},
	file = {Kainz und Schöttl - 2020 - Digitales Marketing im Sport – Erfolgs- & Misserfo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MZLDBHAW/Kainz und Schöttl - 2020 - Digitales Marketing im Sport – Erfolgs- & Misserfo.pdf:application/pdf},
}

@incollection{harwardt_lernen_2020,
	address = {Wiesbaden},
	title = {Lernen im digitalen {Wandel} – Ängste abbauen und digitale {Kompetenzen} von {Beschäftigten} fördern},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_11},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gramß, Denise and Pillath, Patricia and Holland-Cunz, Annika},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {183--199},
	file = {Gramß et al. - 2020 - Lernen im digitalen Wandel – Ängste abbauen und di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IXRRS54M/Gramß et al. - 2020 - Lernen im digitalen Wandel – Ängste abbauen und di.pdf:application/pdf},
}

@incollection{harwardt_marktforschung_2020,
	address = {Wiesbaden},
	title = {Marktforschung in {Zeiten} von {Digitalisierung} und {Big} {Data}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_19},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Breidenbach, Petra},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_19},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {351--359},
	file = {Breidenbach - 2020 - Marktforschung in Zeiten von Digitalisierung und B.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TY72E3YI/Breidenbach - 2020 - Marktforschung in Zeiten von Digitalisierung und B.pdf:application/pdf},
}

@incollection{harwardt_recruiting_2020,
	address = {Wiesbaden},
	title = {Recruiting 4.0 – {Potenziale} und {Herausforderungen} des {Recruitings} im {Zeitalter} der {Digitalisierung}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_14},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bastam, Natalie and Bicker, Christian and Walf, Justus and Nachtwei, Jens},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {235--263},
	file = {Bastam et al. - 2020 - Recruiting 4.0 – Potenziale und Herausforderungen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UWCS66YY/Bastam et al. - 2020 - Recruiting 4.0 – Potenziale und Herausforderungen .pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2020-2,
	address = {Wiesbaden},
	title = {Digitalisierung und {Künstliche} {Intelligenz}: {Warum} wir nach {China} blicken sollten},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Digitalisierung und {Künstliche} {Intelligenz}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_13},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Gutting, Doris},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {217--233},
	file = {Gutting - 2020 - Digitalisierung und Künstliche Intelligenz Warum .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/82BVHWNB/Gutting - 2020 - Digitalisierung und Künstliche Intelligenz Warum .pdf:application/pdf},
}

@incollection{harwardt_konsequente_2020,
	address = {Wiesbaden},
	title = {Konsequente {Digitalisierung} setzt nachhaltigen {Kulturwandel} voraus – {Critical} {Action} {Learning} ({CAL}) zur {Digitalisierung} am {Flughafen} {München}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_12},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Hauser, Bernhard and Lanz, Helga and Radl, Jörg},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {201--216},
	file = {Hauser et al. - 2020 - Konsequente Digitalisierung setzt nachhaltigen Kul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y3289YSD/Hauser et al. - 2020 - Konsequente Digitalisierung setzt nachhaltigen Kul.pdf:application/pdf},
}

@incollection{harwardt_welt_2020,
	address = {Wiesbaden},
	title = {Die {Welt} verändert sich rapide – „{Industrie} 4.0“ und die digitale {Transformation}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_1},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Harwardt, Mark and Schmutte, Andre M.},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {3--15},
	file = {Harwardt und Schmutte - 2020 - Die Welt verändert sich rapide – „Industrie 4.0“ u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2AWEFGM3/Harwardt und Schmutte - 2020 - Die Welt verändert sich rapide – „Industrie 4.0“ u.pdf:application/pdf},
}

@incollection{harwardt_orientierung_2020,
	address = {Wiesbaden},
	title = {Orientierung im {Dschungel} der {Digitalisierung}: {Konzeption} und {Einsatz} von {Selbstbewertungen} für {Organisation} und {Mitarbeiter}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	shorttitle = {Orientierung im {Dschungel} der {Digitalisierung}},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_9},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Fischer, Karl Peter and Schöler, Andreas and Fischer, Marina},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {149--166},
	file = {Benz - 2023 - Organisatorische Abbildung von Digitalisierungszus.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X5HVGWGL/Benz - 2023 - Organisatorische Abbildung von Digitalisierungszus.pdf:application/pdf;Fischer et al. - 2020 - Orientierung im Dschungel der Digitalisierung Kon.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KRFVA4W7/Fischer et al. - 2020 - Orientierung im Dschungel der Digitalisierung Kon.pdf:application/pdf},
}

@incollection{harwardt_wie_2020,
	address = {Wiesbaden},
	title = {Wie die {Digitalisierung} das {Konsumentenverhalten}, das {Selbstbild} der {Konsumenten} und die {Anbieter}-{Nachfrager}-{Beziehung} verändert},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_7},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haselhoff, Vanessa Julia},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {117--131},
	file = {Haselhoff - 2020 - Wie die Digitalisierung das Konsumentenverhalten, .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MJSIU3HI/Haselhoff - 2020 - Wie die Digitalisierung das Konsumentenverhalten, .pdf:application/pdf},
}

@incollection{harwardt_digitalisierung_2020-3,
	address = {Wiesbaden},
	title = {Digitalisierung in {Deutschland} – {Der} aktuelle {Stand}},
	isbn = {978-3-658-28669-9 978-3-658-28670-5},
	url = {http://link.springer.com/10.1007/978-3-658-28670-5_2},
	language = {de-DE},
	urldate = {2023-01-29},
	booktitle = {Führen und {Managen} in der digitalen {Transformation}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Harwardt, Mark},
	editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel},
	year = {2020},
	doi = {10.1007/978-3-658-28670-5_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {17--34},
	file = {Harwardt - 2020 - Digitalisierung in Deutschland – Der aktuelle Stan.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M965JCDS/Harwardt - 2020 - Digitalisierung in Deutschland – Der aktuelle Stan.pdf:application/pdf},
}

@incollection{annika_wilmers_digitale_2020,
	address = {Münster},
	series = {Digitalisierung in der {Bildung}},
	title = {Digitale {Medien} in der {Berufsbildung} – {Eine} {Herausforderung} für {Lehrkräfte} und {Ausbildungspersonal}?},
	volume = {1},
	isbn = {978-3-8309-9199-1},
	url = {10.31244/9783830991991},
	language = {de-DE},
	urldate = {2020-10-05},
	booktitle = {Bildung im digitalen {Wandel}: {Die} {Bedeutung} für das pädagogische {Personal} und für die {Aus}- und {Fortbildung}},
	publisher = {Waxmann Verlag GmbH},
	author = {Hähn, Katharina and Ratermann-Busse, Monique},
	editor = {{Annika Wilmers} and {Carolin Anda} and {Carolin Keller} and {Marc Rittberger} and Michael Kerre and {Sybille Stöbe-Blossey} and {Ulrike Creß} and {Marc Rittberger} and {Josef Schrader}},
	year = {2020},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen, FernUni-Hagen:MABM:M3},
	pages = {129--158},
}

@incollection{jutte_angebotsformen_2020,
	address = {Wiesbaden},
	title = {Angebotsformen des {Fernstudiums} mit digitalen {Medien} in der wissenschaftlichen {Weiterbildung}},
	isbn = {978-3-658-17642-6 978-3-658-17643-3},
	url = {http://link.springer.com/10.1007/978-3-658-17643-3_15},
	language = {de-DE},
	urldate = {2021-05-18},
	booktitle = {Handbuch {Wissenschaftliche} {Weiterbildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Zawacki-Richter, Olaf and Stöter, Joachim},
	editor = {Jütte, Wolfgang and Rohs, Matthias},
	year = {2020},
	doi = {10.1007/978-3-658-17643-3_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {299--314},
	file = {zawacki-richter_stoter_2020_angebotsformen_des_fernstudiums_mit_digitalen_medien_in_der_wissenschaftlichen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2399TI7Y/zawacki-richter_stoter_2020_angebotsformen_des_fernstudiums_mit_digitalen_medien_in_der_wissenschaftlichen.pdf:application/pdf;zawacki-richter_stoter_2020_angebotsformen_des_fernstudiums_mit_digitalen_medien_in_der_wissenschaftlichen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BZZE85AD/zawacki-richter_stoter_2020_angebotsformen_des_fernstudiums_mit_digitalen_medien_in_der_wissenschaftlichen.pdf:application/pdf},
}

@incollection{jutte_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Medien} in der wissenschaftlichen {Weiterbildung}},
	isbn = {978-3-658-17642-6 978-3-658-17643-3},
	url = {http://link.springer.com/10.1007/978-3-658-17643-3_23},
	language = {de-DE},
	urldate = {2021-05-18},
	booktitle = {Handbuch {Wissenschaftliche} {Weiterbildung}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rohs, Matthias and Weber, Christian},
	editor = {Jütte, Wolfgang and Rohs, Matthias},
	year = {2020},
	doi = {10.1007/978-3-658-17643-3_23},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {455--478},
	file = {rohs_weber_2020_digitale_medien_in_der_wissenschaftlichen_weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IPDSRZG8/rohs_weber_2020_digitale_medien_in_der_wissenschaftlichen_weiterbildung.pdf:application/pdf;rohs_weber_2020_digitale_medien_in_der_wissenschaftlichen_weiterbildung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JXWKL3LV/rohs_weber_2020_digitale_medien_in_der_wissenschaftlichen_weiterbildung.pdf:application/pdf},
}

@incollection{fend_digitale_2020,
	address = {Wiesbaden},
	title = {Digitale {Transformation}},
	isbn = {978-3-658-26963-0 978-3-658-26964-7},
	url = {http://link.springer.com/10.1007/978-3-658-26964-7_10},
	language = {de-DE},
	urldate = {2023-08-19},
	booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Locher, Christian},
	editor = {Fend, Lars and Hofmann, Jürgen},
	year = {2020},
	doi = {10.1007/978-3-658-26964-7_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {185--205},
	file = {Locher - 2020 - Digitale Transformation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ULGY9W94/Locher - 2020 - Digitale Transformation.pdf:application/pdf},
}

@article{farzi_effect_2020,
	title = {The effect of blended learning on the rate of medication administration errors of nurses in medical wards},
	volume = {25},
	issn = {1735-9066},
	url = {http://www.ijnmrjournal.net/text.asp?2020/25/6/527/300269},
	doi = {10/ghkdhm},
	abstract = {Background: Medication error is one of the most important and most common events threatening patient safety. This study was conducted with the aim to determine the effect of asynchronous hybrid/blended learning on the rate of medication administration errors of nurses in medical wards. Materials and Methods: This quasi‑experimental study was conducted with a pretest‑posttest design in 2019. The participants of this study included 57 clinical nurses working in the medical wards of a selected educational hospital affiliated to Lorestan University of Medical Sciences, Khorramabad, Iran. The study participants were selected through census method. An asynchronous hybrid/blended learning program was used in this study. Data collection was performed using a two‑section researcher‑made checklist. The collected data were analyzed using descriptive [Mean (SD)] and inferential (paired sample t‑test) statistics in SPSS software. A p value of less than 0.05 was considered statistically significant. Results: The results showed that the mean score of total errors in medication administration in the medical wards after the intervention was significantly lower than before the intervention; the mean score of errors before and after the study was 61.67 and 50.09, respectively (t56 = 11.41, p {\textless} 0.001). Conclusions: Asynchronous hybrid/blended learning as a type of e‑learning, simple, relatively inexpensive, and new educational strategy can improve nurses’ performance and reduce medication errors.},
	language = {en-GB},
	number = {6},
	urldate = {2020-11-11},
	journal = {Iranian Journal of Nursing and Midwifery Research},
	author = {Farzi, Kolsoum and Mohammadipour, Fatemeh and Toulabi, Tahereh and Heidarizadeh, Khadijeh and Heydari, Fardin},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildung, Multimedia, trainee, \#8:Zeitschriftenartikel:blended:learning},
	pages = {527},
	file = {farzi_et_al_2020_the_effect_of_blended_learning_on_the_rate_of_medication_administration_errors.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9VC8VF2S/farzi_et_al_2020_the_effect_of_blended_learning_on_the_rate_of_medication_administration_errors.pdf:application/pdf},
}

@article{xie_modelling_2020,
	title = {Modelling the {Dropout} {Patterns} of {MOOC} {Learners}},
	abstract = {We conduct a survival analysis for the viewing durations of massive open online courses. The hazard function of the empirical duration data presents as a bathtub curve with the Lindy effect in its tail. To understand the evolutionary mechanisms underlying these features, we categorize learners into two classes based on their different distributions of viewing durations, namely lognormal distribution and power law with exponential cutoff. Two random differential equations are provided to describe the growth patterns of viewing durations for the two classes respectively. The expected duration change rate of the learners featured by lognormal distribution is supposed to be dependent on their past duration, and that of the remainder of learners is supposed to be inversely proportional to time. Solutions to the equations predict the features of viewing duration distributions, and those of the hazard function. The equations also reveal the features of memory and memorylessness for the respective viewing behaviors of the two classes.},
	language = {en-GB},
	journal = {Tsinghua Science and Technology},
	author = {Xie, Zheng},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC},
	file = {Xie - 2020 - Modelling the Dropout Patterns of MOOC Learners.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WZV558XW/Xie - 2020 - Modelling the Dropout Patterns of MOOC Learners.pdf:application/pdf},
}

@article{frischauf_digitalisierung_2020,
	title = {Digitalisierung als {Chance} für individuelle {Förderung} mit intelligenten {eLearning}-{Plattformen}.},
	language = {de-DE},
	author = {Frischauf, Leon and Slanovc, Florian},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU6},
	file = {Frischauf und Slanovc - 2020 - Digitalisierung als Chance für individuelle Förder.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7K3Z5ED/Frischauf und Slanovc - 2020 - Digitalisierung als Chance für individuelle Förder.pdf:application/pdf},
}

@article{schmitz-feldhaus_carmen_nicht_2020,
	title = {Nicht traditionelle {Studierende} vs. traditionelle {Studierende}. {Eine} {Onlinebefragung} zum {Sense} of {Coherence} im {Studium} mit {Fokus} auf {Menschen} mit {Beeinträchtigungen} und {Neue} {Medien}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=18464},
	doi = {10/grsthj},
	abstract = {Als einleitender Beitrag dieses Abschnittes vermittelt der Beitrag von Carmen Schmitz-Feldhaus einen Einblick in die Zielgruppe der sogenannten "nicht traditionellen Studierenden“ (NTS). Neben einer grundlegenden Beschreibung dieser Zielgruppe untersucht die Autorin die Defizithypothese nach Teichler und Wolter, nach der NTS eher im Studium scheitern als traditionelle Studierende (TS). Dabei nutzt sie den Fragebogen zum Sense of Coherence, welcher misst, inwieweit das Leben für Personen verstehbar und handhabbar ist. Die Ergebnisse geben Hinweise darauf, dass sich die Gruppe der NTS nicht als homogener Körper beschreiben lässt und die individuellen Charakteristika bei mediengestützten Angeboten sehr spezifisch zu berücksichtigen sind. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2023-02-17},
	author = {Schmitz-Feldhaus, Carmen},
	collaborator = {Teaching Trends: Offen für neue Wege – Digitale Medien in der Hochschule (2014 : Oldenburg (Oldenburg))},
	month = feb,
	year = {2020},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Systemanpassung, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Promotion:FU5, Bildung, Digitale Bildung, Krisenreaktion im Bildungsbereich, Hochschule, On line, Online, Kompetenz, Academic studies, Empirical study, Empirische Untersuchung, Male student, Student, Studium, Bildungsbiografie, School career, Behinderung, Barrierefreiheit, Media competence, Media skills, Befragung, Target group, Zielgruppe, Verstehen, Handicap, Varianzanalyse, Regression analysis, Regressionsanalyse, Informations- und Kommunikationsmedien, Bedeutsamkeit, Deficit, Defizit, Handhabung, Hypothese, Likert Scales, Likert-Skala},
	file = {Schmitz-Feldhaus, Carmen - 2020 - Nicht traditionelle Studierende vs. traditionelle .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5U6FAKXZ/Schmitz-Feldhaus, Carmen - 2020 - Nicht traditionelle Studierende vs. traditionelle .pdf:application/pdf},
}

@article{kunkel_lernen_2020,
	title = {Lernen mit und über digitale {Medien} im {Sachunterricht}: {Entwicklung} eines vielperspektivischen {Konzepts} zur {Erschliessung} digitaler {Medien}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lernen mit und über digitale {Medien} im {Sachunterricht}},
	url = {10.21240/mpaed/jb17/2020.05.18.X},
	doi = {10/gksnzw},
	abstract = {Learning with and about ICT must be accessed to children on from primary education in order to allow them to establish a critical-constructive examination of ICT in an educational understanding. As it is the core task of primary social and science education to enable students to self-construct and self-explore their environment in a multiperspective manner, primary social and science education functions as an essential subject in primary school to address learning with and about ICT in accordance to media literacy. Originating from the students’ living environment, they must be given the possibility to open up ICT/digital media as a complex matter of primary social and science education. Therefore, concepts on learning with and about ICT in multiperspective social and science primary education must be developed and then be examined regarding the conditions that allow for a learning with and about ICT by reasonable deployment of digital techniques. In summer 2019, several university students in teacher education encountered this challenge. The presented article outlines the development stages and outcomes of such concepts that were designed during an educational seminar. It then offers an outlook towards possible further advancements.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Kunkel, Carmen and Peschel, Markus},
	month = aug,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {455--476},
	file = {Kunkel und Peschel - 2020 - Lernen mit und über digitale Medien im Sachunterri.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R3UWVGV5/Kunkel und Peschel - 2020 - Lernen mit und über digitale Medien im Sachunterri.pdf:application/pdf},
}

@article{mayrberger_partizipative_2020,
	title = {Partizipative {Mediendidaktik}: {Darstellung} von {Eckpunkten} und {Vertiefung} des {Partizipationsraums} als konstituierendes {Strukturelement}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Partizipative {Mediendidaktik}},
	url = {10.21240/mpaed/jb17/2020.04.26.X},
	doi = {10/gksnzj},
	abstract = {Processes of digitization can be seen as a current manifestation of the metaprocess of a mediatization due to their continuous relevance from the interactionist micro- via the institutional meso- to the social and political macro-level. In the broader sense, they describe relevant influencing factors and contextual conditions for currently all forms of teaching and learning. Media education in the narrower sense traditionally focuses on the role of educational media or media used in the educational contexts in form of applications (‹tools›) and digital technologies in the teaching and learning process. Participatory media education stands for a model of a critical-constructivist media education and ties in with general didactic considerations as well as media educational principles. It focuses on the participatory element in the analysis, planning and design of learning environments under the conditions of digitization, digitality and (deep) mediatization. In the sense of a contemporary media education, the approach refers equally to formal, non-formal and informal teaching and learning processes and is being further developed in this sense. In the present paper, the heuristic structural model of a participatory media education will be considered in an interdisciplinary way and will be discussed primarily from a scientific perspective. In an overview, conceptual cornerstones such as theoretical connections will be presented. The main focus is placed on the constituent structural element in the space for participation.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Mayrberger, Kerstin},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000005},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie},
	pages = {59--92},
	file = {Mayrberger - 2020 - Partizipative Mediendidaktik Darstellung von Eckp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XEXEACI7/Mayrberger - 2020 - Partizipative Mediendidaktik Darstellung von Eckp.pdf:application/pdf},
}

@article{autenrieth_lehren_2020,
	title = {Lehren und {Lernen} mit und über {Medien} in {Kooperation} von {Schule}, {Hochschule} und {Museen}: {Am} {Beispiel} des {Projekts} ‹{Reuchlin} digital›},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lehren und {Lernen} mit und über {Medien} in {Kooperation} von {Schule}, {Hochschule} und {Museen}},
	url = {10.21240/mpaed/jb17/2020.05.21.X},
	doi = {10/gksnzz},
	abstract = {This article introduces the development project ‘Reuchlin digital’ (RD). The project aims for the further development of ‘Museum Johannes Reuchlin’ (MJR) in the southern German town of Pforzheim. MJR is a museum dedicated to the humanist Johannes Reuchlin who lived during the time of the invention of printing. Johannes Reuchlin advocated tolerance and stood for the exploration of the unknown. These principles are guiding project development. RD works at the intersection of cultural education (in both school and extracurricular activities), media education and teacher training. The project is related to practice but includes evaluative elements leveraging both qualitative and quantitative methods. The article aims to outline theoretical and conceptual aspects of RD and conveys important preliminary results. RD resides at the Pforzheim cultural office and is funded by the city itself, the Baden-Wuerttemberg innovation fund, the ‘Arbeitsstelle literatische Museen BW’ and cooperates with different institutions (University of Education Ludwigsburg, Medien- und Filmgesellschaft BW and a number of schools). One of the main project goals is the exploration of new and action-oriented learning paths guided by creative, critical and reflexive methods of media production for the museum as an extracurricular learning environment. Visual, auditory and audio-visual expressions are playing a key role in this cultural, aesthetic and media related appropriation of the museal space.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Autenrieth, Daniel and Baumbusch, Claudia and Marquardt, Anja},
	month = aug,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {531--563},
	file = {Autenrieth et al. - 2020 - Lehren und Lernen mit und über Medien in Kooperati.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WHTSTQ95/Autenrieth et al. - 2020 - Lehren und Lernen mit und über Medien in Kooperati.pdf:application/pdf},
}

@article{gold_wir_2020,
	title = {„{Wir} mussten uns erst einmal eingrooven.“},
	volume = {Vol. 2 No. 6},
	copyright = {Creative Commons Attribution Share Alike 4.0 International},
	url = {https://www.pflb-journal.de/index.php/pflb/article/view/3939},
	doi = {10/ghzqbt},
	abstract = {Die Ausbreitung der COVID-19-Pandemie hat in Nordrhein-Westfalen am 16.03.2020 zu allgemeinen Schulschließungen geführt. Von einem Tag auf den nächsten waren die Lehrkräfte gefordert, ihre Kommunikation mit den Schüler*innen und ihre Lernunterstützung auf Distanz auszuüben. Die Eltern sahen sich gleichzeitig vor der Herausforderung, ihre Kinder ganztägig zu Hause zu betreuen und beim Lernen zu unterstützen. Die Begriffe Distance Learning und Homeschooling fanden schnell Einzug in den allgemeinen Sprachgebrauch. In diesem Beitrag werden Ergebnisse einer qualitativen Befragung vorgestellt, in der rund drei Wochen nach den Schulschließungen sowohl Eltern als auch Lehrkräfte einer Schule zu ihren Erfahrungen mit den verschiedenen Aufgaben der ersten Wochen befragt wurden. Ein Fokus wurde dabei auf den Einsatz von digitalen Medien und Konzepten als Instrumenten von Kommunikation und Lernunterstützung auf Distanz gelegt. Beleuchtet wird, welche Aspekte der vielschichtigen Herausforderungen von den beiden Akteursgruppen Eltern und Lehrkräfte thematisiert werden und wie der eigene Umgang mit diesen Herausforderungen dargestellt wird.},
	language = {de-DE},
	urldate = {2021-02-06},
	journal = {PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	author = {Gold, Johanna and Kaiser, Sabine and Hartmann, Ulrich and Wittbrock, Albert},
	month = dec,
	year = {2020},
	note = {Artwork Size: 123-138
Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1},
	pages = {123--138},
	file = {gold_et_al_2020_„wir_mussten_uns_erst_einmal_eingrooven.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9EULIPGJ/gold_et_al_2020_„wir_mussten_uns_erst_einmal_eingrooven.pdf:application/pdf},
}

@article{totter_zwischen_2020,
	title = {Zwischen traditionellem {Schulbuch} und hybridem {Lehrmittel}: {Bedingungen}, {Möglichkeiten} und {Herausforderungen} von {Lernen} und {Lehren} in einer digitalen {Welt}},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Zwischen traditionellem {Schulbuch} und hybridem {Lehrmittel}},
	url = {10.21240/mpaed/jb17/2020.04.30.X},
	doi = {10/gg5cw9},
	abstract = {The use of digital media is becoming increasingly important in the school context. Learning as well as teaching about and with digital media is demanded. However, the realization not only involves opportunities, but also technological and organizational challenges. This is where the contribution starts: Using the example of a hybrid French textbook, in which digital media are integral element of the textbook, the practices and experiences are examined during the first year of implementation. The perspectives of the school leader, teachers and pupils are surveyed and the associated opportunities and challenges for learning and teaching with digital media are highlighted and discussed.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Totter, Alexandra and Häbig, Julia and Müller-Kuhn, Daniela and Zala-Mezö, Enikö},
	month = apr,
	year = {2020},
	note = {ZSCC: 0000002},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {169--193},
	file = {Totter et al. - 2020 - Zwischen traditionellem Schulbuch und hybridem Leh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BB7UDEI7/Totter et al. - 2020 - Zwischen traditionellem Schulbuch und hybridem Leh.pdf:application/pdf},
}

@article{schob_lernen_2020,
	title = {Lernen mit {Medien} – (k)ein nachhaltiger {Ansatz} für die {Kompetenzentwicklung} {Lehrender} im {Kontext} der {Erwachsenenbildung}/{Weiterbildung}?!},
	issn = {1424-3636, 1424-3636},
	shorttitle = {Lernen mit {Medien} – (k)ein nachhaltiger {Ansatz} für die {Kompetenzentwicklung} {Lehrender} im {Kontext} der {Erwachsenenbildung}/{Weiterbildung}?},
	url = {10.21240/mpaed/jb17/2020.05.25.X},
	doi = {10/gksnxh},
	abstract = {The use of digital media for developing the competencies of teachers in adult education/further education is a promising approach to meet the needs and requirements of the target group, to support the promotion of their professional activities and to enrich the train-the-trainer offer for teachers. At the same time, digital learning offers require a (media) didactically convincing design, which forms the basis for the use and implementation of the offer in further education practice. This article presents a digital learning offer for teachers in adult education/further education that was conceived in the course of the designbased research approach and questions its acceptance and learning effect on the basis of a formative evaluation study. A proven lasting learning effect of the offer with teachers, independent of their motivational prerequisites, as well as the identification of success factors for a resource-saving integration of the learning environment as a plug-and-play offer in practice, speak for the quality of the concept and prepare the basis for its use and multiplication within continuing education offers for teachers.},
	language = {de-DE},
	urldate = {2021-06-20},
	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
	author = {Schöb, Sabine},
	month = sep,
	year = {2020},
	note = {ZSCC: 0000001},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen},
	pages = {647--674},
	file = {schob_2020_lernen_mit_medien_–_(k)ein_nachhaltiger_ansatz_fur_die_kompetenzentwicklung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QR3ICWCA/schob_2020_lernen_mit_medien_–_(k)ein_nachhaltiger_ansatz_fur_die_kompetenzentwicklung.pdf:application/pdf},
}

@book{handke_handbuch_2020,
	title = {Handbuch {Hochschullehre} {Digital}: {Leitfaden} für eine moderne und mediengerechte {Lehre}},
	isbn = {978-3-8288-7530-2},
	shorttitle = {Handbuch {Hochschullehre} {Digital}},
	url = {https://www.tectum-elibrary.de/index.php?doi=10.5771/9783828875302},
	abstract = {For years, the digitalisation of higher education scenarios has been an important topic at universities, but has not yet been properly implemented. Driven by the challenges of the Corona crisis, ideas for implementation are suddenly urgently needed.
            With this guide, Prof. Dr. Jürgen Handke shows ways in which the digitalisation of higher education can be managed. Starting from general problems of traditional higher education, he shows with several examples how to overcome the problems of traditional teaching with innovative digitisation concepts and to use them in such a way that significant added value is created through the interaction of well-accepted analogue concepts with digital content delivery formats.},
	language = {de-DE},
	urldate = {2024-08-02},
	publisher = {Tectum – ein Verlag in der Nomos Verlagsgesellschaft},
	author = {Handke, Jürgen},
	year = {2020},
	doi = {10.5771/9783828875302},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Handke - 2020 - Handbuch Hochschullehre Digital Leitfaden für ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EIJWIYZI/Handke - 2020 - Handbuch Hochschullehre Digital Leitfaden für ein.pdf:application/pdf},
}

@article{seno_promises_2020,
	title = {The {Promises} and {Challenges} of {Collaborative} {Online} {Learning} towards {Authentic} {Assessment} in the {Tertiary} {Level}},
	abstract = {This present pandemic has brought us in many ways to our knees. It has spared no one - rich, poor or middle class; those who are in the cities or in the rural areas. Without doubt all sectors in society are affected and possibly been changed forever. They say we have to get used to the “new normal”. Yet, we dare to say, we will be the “better normal”.},
	language = {en-GB},
	author = {Seño, Reuel Rito Narag},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, Promotion:FU1},
	file = {Seño - The Promises and Challenges of Collaborative Onlin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JVJFVFDZ/Seño - 2020 - The Promises and Challenges of Collaborative Online Learning towards Authentic Assessment in the Ter.pdf:application/pdf},
}

@article{visser_role_2020,
	title = {The role of {ADHD} symptoms in the relationship between academic achievement and psychopathological symptoms},
	volume = {97},
	issn = {0891-4222},
	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-190064},
	abstract = {Background: Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. Aims: The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). Methods and Procedures: We used linear regressions based on data from a general population sample (N= 3,014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. Outcomes and Results: ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. Conclusions and Implications: ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems. (DIPF/Orig.)},
	language = {en-GB},
	number = {103552},
	urldate = {2024-05-14},
	journal = {Research in developmental disabilities},
	author = {Visser, Linda and Linkersdörfer, Janosch and Rothe, Josefine and Görgen, Ruth and Hasselhorn, Marcus and Schulte-Körne, Gerd},
	year = {2020},
	note = {Publisher: pedocs},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Depression, Anxiety, Attention deficit disorders, Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung, Verhaltensstörung, Angst, Educational achievement, School achievement, Schulleistung},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/A6YVT4KC/Visser et al. - 2020 - The role of ADHD symptoms in the relationship betw.pdf:application/pdf},
}

@article{chandross_tripping_2020,
	title = {Tripping the light fantastic, online learning, autopoiesis, and hyperreality in open gameworlds},
	volume = {4},
	issn = {2377-9519},
	url = {http://onlineinnovationsjournal.com/streams/adaptive-and-personalized-learning-online/191dd1663f30cb8e.html},
	doi = {10/gp6jqn},
	abstract = {The integration of serious game design, mixed reality, and simulation-based training has reached a critical point in evolution. Online learning designers who seek to create immersion and simulation to enable learning require a theoretical foundation that can integrate these related fields. Existing models for training that focus on learning objectives and competencies were not developed with advances in behavioral neuroscience, systems theory, and video game engagement elements in mind. Online design of learning experiences can be integrated with new technologies using an autopoetic hyperreality framework derived from work on problem-based learning and mixed reality. In this paper, we will explore the foundations for new models of design based on a fusion of userexperience literature and video game design to enable ways to increase the effectiveness of training through simulation.},
	language = {en-GB},
	number = {3},
	urldate = {2022-05-20},
	journal = {International Journal on Innovations in Online Education},
	author = {Chandross, David},
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU4b, Lernsystemarchitektur},
	file = {Chandross - 2020 - TRIPPING THE LIGHT FANTASTIC, ONLINE LEARNING, AUT.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RZL3VKLS/Chandross - 2020 - TRIPPING THE LIGHT FANTASTIC, ONLINE LEARNING, AUT.pdf:application/pdf},
}

@article{kirubarajan_artificial_2020,
	title = {Artificial intelligence in emergency medicine: {A} scoping review},
	volume = {n/a},
	issn = {2688-1152},
	shorttitle = {Artificial intelligence in emergency medicine},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/emp2.12277},
	doi = {10/gk76j8},
	abstract = {Introduction Despite the growing investment in and adoption of artificial intelligence (AI) in medicine, the applications of AI in an emergency setting remain unclear. This scoping review seeks to identify available literature regarding the applications of AI in emergency medicine. Methods The scoping review was conducted according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for scoping reviews using Medline-OVID, EMBASE, CINAHL, and IEEE, with a double screening and extraction process. The search included articles published until February 28, 2020. Articles were excluded if they did not self-classify as studying an AI intervention, were not relevant to the emergency department (ED), or did not report outcomes or evaluation. Results Of the 1483 original database citations, 395 were eligible for full-text evaluation. Of these articles, a total of 150 were included in the scoping review. The majority of included studies were retrospective in nature (n = 124, 82.7\%), with only 3 (2.0\%) prospective controlled trials. We found 37 (24.7\%) interventions aimed at improving diagnosis within the ED. Among the 150 studies, 19 (12.7\%) focused on diagnostic imaging within the ED. A total of 16 (10.7\%) studies were conducted in the out-of-hospital environment (eg, emergency medical services, paramedics) with the remainder occurring either in the ED or the trauma bay. Of the 24 (16\%) studies that had human comparators, there were 12 (8\%) studies in which AI interventions outperformed clinicians in at least 1 measured outcome. Conclusion AI-related research is rapidly increasing in emergency medicine. There are several promising AI interventions that can improve emergency care, particularly for acute radiographic imaging and prediction-based diagnoses. Higher quality evidence is needed to further assess both short- and long-term clinical outcomes.},
	language = {en-GB},
	number = {n/a},
	urldate = {2020-11-11},
	journal = {Journal of the American College of Emergency Physicians Open},
	author = {Kirubarajan, Abirami and Taher, Ahmed and Khan, Shawn and Masood, Sameer},
	year = {2020},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/emp2.12277},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Notfallmedizin, artificial intelligence, technology, machine learning, algorithm, emergency department, artificial neural networks},
	pages = {1--12},
	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PSRFHUID/Kirubarajan et al. - Artificial intelligence in emergency medicine A s.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XJ4ZIKY9/emp2.html:text/html},
}

@article{svellingen_effect_2020,
	title = {The effect of multiple exposures in scenario-based simulation—{A} mixed study systematic review},
	volume = {n/a},
	issn = {2054-1058},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.639},
	doi = {10/ghdx5h},
	abstract = {Aims To examine the use and effects of multiple simulations in nursing education. Design A mixed study systematic review. Databases (CINAHL, Medline, PubMed, EMBASE, ERIC, Education source and Science Direct) were searched for studies published until April 2020. Method Researchers analysed the articles. Bias risk was evaluated using the Critical Appraisal Skills Programme and Cochrane Risk of Bias tool. Results In total, 27 studies were included and four themes identified. Students participated in multiple simulation sessions, over weeks to years, which included 1–4 scenarios in various nursing contexts. Simulations were used to prepare for, or partly replace, students’ clinical practice. Learning was described in terms of knowledge, competence and confidence. Conclusion Multiple scenario-based simulation is a positive intervention that can be implemented in various courses during every academic year to promote nursing students’ learning. Further longitudinal research is required, including randomized studies, with transparency regarding study design and instruments.},
	language = {en-GB},
	number = {n/a},
	urldate = {2020-10-05},
	journal = {Nursing Open},
	author = {Svellingen, Alette H. and Søvik, Margrethe B. and Røykenes, Kari and Brattebø, Guttorm},
	year = {2020},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/nop2.639},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, education, learning, nursing students, clinical competence, mixed study systematic review},
	pages = {1--15},
	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XJCJW7VY/nop2.html:text/html;svellingen_et_al_the_effect_of_multiple_exposures_in_scenario-based_simulation—a_mixed_study.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TCBMPYQP/svellingen_et_al_the_effect_of_multiple_exposures_in_scenario-based_simulation—a_mixed_study.pdf:application/pdf},
}

@article{jackson_operationalizing_2020,
	title = {Operationalizing resilient healthcare concepts through a serious video game for clinicians},
	volume = {87},
	issn = {00036870},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0003687020300739},
	doi = {10.1016/j.apergo.2020.103112},
	abstract = {Resilient healthcare emphasises the importance of adaptive capacity in quality healthcare. This theory has had extensive theoretical development, but comparatively limited translation for clinicians in practice. This study is the first to present resilient healthcare principles in a serious video game. Serious games are an effective tool for engaging users, sharing ideas and eliciting reflections. The aim of this study was to communicate principles from resilient healthcare to clinicians through a serious video game, and to evaluate the game’s feasibility as a prompt to reflect on practice. The game, Resilience Challenge, is scenario-based and requires players to resolve dilemmas in clinical practice. It was disseminated online, and was played 1949 times during the four-month study. The game was evaluated using an immediate cross-sectional survey, which included both Likert-style and free text responses. Participants reported that the game was engaging (93\%) and that they would recommend it to others (89\%). Fewer participants reported learning about resilient healthcare concepts (64\%). Resilience Challenge is a promising way to prompt reflections about clinical work, and demonstrates mixed outcomes in communicating resilient healthcare principles to clinicians.},
	language = {en-GB},
	urldate = {2024-03-20},
	journal = {Applied Ergonomics},
	author = {Jackson, Jennifer and Iacovides, Jo and Duncan, Myanna and Alders, Matthew and Maben, Jill and Anderson, Janet},
	month = sep,
	year = {2020},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning},
	pages = {103112},
	file = {Jackson et al. - 2020 - Operationalizing resilient healthcare concepts thr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MJ7BP246/Jackson et al. - 2020 - Operationalizing resilient healthcare concepts thr.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-2,
	address = {Wiesbaden},
	title = {Das digitale patientenzentrierte {Pharmaunternehmen}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_1},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Bleilevens, Werner and Schenk, Julia},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_1},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {1--16},
	file = {Bleilevens und Schenk - 2020 - Das digitale patientenzentrierte Pharmaunternehmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TQIHXUQN/Bleilevens und Schenk - 2020 - Das digitale patientenzentrierte Pharmaunternehmen.pdf:application/pdf;Bleilevens und Schenk - 2020 - Das digitale patientenzentrierte Pharmaunternehmen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UDDKH9UB/Bleilevens und Schenk - 2020 - Das digitale patientenzentrierte Pharmaunternehmen.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-3,
	address = {Wiesbaden},
	title = {Digitale {Patient} {Centricity} – die {App} „{Tebonin}®– Übungen gegen {Schwindel}“},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_5},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Burkart, Martin and Bender, Dietrich and Markarian, Rosa and Ullrich, Traugott and Wimmenauer, Vera},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_5},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {67--90},
	file = {Burkart et al. - 2020 - Digitale Patient Centricity – die App „Tebonin®– Ü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/F6VDKHND/Burkart et al. - 2020 - Digitale Patient Centricity – die App „Tebonin®– Ü.pdf:application/pdf;Burkart et al. - 2020 - Digitale Patient Centricity – die App „Tebonin®– Ü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K4SQI8FT/Burkart et al. - 2020 - Digitale Patient Centricity – die App „Tebonin®– Ü.pdf:application/pdf},
}

@incollection{pfannstiel_2d_2020,
	address = {Wiesbaden},
	title = {{2D} \& {3D}-{Print}-{Technologien} in der pharmazeutischen {Industrie}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_4},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dachtler, Markus and Huber, Gerald and Pries, Tanja},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_4},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {53--66},
	file = {Dachtler et al. - 2020 - 2D & 3D-Print-Technologien in der pharmazeutischen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HIEBX2U7/Dachtler et al. - 2020 - 2D & 3D-Print-Technologien in der pharmazeutischen.pdf:application/pdf;Dachtler et al. - 2020 - 2D & 3D-Print-Technologien in der pharmazeutischen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JF5WNDBJ/Dachtler et al. - 2020 - 2D & 3D-Print-Technologien in der pharmazeutischen.pdf:application/pdf},
}

@incollection{pfannstiel_digitalisierung_2020-1,
	address = {Wiesbaden},
	title = {Digitalisierung im pharmazeutischen {Großhandel} am {Beispiel} des {MSV3}-{Standards}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_8},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dammann, Michael},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_8},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {133--144},
	file = {Dammann - 2020 - Digitalisierung im pharmazeutischen Großhandel am .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ANRPFIJM/Dammann - 2020 - Digitalisierung im pharmazeutischen Großhandel am .pdf:application/pdf;Dammann - 2020 - Digitalisierung im pharmazeutischen Großhandel am .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IWTD6T5T/Dammann - 2020 - Digitalisierung im pharmazeutischen Großhandel am .pdf:application/pdf},
}

@incollection{pfannstiel_herausforderung_2020,
	address = {Wiesbaden},
	title = {Herausforderung im {Multichannel}-{Management} in der {Pharma}: vom {Kontentplan} und {Kanalwahl} hin zur effektiven {Vernetzung} und {Synchronisation} der {Kanäle}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Herausforderung im {Multichannel}-{Management} in der {Pharma}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_10},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Dehn, Kerstin and Eckardt, Christin and Vargas, Alin Vazquez and Erath, Friedrich},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_10},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {165--177},
	file = {Dehn et al. - 2020 - Herausforderung im Multichannel-Management in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ALBI7PJB/Dehn et al. - 2020 - Herausforderung im Multichannel-Management in der .pdf:application/pdf;Dehn et al. - 2020 - Herausforderung im Multichannel-Management in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XFCFQ2Y9/Dehn et al. - 2020 - Herausforderung im Multichannel-Management in der .pdf:application/pdf},
}

@incollection{pfannstiel_chancen_2020,
	address = {Wiesbaden},
	title = {Chancen, {Risiken} und {Pflichten} in der patientenorientierten digitalen {Gesundheitskommunikation}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_6},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Haßing, Denis and Müther, Horst-H.},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_6},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {91--118},
	file = {Haßing und Müther - 2020 - Chancen, Risiken und Pflichten in der patientenori.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/64M3JRYX/Haßing und Müther - 2020 - Chancen, Risiken und Pflichten in der patientenori.pdf:application/pdf;Haßing und Müther - 2020 - Chancen, Risiken und Pflichten in der patientenori.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZJ9N3SJL/Haßing und Müther - 2020 - Chancen, Risiken und Pflichten in der patientenori.pdf:application/pdf},
}

@incollection{pfannstiel_bewertung_2020,
	address = {Wiesbaden},
	title = {Bewertung von medizinisch-digitalen {Anwendungen} und deren {Anbieter} aus der {Perspektive} eines {Pharmaunternehmens}: {Digitale} {Gesundheitsinnovationen} durch ein nutzerfreundliches {Kooperationsinstrument} schneller zum {Patienten} bringen},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Bewertung von medizinisch-digitalen {Anwendungen} und deren {Anbieter} aus der {Perspektive} eines {Pharmaunternehmens}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_17},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Helmer, Carolin and Bender, Herdis and Bierbaum, Martin and Wambach, Maximilian},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_17},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {301--315},
	file = {Helmer et al. - 2020 - Bewertung von medizinisch-digitalen Anwendungen un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6KRYY57P/Helmer et al. - 2020 - Bewertung von medizinisch-digitalen Anwendungen un.pdf:application/pdf;Helmer et al. - 2020 - Bewertung von medizinisch-digitalen Anwendungen un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NJBXY3AC/Helmer et al. - 2020 - Bewertung von medizinisch-digitalen Anwendungen un.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-4,
	address = {Wiesbaden},
	title = {Das digitale {Versorgungsangebot} an {Patienten} seitens pharmazeutischer {Unternehmen}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_16},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Idris, Anisa and Heupel, Wolfgang-Moritz},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {277--300},
	file = {Idris und Heupel - 2020 - Das digitale Versorgungsangebot an Patienten seite.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UKGM3L7J/Idris und Heupel - 2020 - Das digitale Versorgungsangebot an Patienten seite.pdf:application/pdf;Idris und Heupel - 2020 - Das digitale Versorgungsangebot an Patienten seite.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9R22KQU3/Idris und Heupel - 2020 - Das digitale Versorgungsangebot an Patienten seite.pdf:application/pdf},
}

@incollection{pfannstiel_auf_2020,
	address = {Wiesbaden},
	title = {Auf dem {Weg} zur {Präzisionsonkologie}: {Biomarker}, molekulargenetische {Tumorprofile} und {Big} {Data}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Auf dem {Weg} zur {Präzisionsonkologie}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_12},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Ivascu, Claudia},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_12},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {193--207},
	file = {Ivascu - 2020 - Auf dem Weg zur Präzisionsonkologie Biomarker, mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SMSQCIP2/Ivascu - 2020 - Auf dem Weg zur Präzisionsonkologie Biomarker, mo.pdf:application/pdf;Ivascu - 2020 - Auf dem Weg zur Präzisionsonkologie Biomarker, mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/85IKDW3W/Ivascu - 2020 - Auf dem Weg zur Präzisionsonkologie Biomarker, mo.pdf:application/pdf},
}

@incollection{pfannstiel_digitale_2020-5,
	address = {Wiesbaden},
	title = {Digitale {Kommunikation} am {Beispiel} {Apothekenmarkt}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_7},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Nold, Steffen},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_7},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {119--131},
	file = {Nold - 2020 - Digitale Kommunikation am Beispiel Apothekenmarkt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RFZX6XIQ/Nold - 2020 - Digitale Kommunikation am Beispiel Apothekenmarkt.pdf:application/pdf;Nold - 2020 - Digitale Kommunikation am Beispiel Apothekenmarkt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QLXQ2JRE/Nold - 2020 - Digitale Kommunikation am Beispiel Apothekenmarkt.pdf:application/pdf},
}

@book{pfannstiel_digitale_2020-6,
	address = {Wiesbaden},
	title = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}: {Impulse} für die {Pharmaindustrie}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7},
	language = {de-DE},
	urldate = {2021-07-18},
	publisher = {Springer Fachmedien Wiesbaden},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Pfannstiel et al. - 2020 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CAJNRMDJ/Pfannstiel et al. - 2020 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf;Pfannstiel et al. - 2020 - Digitale Transformation von Dienstleistungen im Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SKR2JRVS/Pfannstiel et al. - 2020 - Digitale Transformation von Dienstleistungen im Ge.pdf:application/pdf},
}

@incollection{pfannstiel_erratum_2020,
	address = {Wiesbaden},
	title = {Erratum zu: {Science} {First}, {Sales} {Second}! {Transformation} im {Vertrieb} in {Pharma}-{Deutschland}, von analog bis digital},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Erratum zu},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_18},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_18},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {E1--E1},
	file = {Pfannstiel et al. - 2020 - Erratum zu Science First, Sales Second! Transform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4AKCMJ9X/Pfannstiel et al. - 2020 - Erratum zu Science First, Sales Second! Transform.pdf:application/pdf;Pfannstiel et al. - 2020 - Erratum zu Science First, Sales Second! Transform.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7N2WTNCZ/Pfannstiel et al. - 2020 - Erratum zu Science First, Sales Second! Transform.pdf:application/pdf},
}

@incollection{pfannstiel_paradigmenwechsel_2020,
	address = {Wiesbaden},
	title = {Paradigmenwechsel in der {Pharmabranche}: {Precision} {Medicine}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {Paradigmenwechsel in der {Pharmabranche}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_11},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Rederer, Erik and Huber, Gerald},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_11},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {179--192},
	file = {Rederer und Huber - 2020 - Paradigmenwechsel in der Pharmabranche Precision .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DTXLPAFP/Rederer und Huber - 2020 - Paradigmenwechsel in der Pharmabranche Precision .pdf:application/pdf;Rederer und Huber - 2020 - Paradigmenwechsel in der Pharmabranche Precision .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CWNZYE69/Rederer und Huber - 2020 - Paradigmenwechsel in der Pharmabranche Precision .pdf:application/pdf},
}

@incollection{pfannstiel_data_2020,
	address = {Wiesbaden},
	title = {From {Data} to {Vial}: {Der} {Einfluss} vertikaler {IT}-{Integration} auf den {Erfolg} von {CDMOs}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	shorttitle = {From {Data} to {Vial}},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_14},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schulze, Wolfram and Sattler, Claus Michael and Schneider, Florian},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_14},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {241--257},
	file = {Schulze et al. - 2020 - From Data to Vial Der Einfluss vertikaler IT-Inte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z3PHLI7X/Schulze et al. - 2020 - From Data to Vial Der Einfluss vertikaler IT-Inte.pdf:application/pdf;Schulze et al. - 2020 - From Data to Vial Der Einfluss vertikaler IT-Inte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GACARN7Z/Schulze et al. - 2020 - From Data to Vial Der Einfluss vertikaler IT-Inte.pdf:application/pdf},
}

@incollection{pfannstiel_potenziale_2020,
	address = {Wiesbaden},
	title = {Potenziale und {Trends} der {Digitalisierung} in der {Pharmaindustrie} im {Kontext} von {E}-{Health}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_3},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Schweizer, Lars and Hüning, Christian Johannes},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_3},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {33--51},
	file = {Schweizer und Hüning - 2020 - Potenziale und Trends der Digitalisierung in der P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AAWDJGWW/Schweizer und Hüning - 2020 - Potenziale und Trends der Digitalisierung in der P.pdf:application/pdf;Schweizer und Hüning - 2020 - Potenziale und Trends der Digitalisierung in der P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8KC2ZTJR/Schweizer und Hüning - 2020 - Potenziale und Trends der Digitalisierung in der P.pdf:application/pdf},
}

@incollection{pfannstiel_welche_2020,
	address = {Wiesbaden},
	title = {Welche {Auswirkungen} hat die {Digitale} {Transformation} auf das {Unternehmensrecruiting} in der {Pharmaindustrie}?},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_2},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Stoll, Jürgen and Gschwind, Claudia and Krahl, Alexandra},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {17--32},
	file = {Stoll et al. - 2020 - Welche Auswirkungen hat die Digitale Transformatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3D72HU4H/Stoll et al. - 2020 - Welche Auswirkungen hat die Digitale Transformatio.pdf:application/pdf;Stoll et al. - 2020 - Welche Auswirkungen hat die Digitale Transformatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GX97NPKY/Stoll et al. - 2020 - Welche Auswirkungen hat die Digitale Transformatio.pdf:application/pdf},
}

@incollection{pfannstiel_bedeutung_2020,
	address = {Wiesbaden},
	title = {Die {Bedeutung} von {Big} {Data} für klinische {Entwicklungen} und den {Marktzugang}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_13},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Tomeczkowski, Jörg and Dillenburger, Sven and Mahlich, Joerg},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_13},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {209--240},
	file = {Tomeczkowski et al. - 2020 - Die Bedeutung von Big Data für klinische Entwicklu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/39RNNGFB/Tomeczkowski et al. - 2020 - Die Bedeutung von Big Data für klinische Entwicklu.pdf:application/pdf;Tomeczkowski et al. - 2020 - Die Bedeutung von Big Data für klinische Entwicklu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XU3CPPJA/Tomeczkowski et al. - 2020 - Die Bedeutung von Big Data für klinische Entwicklu.pdf:application/pdf},
}

@incollection{pfannstiel_science_2020,
	address = {Wiesbaden},
	title = {Science {First}, {Sales} {Second}! {Transformation} im {Vertrieb} in {Pharma}-{Deutschland}, von analog bis digital},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_9},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Trudnowski, Alexandra and Schwarte, Sandra and Beyer, Julia},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_9},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {145--163},
	file = {Trudnowski et al. - 2020 - Science First, Sales Second! Transformation im Ver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7YQ2QLG/Trudnowski et al. - 2020 - Science First, Sales Second! Transformation im Ver.pdf:application/pdf;Trudnowski et al. - 2020 - Science First, Sales Second! Transformation im Ver.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TLIJ7XXM/Trudnowski et al. - 2020 - Science First, Sales Second! Transformation im Ver.pdf:application/pdf},
}

@incollection{pfannstiel_iot_2020,
	address = {Wiesbaden},
	title = {{IOT} basierte {Sensor} {Systeme} für {Applikationen} im {Gesundheitswesen}},
	isbn = {978-3-658-26669-1 978-3-658-26670-7},
	url = {http://link.springer.com/10.1007/978-3-658-26670-7_15},
	language = {de-DE},
	urldate = {2021-07-18},
	booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VII}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Wolff, Mark and Rogiers, Stijn and Palanisamy, Soundarya and Dukanovic, Julijana and Kanluan, Ittipan and Hilgers, Oliver and Dachtler, Markus and Kulin, Admir},
	editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Rederer, Erik},
	year = {2020},
	doi = {10.1007/978-3-658-26670-7_15},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {259--276},
	file = {Wolff et al. - 2020 - IOT basierte Sensor Systeme für Applikationen im G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LBTLGQBE/Wolff et al. - 2020 - IOT basierte Sensor Systeme für Applikationen im G.pdf:application/pdf;Wolff et al. - 2020 - IOT basierte Sensor Systeme für Applikationen im G.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZB4IAD8K/Wolff et al. - 2020 - IOT basierte Sensor Systeme für Applikationen im G.pdf:application/pdf},
}
