
@incollection{kamin_methodologie_2013,
	address = {Wiesbaden},
	title = {Die {Methodologie} der {Grounded} {Theory} als übergeordnetes {Forschungsparadigma}},
	isbn = {978-3-658-02309-6 978-3-658-02310-2},
	url = {http://link.springer.com/10.1007/978-3-658-02310-2_2},
	language = {de-DE},
	urldate = {2020-04-20},
	booktitle = {Beruflich {Pflegende} als {Akteure} in digital unterstützten {Lernwelten}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Kamin, Anna-Maria},
	collaborator = {Kamin, Anna-Maria},
	year = {2013},
	doi = {10.1007/978-3-658-02310-2_2},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {20--28},
	file = {kamin_2013_die_methodologie_der_grounded_theory_als_ubergeordnetes_forschungsparadigma.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7L33B63U/kamin_2013_die_methodologie_der_grounded_theory_als_ubergeordnetes_forschungsparadigma.pdf:application/pdf},
}

@incollection{bauer_e-portfolio_2013,
	title = {E-{Portfolio} als  {Schaufenster} des {Lernens}  {Drei} {Beispiele} von {Musterbeschreibungen}},
	language = {de-DE},
	booktitle = {Schaufenster des {Lernens} – {Eine} {Sammlung} von {Mustern} zur {Arbeit} mit {E}-{Portfolios}},
	publisher = {Waxmann-Verlag},
	author = {Bauer, Reinhard and Baumgartner, Peter},
	month = aug,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, \#5:Buchteil:e-learning, E-Portfolio},
	file = {Bauer und Baumgartner - E-Portfolio als Schaufenster des Lernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZIRCTMCK/Bauer und Baumgartner - E-Portfolio als Schaufenster des Lernens.pdf:application/pdf},
}

@book{rachbauer_e-portfolio_2013,
	address = {Hamburg},
	edition = {1. Aufl},
	title = {Das {E}-{Portfolio} im {Bildungskontext}: {Anforderungen}, {Potenziale}, {Grenzen} und {Gefahren} beim {E}-{Portfolioeinsatz}},
	isbn = {978-3-8428-9195-1},
	shorttitle = {Das {E}-{Portfolio} im {Bildungskontext}},
	language = {de-DE},
	publisher = {Diplomica Verl},
	author = {Rachbauer, Tamara},
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, E-Portfolio},
	file = {Table of Contents PDF:/Users/jochenhanisch-johannsen/Zotero/storage/AMUQIYMW/Rachbauer - 2013 - Das E-Portfolio im Bildungskontext Anforderungen,.pdf:application/pdf},
}

@incollection{stephanidis_using_2013,
	address = {Berlin, Heidelberg},
	title = {Using the {Learning} {Management} {System} for {Encouraging} {Self}-reflection on {Expressive} {Actions} in {Higher} {Education}},
	volume = {374},
	isbn = {978-3-642-39475-1 978-3-642-39476-8},
	url = {http://link.springer.com/10.1007/978-3-642-39476-8_21},
	abstract = {This study examines the effectiveness of using a learning management system (LMS) for learning expressive actions in higher education. The author intended to use the LMS as a tool for students’ self-reflection on their class experiences. Students in the course “Seminar on expression” were given writing assignments with the LMS. An analysis of the student essays showed that the students were able to reflect on their class experiences and improve their understanding of expressive actions. Specifically, through their essay writing using the LMS, they related changes in their way of thinking with regard to expressive actions with their class learning experiences.},
	language = {en-GB},
	urldate = {2023-11-22},
	booktitle = {{HCI} {International} 2013 - {Posters}’ {Extended} {Abstracts}},
	publisher = {Springer Berlin Heidelberg},
	author = {Shiroma, Shoko},
	editor = {Stephanidis, Constantine},
	year = {2013},
	doi = {10.1007/978-3-642-39476-8_21},
	note = {Series Title: Communications in Computer and Information Science},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bildungstheorien, \#1:Buchteil:learning:management:system},
	pages = {98--102},
	file = {Shiroma - 2013 - Using the Learning Management System for Encouragi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q35JUQN2/Shiroma - 2013 - Using the Learning Management System for Encouragi.pdf:application/pdf},
}

@article{creutzfeldt_cardiopulmonary_2013,
	title = {Cardiopulmonary {Resuscitation} {Training} in {High} {School} {Using} {Avatars} in {Virtual} {Worlds}: {An} {International} {Feasibility} {Study}},
	volume = {15},
	url = {http://www.jmir.org/2013/1/e9/},
	doi = {10.2196/jmir.1715},
	abstract = {Background: Approximately 300,000 people suffer sudden cardiac arrest (SCA) annually in the United States. Less than 30\% of out-of-hospital victims receive cardiopulmonary resuscitation (CPR) despite the American Heart Association training over 12 million laypersons annually to conduct CPR. New engaging learning methods are needed for CPR education, especially in schools. Massively multiplayer virtual worlds (MMVW) offer platforms for serious games that are promising learning methods that take advantage of the computer capabilities of today?s youth (ie, the digital native generation). Objective: Our main aim was to assess the feasibility of cardiopulmonary resuscitation training in high school students by using avatars in MMVM. We also analyzed experiences, self-efficacy, and concentration in response to training. Methods: In this prospective international collaborative study, an e-learning method was used with high school students in Sweden and the United States. A software game platform was modified for use as a serious game to train in emergency medical situations. Using MMVW technology, participants in teams of 3 were engaged in virtual-world scenarios to learn how to treat victims suffering cardiac arrest. Short debriefings were carried out after each scenario. A total of 36 high school students (Sweden, n=12; United States, n=24) participated. Their self-efficacy and concentration (task motivation) were assessed. An exit questionnaire was used to solicit experiences and attitudes toward this type of training. Among the Swedish students, a follow-up was carried out after 6 months. Depending on the distributions, t tests or Mann-Whitney tests were used. Correlation between variables was assessed by using Spearman rank correlation. Regression analyses were used for time-dependent variables. Results: The participants enjoyed the training and reported a self-perceived benefit as a consequence of training. The mean rating for self-efficacy increased from 5.8/7 (SD 0.72) to 6.5/7 (SD 0.57, P{\textless}.001). In the Swedish follow-up, it subsequently increased from 5.7/7 (SD 0.56) to 6.3/7 (SD 0.38, P=.006). In the Swedish group, the mean concentration value increased from 52.4/100 (SD 9.8) to 62.7/100 (SD 8.9, P=.05); in the US group, the concentration value increased from 70.8/100 (SD 7.9) to 82.5/100 (SD 4.7, P{\textless}.001). We found a significant positive correlation (P{\textless}.001) between self-efficacy and concentration scores. Overall, the participants were moderately or highly immersed and the software was easy to use. Conclusions: By using online MMVWs, team training in CPR is feasible and reliable for this international group of high school students (Sweden and United States). A high level of appreciation was reported among these adolescents and their self-efficacy increased significantly. The described training is a novel and interesting way to learn CPR teamwork, and in the future could be combined with psychomotor skills training.},
	number = {1},
	journal = {J Med Internet Res},
	author = {Creutzfeldt, Johan and Hedman, Leif and Heinrichs, LeRoy and Youngblood, Patricia and Fell�nder-Tsai, Li},
	month = jan,
	year = {2013},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning, avatars, cardiopulmonary resuscitation, concentration, MMVW, self-efficacy, serious game, students, virtual learning environments},
	pages = {e9},
	file = {Creutzfeldt et al. - 2013 - Cardiopulmonary Resuscitation Training in High Sch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D4YVU5N5/Creutzfeldt et al. - 2013 - Cardiopulmonary Resuscitation Training in High Sch.pdf:application/pdf},
}

@article{papadopoulos_design_2013,
	title = {Design and {Evaluation} of a {Simulation} for {Pediatric} {Dentistry} in {Virtual} {Worlds}},
	volume = {15},
	url = {http://www.jmir.org/2013/10/e240/},
	doi = {10.2196/jmir.2651},
	abstract = {Background: Three-dimensional virtual worlds are becoming very popular among educators in the medical field. Virtual clinics and patients are already used for case study and role play in both undergraduate and continuing education levels. Dental education can also take advantage of the virtual world?s pedagogical features in order to give students the opportunity to interact with virtual patients (VPs) and practice in treatment planning. Objective: The objective of this study was to design and evaluate a virtual patient as a supplemental teaching tool for pediatric dentistry. Methods: A child VP, called Erietta, was created by utilizing the programming and building tools that online virtual worlds offer. The case is about an eight-year old girl visiting the dentist with her mother for the first time. Communication techniques such as Tell-Show-Do and parents? interference management were the basic elements of the educational scenario on which the VP was based. An evaluation of the simulation was made by 103 dental students in their fourth year of study. Two groups were formed: an experimental group which was exposed to the simulation (n=52) and a control group which did not receive the simulation (n=51). At the end, both groups were asked to complete a knowledge questionnaire and the results were compared. Results: A statistically significant difference between the two groups was found by applying a t test for independent samples (P{\textless}.001), showing a positive learning effect from the VP. The majority of the participants evaluated the aspects of the simulation very positively while 69\% (36/52) of the simulation group expressed their preference for using this module as an additional teaching tool. Conclusions: This study demonstrated that a pediatric dentistry VP built in a virtual world offers significant learning potential when used as a supplement to the traditional teaching techniques.},
	number = {10},
	journal = {J Med Internet Res},
	author = {Papadopoulos, Lazaros and Pentzou, Afroditi-Evaggelia and Louloudiadis, Konstantinos and Tsiatsos, Thrasyvoulos-Konstantinos},
	month = oct,
	year = {2013},
	keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Second Life, communication, virtual patient, behavior management, OpenSim, pediatric dentistry, tell-show-do, virtual world},
	pages = {e240},
}

@article{chen_effectiveness_2013,
	title = {Effectiveness of {YouTube} as a {Source} of {Medical} {Information} on {Heart} {Transplantation}},
	volume = {2},
	url = {http://www.i-jmr.org/2013/2/e28/},
	doi = {10.2196/ijmr.2669},
	abstract = {Background: In this digital era, there is a growing tendency to use the popular Internet site YouTube as a new electronic-learning (e-learning) means for continuing medical education. Heart transplantation (HTx) remains the most viable option for patients with end-stage heart failure or severe coronary artery disease. There are plenty of freely accessible YouTube videos providing medical information about HTx. Objective: The aim of the present study is to determine the effectiveness of YouTube as an e-learning source on HTx. Methods: In order to carry out this study, YouTube was searched for videos uploaded containing surgical-related information using the four keywords: (1) ?heart transplantation?, (2) ?cardiac transplantation?, (3) ?heart transplantation operation?, and (4) ?cardiac transplantation operation?. Only videos in English (with comments or subtitles in English language) were included. Two experienced cardiac surgeons watched each video (N=1800) and classified them as useful, misleading, or recipients videos based on the HTx-relevant information. The kappa statistic was used to measure interobserver variability. Data was analyzed according to six types of YouTube characteristics including ?total viewership?, ?duration?, ?source?, ?days since upload?, ?scores? given by the viewers, and specialized information contents of the videos. Results: A total of 342/1800  (19.00\%) videos had relevant information about HTx. Of these 342 videos, 215 (62.8\%) videos had useful information about specialized knowledge, 7/342 (2.0\%) were found to be misleading, and 120/342 (35.1\%) only concerned recipients? individual issues. Useful videos had 56.09\% of total viewership share (2,175,845/3,878,890), whereas misleading had 35.47\% (1,375,673/3,878,890). Independent user channel videos accounted for a smaller proportion (19\% in total numbers) but might have a wider impact on Web viewers, with the highest mean views/day (mean 39, SD 107) among four kinds of channels to distribute HTx-related information. Conclusions: YouTube videos on HTx benefit medical professionals by providing a substantial amount of information. However, it is a time-consuming course to find high-quality videos. More authoritative videos by trusted sources should be posted for dissemination of reliable information. With an improvement of ranking system and content providers in future, YouTube, as a freely accessible outlet, will help to meet the huge informational needs of medical staffs and promote medical education on HTx.},
	number = {2},
	journal = {Interact J Med Res},
	author = {Chen, He-Ming and Hu, Zhong-Kai and Zheng, Xiao-Lin and Yuan, Zhao-Shun and Xu, Zhao-Bin and Yuan, Ling-Qing and Perez, Jesus Vinicio A. De and Yuan, Ke and Orcholski, Mark and Liao, Xiao-Bo},
	month = nov,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Digitale Bildung, Internet, Promotion:FU4b, \#5:Zeitschriftenartikel:e-learning, medical informatics, YouTube, heart transplantation, online videos},
	pages = {e28},
	file = {Chen et al. - 2013 - Effectiveness of YouTube as a Source of Medical In.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C3IKER7B/Chen et al. - 2013 - Effectiveness of YouTube as a Source of Medical In.pdf:application/pdf},
}

@article{schulz_acceptance_2013,
	title = {Acceptance of {E}-{Learning} {Devices} by {Dental} {Students}},
	volume = {2},
	url = {http://www.medicine20.com/2013/2/e6/},
	abstract = {Background: E-Learning programs and their corresponding devices are increasingly employed to educate dental students during their clinical training. Objective: Recent progress made in the development of e-learning software as well as in hardware (computers, tablet PCs, smartphones) caused us to more closely investigate into the habits of dental students in dealing with these learning techniques. Methods: Dental students during their clinical training attended a survey compiled in cooperation with biostatisticians. The questionnaire probands were asked to complete based on previous surveys of similar subjects, allowing single as well as multiple answers. The data, which were obtained with respect to the learning devices students commonly employ, were compared with their internet learning activities. Results: The e-learning devices utilized are of heterogeneous brands. Each student has access to at least one hardware type suitable for e-learning. All students held mobile devices, about 90 percent employed laptops, and about 60 percent possess smartphones. Unexceptional all participants of the survey acknowledged an unlimited internet access. In contrast, only 16 percent of students utilized tablet PCs. A detailed analysis of the survey outcome reveals that an increasing use of mobile devices (tablet PC, smartphone) facilitates internet learning activities while at the same time utilization of computers (desktop, laptop) declines. Conclusions: Dental students overwhelmingly accept e-learning during their clinical training. Students report outstanding preconditions to conduct e-learning as both their access to hardware and to the internet is excellent. Less satisfying is the outcome of our survey regarding the utilization of e-learning programs. Depending of the hardware employed only one-third to barely one-half of students comprise learning programs.},
	number = {2},
	journal = {Med 2.0},
	author = {Schulz, Peter and Sagheb, Keyvan and Affeldt, Harald and Klumpp, Hannah and Taylor, Kathy and Walter, Christian and Al-Nawas, Bilal},
	month = aug,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Digitale Bildung, Promotion:FU1, \#5:Zeitschriftenartikel:e-learning, computer, smartphone, Internet, tablet PC},
	pages = {e6},
	file = {Schulz et al. - 2013 - Acceptance of E-Learning Devices by Dental Student.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QI62B94W/Schulz et al. - 2013 - Acceptance of E-Learning Devices by Dental Student.pdf:application/pdf},
}

@incollection{buchem_blogging_2013,
	title = {Blogging und {Microblogging}: {Anwendungsmöglichkeiten} im {Bildungskontext}},
	booktitle = {{L3T}: {Lehrbuch} für {Lernen} und {Lehren} mit {Technologien}},
	author = {Buchem, Ilona and Enber, Martin and Schön, Sandra and Appelt, Ralf and Kaiser, Sascha},
	editor = {Ebner, Martin and Schön, Sandra and Schön, S.},
	year = {2013},
	note = {ZSCC: NoCitationData[s0]},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M5},
	file = {buchem_et_al_2013_blogging_und_microblogging.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H9E38BNW/buchem_et_al_2013_blogging_und_microblogging.pdf:application/pdf},
}

@article{albrecht_effects_2013,
	title = {Effects of {Mobile} {Augmented} {Reality} {Learning} {Compared} to {Textbook} {Learning} on {Medical} {Students}: {Randomized} {Controlled} {Pilot} {Study}},
	volume = {15},
	url = {http://www.jmir.org/2013/8/e182/},
	doi = {10.2196/jmir.2497},
	abstract = {Background: By adding new levels of experience, mobile Augmented Reality (mAR) can significantly increase the attractiveness of mobile learning applications in medical education. Objective: To compare the impact of the heightened realism of a self-developed mAR blended learning environment (mARble) on learners to textbook material, especially for ethically sensitive subjects such as forensic medicine, while taking into account basic psychological aspects (usability and higher level of emotional involvement) as well as learning outcomes (increased learning efficiency). Methods: A prestudy was conducted based on a convenience sample of 10 third-year medical students. The initial emotional status was captured using the ?Profile of Mood States? questionnaire (POMS, German variation); previous knowledge about forensic medicine was determined using a 10-item single-choice (SC) test. During the 30-minute learning period, the students were randomized into two groups: the first group consisted of pairs of students, each equipped with one iPhone with a preinstalled copy of mARble, while the second group was provided with textbook material. Subsequently, both groups were asked to once again complete the POMS questionnaire and SC test to measure changes in emotional state and knowledge gain. Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 questionnaires. Data evaluation was conducted anonymously. Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention. The scores of both groups were tested against each other using paired and unpaired signed-rank tests. An item analysis was performed for the SC test to objectify difficulty and selectivity. Results: Statistically significant, the mARble group (6/10) showed greater knowledge gain than the control group (4/10) (Wilcoxon z=2.232, P=.03). The item analysis of the SC test showed a difficulty of P=0.768 (s=0.09) and a selectivity of RPB=0.2. For mARble, fatigue (z=2.214, P=.03) and numbness (z=2.07, P=.04) decreased with statistical significance when comparing pre- and post-tests. Vigor rose slightly, while irritability did not increase significantly. Changes in the control group were insignificant. Regarding hedonic quality (identification, stimulation, attractiveness), there were significant differences between mARble (mean 1.179, CI ?0.440 to 0.440) and the book chapter (mean ?0.982, CI ?0.959 to 0.959); the pragmatic quality mean only differed slightly. Conclusions: The mARble group performed considerably better regarding learning efficiency; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class. While the small sample size reduces our study?s conclusiveness, its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions, learning efficiency, and hedonic and pragmatic qualities using a larger group. Trial Registration: German Clinical Trial Register (DRKS), DRKS-ID: DRKS00004685; https://drks-neu.uniklinik-freiburg.de/drks\_web/navigate.do?navigationId=trial.HTML\&TRIAL\_ID=DRKS00004685.},
	number = {8},
	journal = {J Med Internet Res},
	author = {Albrecht, Urs-Vito and Folta-Schoofs, Kristian and Behrends, Marianne and von Jan, Ute},
	month = aug,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, education, medical, \#8:Zeitschriftenartikel:blended:learning, emotions, problem-based learning, cellular phone},
	pages = {e182},
}

@article{schwarz_interactive_2013,
	title = {Interactive {Algorithms} for {Teaching} and {Learning} {Acute} {Medicine} in the {Network} of {Medical} {Faculties} {MEFANET}},
	volume = {15},
	issn = {14388871},
	url = {http://www.jmir.org/2013/7/e135/},
	doi = {10.2196/jmir.2590},
	abstract = {Background: Medical Faculties Network (MEFANET) has established itself as the authority for setting standards for medical educators in the Czech Republic and Slovakia, 2 independent countries with similar languages that once comprised a federation and that still retain the same curricular structure for medical education. One of the basic goals of the network is to advance medical teaching and learning with the use of modern information and communication technologies.
Objective: We present the education portal AKUTNE.CZ as an important part of the MEFANET’s content. Our focus is primarily on simulation-based tools for teaching and learning acute medicine issues.
Methods: Three fundamental elements of the MEFANET e-publishing system are described: (1) medical disciplines linker, (2) authentication/authorization framework, and (3) multidimensional quality assessment. A new set of tools for technology-enhanced learning have been introduced recently: Sandbox (works in progress), WikiLectures (collaborative content authoring), Moodle-MEFANET (central learning management system), and Serious Games (virtual casuistics and interactive algorithms). The latest development in MEFANET is designed for indexing metadata about simulation-based learning objects, also known as electronic virtual patients or virtual clinical cases. The simulations assume the form of interactive algorithms for teaching and learning acute medicine. An anonymous questionnaire of 10 items was used to explore students’ attitudes and interests in using the interactive algorithms as part of their medical or health care studies. Data collection was conducted over 10 days in February 2013.
Results: In total, 25 interactive algorithms in the Czech and English languages have been developed and published on the AKUTNE.CZ education portal to allow the users to test and improve their knowledge and skills in the field of acute medicine. In the feedback survey, 62 participants completed the online questionnaire (13.5\%) from the total 460 addressed. Positive attitudes toward the interactive algorithms outnumbered negative trends.
Conclusions: The peer-reviewed algorithms were used for conducting problem-based learning sessions in general medicine (first aid, anesthesiology and pain management, emergency medicine) and in nursing (emergency medicine for midwives, obstetric analgesia, and anesthesia for midwifes). The feedback from the survey suggests that the students found the interactive algorithms as effective learning tools, facilitating enhanced knowledge in the field of acute medicine. The interactive algorithms, as a software platform, are open to academic use worldwide. The existing algorithms, in the form of simulation-based learning objects, can be incorporated into any educational website (subject to the approval of the authors).},
	language = {en-GB},
	number = {7},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Schwarz, Daniel and Štourač, Petr and Komenda, Martin and Harazim, Hana and Kosinová, Martina and Gregor, Jakub and Hůlek, Richard and Smékalová, Olga and Křikava, Ivo and Štoudek, Roman and Dušek, Ladislav},
	month = jul,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {e135},
	file = {Schwarz et al. - 2013 - Interactive Algorithms for Teaching and Learning A.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AQ95UES5/Schwarz et al. - 2013 - Interactive Algorithms for Teaching and Learning A.pdf:application/pdf},
}

@article{spreckelsen_can_2013,
	title = {Can {Social} {Semantic} {Web} {Techniques} {Foster} {Collaborative} {Curriculum} {Mapping} {In} {Medicine}?},
	volume = {15},
	issn = {14388871},
	url = {http://www.jmir.org/2013/8/e169/},
	doi = {10.2196/jmir.2623},
	abstract = {Background: Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards.
Objective: The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum.
Methods: A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives (“LOs”). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions.
Results: At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers. The formative usability study yielded positive results (median rating of 2 (“good”) in all 7 general usability items) and produced valuable qualitative feedback, especially concerning navigation and comprehensibility. Although not asked to, the participants (n=5) detected critical aspects of the curriculum (similar learning objectives addressed repeatedly and missing objectives), thus proving the system’s ability to support curriculum revision.
Conclusions: The SMW-based approach enabled an agile implementation of computer-supported knowledge management. The approach, based on standard Social Semantic Web formats and technology, represents a feasible and effectively applicable compromise between answering to the individual requirements of curriculum management at a particular medical school and using proprietary systems.},
	language = {en-GB},
	number = {8},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Spreckelsen, Cord and Finsterer, Sonja and Cremer, Jan and Schenkat, Hennig},
	month = aug,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {e169},
	file = {Spreckelsen et al. - 2013 - Can Social Semantic Web Techniques Foster Collabor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WTJG4V7G/Spreckelsen et al. - 2013 - Can Social Semantic Web Techniques Foster Collabor.pdf:application/pdf},
}

@incollection{zorn_educasting_2013,
	title = {Educasting. {Wie} {Podcasts} in {Bildungskontexten} {Anwendung} finden},
	copyright = {Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 3.0 Deutschland},
	isbn = {978-3-8442-6594-1},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8351},
	abstract = {Das Wortgebilde "Educast" kombiniert Bildungs- bzw. Lernkontexte mit der Podcast-Technik. Beispiele für Educasts sind zum einen Vorlesungsmitschnitte in formalen Lernsituationen oder dokumentarisch orientierte (oft auch frei verfügbare) Audio- und Videoaufnahmen einzelner Events, die für Lehr- und Lernzwecke eingesetzt werden. Zum anderen findet die Erstellung von Podcasts in Bildungskontexten statt, mit dem Ziel der Förderung einer Medienkompetenz der Lernenden. Zunächst werden in diesem Kapitel Hinweise zur technischen Umsetzung von Educasts gegeben. Für pädagogische Kontexte sind didaktische und lerntheoretische Gestaltungsentscheidungen wesentlich. Daher wird die Nutzung von Educasts entsprechend verschiedener Lerntheorien erläutert sowie ihre didaktische Gestaltung in verschiedenen Lernszenarien mit Beispielen aus der Hochschule, Schule und außerschulischen Jugendbildung beschrieben, um die eigene Planung und Produktion von Educasts anzuregen. Ziel ist es, einen Blick über die traditionelle Instruktion hinaus zu wagen. Dabei wird die Nutzung von öffentlich verfügbarem Medienmaterial für Bildungskontexte aufgezeigt und erläutert wie Educasts im Sinne des konstruktivistischen Lernens von Lernenden selbst erstellt werden können. Als Gründe und Anlässe ihres Einsatzes werden abschließend Educast-Nutzungskontexte unter den Perspektiven von Medienkompetenzentwicklung, von selbstgesteuertem lebenslangem Lernen sowie von Lernen in institutionellen und nicht-institutionellen Kontexten veranschaulicht. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2025-05-02},
	booktitle = {{L3T}. {Lehrbuch} für {Lernen} und {Lehren} mit {Technologien}},
	publisher = {:null},
	author = {Zorn, Isabel and Seehagen-Marx, Heike and Auwärter, Andreas and Krüger, Marc},
	collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}},
	year = {2013},
	doi = {10.25656/01:8351},
	keywords = {Multimedia, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Mediennutzung, Utilisation of media, Utilization of media, Media competence, Media skills, Medienkompetenz, Technology uses in education, Didaktisches Material, Lernsituation, Technologieunterstütztes Lernen, Video},
	file = {Zorn et al. - 2013 - Educasting. Wie Podcasts in Bildungskontexten Anwendung finden:/Users/jochenhanisch-johannsen/Zotero/storage/DTBKDZ4V/Zorn et al. - 2013 - Educasting. Wie Podcasts in Bildungskontexten Anwendung finden.pdf:application/pdf},
}

@incollection{damian_e-portfolios_2013,
	address = {Münster},
	series = {Medien in der {Wissenschaft}},
	title = {E-{Portfolios} in der {Hochschule} – zwischen {Ideal} und {Realität}},
	volume = {63},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2818-8},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=9811},
	abstract = {Im Zentrum des Bandes steht die Leitfrage: Welche Funktionen muss ein webbasiertes Portfolio im Studium und im Übergang zum Berufsfeld erfüllen, damit es als Mehrwert gegenüber der bisherigen Praxis wahrgenommen wird? Das bedeutet auch: Welche bestehenden Probleme hilft es zu lösen und welchen Anforderungen der Praxis muss es genügen, um von den Akteuren als nützlich und lohnenswert bewertet zu werden? Diese Publikation fokussiert Konzepte und Erfahrungen im Umgang mit E-Portfolios an Hochschulen sowie beim Übergang vom Studium in die Berufstätigkeit. Die beteiligten Personen sind Dozierende und Studierende, aber auch Fachpersonen, die den Wechsel ins Berufsleben professionell begleiten oder bei einer beruflichen Neuorientierung und bei einem Stellenwechsel Unterstützung in Form von Coaching anbieten. Es werden Software-Plattformen, Technologien und Dienstleistungsangebote vorgestellt, die eine Nutzung von E-Portfolios an Hochschulen sowie für Privatpersonen technisch ermöglichen. (Verlag)},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {E-{Portfolio} an der {Schnittstelle} von {Studium} und {Beruf}},
	publisher = {Waxmann Verlag GmbH},
	author = {Mayrberger, Kerstin},
	editor = {Damian, Miller and Benno, Volk},
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Virtual learning, \#6:Buchteil:Bildung:Technologie, Learning process, Lernprozess, Kompetenz, Schweiz, Switzerland, Male student, Student, Skill development, Teacher, Digitale Medien:Bildungsinformatik, E-Portfolio, Lehrender, Erfahrungsbericht, Report of personal experience, Case study, Fallstudie, Lerntagebuch, Übergang Studium - Beruf},
	pages = {60--72},
}

@incollection{damian_entwicklung_2013,
	address = {Münster},
	series = {Medien in der {Wissenschaft}},
	title = {Entwicklung eines {E}-{Portfolios} für das {LMS} {OLAT}: {Ein} {Erfahrungsbericht}},
	volume = {63},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2818-8},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=9811},
	abstract = {Im Zentrum des Bandes steht die Leitfrage: Welche Funktionen muss ein webbasiertes Portfolio im Studium und im Übergang zum Berufsfeld erfüllen, damit es als Mehrwert gegenüber der bisherigen Praxis wahrgenommen wird? Das bedeutet auch: Welche bestehenden Probleme hilft es zu lösen und welchen Anforderungen der Praxis muss es genügen, um von den Akteuren als nützlich und lohnenswert bewertet zu werden? Diese Publikation fokussiert Konzepte und Erfahrungen im Umgang mit E-Portfolios an Hochschulen sowie beim Übergang vom Studium in die Berufstätigkeit. Die beteiligten Personen sind Dozierende und Studierende, aber auch Fachpersonen, die den Wechsel ins Berufsleben professionell begleiten oder bei einer beruflichen Neuorientierung und bei einem Stellenwechsel Unterstützung in Form von Coaching anbieten. Es werden Software-Plattformen, Technologien und Dienstleistungsangebote vorgestellt, die eine Nutzung von E-Portfolios an Hochschulen sowie für Privatpersonen technisch ermöglichen. (Verlag)},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {E-{Portfolio} an der {Schnittstelle} von {Studium} und {Beruf}},
	publisher = {Waxmann Verlag GmbH},
	author = {Gnägi, Florian and Auberson, Kirsten Scherer and Streule, Roland},
	editor = {Damian, Miller and Benno, Volk},
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Virtual learning, \#6:Buchteil:Bildung:Technologie, Learning process, Lernprozess, Kompetenz, Schweiz, Switzerland, Male student, Student, Skill development, Teacher, Digitale Medien:Bildungsinformatik, E-Portfolio, Lehrender, Erfahrungsbericht, Report of personal experience, Case study, Fallstudie, Lerntagebuch, Übergang Studium - Beruf},
	pages = {374--390},
}

@incollection{damian_e-portfolios_2013-1,
	address = {Münster},
	series = {Medien in der {Wissenschaft}},
	title = {E-{Portfolios} und persönliches {Wissensmanagement}},
	volume = {63},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2818-8},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=9811},
	abstract = {Im Zentrum des Bandes steht die Leitfrage: Welche Funktionen muss ein webbasiertes Portfolio im Studium und im Übergang zum Berufsfeld erfüllen, damit es als Mehrwert gegenüber der bisherigen Praxis wahrgenommen wird? Das bedeutet auch: Welche bestehenden Probleme hilft es zu lösen und welchen Anforderungen der Praxis muss es genügen, um von den Akteuren als nützlich und lohnenswert bewertet zu werden? Diese Publikation fokussiert Konzepte und Erfahrungen im Umgang mit E-Portfolios an Hochschulen sowie beim Übergang vom Studium in die Berufstätigkeit. Die beteiligten Personen sind Dozierende und Studierende, aber auch Fachpersonen, die den Wechsel ins Berufsleben professionell begleiten oder bei einer beruflichen Neuorientierung und bei einem Stellenwechsel Unterstützung in Form von Coaching anbieten. Es werden Software-Plattformen, Technologien und Dienstleistungsangebote vorgestellt, die eine Nutzung von E-Portfolios an Hochschulen sowie für Privatpersonen technisch ermöglichen. (Verlag)},
	language = {de-DE},
	urldate = {2021-12-29},
	booktitle = {E-{Portfolio} an der {Schnittstelle} von {Studium} und {Beruf}},
	publisher = {Waxmann Verlag GmbH},
	author = {Reinmann, Gabi and Hartung, Silvia},
	editor = {Damian, Miller and Benno, Volk},
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Virtual learning, \#6:Buchteil:Bildung:Technologie, Learning process, Lernprozess, Kompetenz, Schweiz, Switzerland, Male student, Student, Skill development, Teacher, Digitale Medien:Bildungsinformatik, E-Portfolio, Lehrender, Erfahrungsbericht, Report of personal experience, Case study, Fallstudie, Lerntagebuch, Übergang Studium - Beruf},
	pages = {43--59},
}

@book{damian_e-portfolio_2013,
	address = {Münster},
	series = {Medien in der {Wissenschaft}},
	title = {E-{Portfolio} an der {Schnittstelle} von {Studium} und {Beruf}},
	volume = {63},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2818-8},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=9811},
	abstract = {Im Zentrum des Bandes steht die Leitfrage: Welche Funktionen muss ein webbasiertes Portfolio im Studium und im Übergang zum Berufsfeld erfüllen, damit es als Mehrwert gegenüber der bisherigen Praxis wahrgenommen wird? Das bedeutet auch: Welche bestehenden Probleme hilft es zu lösen und welchen Anforderungen der Praxis muss es genügen, um von den Akteuren als nützlich und lohnenswert bewertet zu werden? Diese Publikation fokussiert Konzepte und Erfahrungen im Umgang mit E-Portfolios an Hochschulen sowie beim Übergang vom Studium in die Berufstätigkeit. Die beteiligten Personen sind Dozierende und Studierende, aber auch Fachpersonen, die den Wechsel ins Berufsleben professionell begleiten oder bei einer beruflichen Neuorientierung und bei einem Stellenwechsel Unterstützung in Form von Coaching anbieten. Es werden Software-Plattformen, Technologien und Dienstleistungsangebote vorgestellt, die eine Nutzung von E-Portfolios an Hochschulen sowie für Privatpersonen technisch ermöglichen. (Verlag)},
	language = {de-DE},
	urldate = {2021-12-29},
	publisher = {Waxmann Verlag GmbH},
	editor = {Damian, Miller and Benno, Volk},
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Virtual learning, Learning process, Lernprozess, FernUni-Hagen:MABM:M6, Kompetenz, Schweiz, Switzerland, Male student, Student, Skill development, Teacher, Digitale Medien:Bildungsinformatik, \#6:Buch:Bildung:Technologie, E-Portfolio, Lehrender, Erfahrungsbericht, Report of personal experience, Case study, Fallstudie, Lerntagebuch, Übergang Studium - Beruf},
	file = {Miller und Volk - 2013 - E-Portfolio an Der Schnittstelle Von Studium Und B.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SLT6IJUN/Miller und Volk - 2013 - E-Portfolio an Der Schnittstelle Von Studium Und B.pdf:application/pdf},
}

@article{baumgartner_peter_didaktische_2013,
	title = {Didaktische {Szenarien} mit {E}-{Portfolios} gestalten: {Mustersammlung} statt {Leitfaden}},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Didaktische {Szenarien} mit {E}-{Portfolios} gestalten},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8390},
	doi = {10/gqcns9},
	abstract = {Elektronische Portfolios können für eine Vielzahl unterschiedlicher Zielstellungen (Präsentation, Reflexion, Bewerbung, persönliche Entwicklung etc.) eingesetzt werden. Dementsprechend ist der Einsatz von E-Portfolios nicht trivial und stellt hohe Anforderungen an die Nutzer/innen. Der vorliegende Artikel schlägt als Überwindung dieser Schwierigkeiten die Entwicklung einer didaktischen Taxonomie vor. Auf dieser methodologischen Grundlage kann dann durch eine neue Art von Handreichung den komplexen didaktischen Herausforderungen erfolgreich begegnet werden. Es werden im Beitrag vier entscheidende Vorteile einer sogenannten „Mustersammlung“ bzw. „Mustersprache“ gegenüber traditionellen Leitfäden beschrieben. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-06-18},
	author = {Baumgartner, Peter and Bauer, Reinhard},
	month = nov,
	year = {2013},
	note = {Publisher: Waxmann},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, Digitale Bildung, Virtual learning, Methode, E-Portfolio, Muster, Method of teaching, Didactic model, Taxonomie, Taxonomy},
	file = {Baumgartner, Peter und Bauer, Reinhard - 2013 - Didaktische Szenarien mit E-Portfolios gestalten .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CH9PLVMC/Baumgartner, Peter und Bauer, Reinhard - 2013 - Didaktische Szenarien mit E-Portfolios gestalten .pdf:application/pdf},
}

@incollection{himpsl-gutermann_klaus_4-phasen-modell_2013,
	title = {Ein 4-{Phasen}-{Modell} der {E}-{Portfolio}-{Nutzung} {Digitale} {Medien} als integraler {Bestandteil} von universitären {Weiterbildungslehrgängen}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8393},
	abstract = {Im Mittelpunkt des Beitrages steht eine empirische Studie zum Abschluss eines mehrjährigen Aktionsforschungsprojektes, in dem ein elektronisches Portfolio als integraler Bestandteil eines berufsbegleitenden Weiterbildungsstudiums konzipiert, implementiert und evaluiert wurde. Bei der abschließenden Untersuchung mit Hilfe von Alumni-Interviews stand im Vordergrund, die Perspektive der Studierenden einzunehmen. Welchen Nutzen hatten das E-Portfolio und die darin eingebetteten digitalen Medien für das Studium und darüber hinaus? Welche Probleme traten bei der Verwendung auf und wie gingen die Lernenden damit um? Die Fallstudie auf Basis der Grounded-Theory-Methodik zeigt, dass ein idealtypischer Verlauf der E-Portfolio-Nutzung in vier Phasen beschrieben werden kann, in denen sich Studierende orientieren, positionieren, identifizieren und präsentieren. Neben der Kurzbeschreibung dieses 4-Phasen-Modells werden Probleme, erfolgskritische Faktoren und Handlungsstrategien der Studierenden in den vier Phasen angeführt. Zum Verständnis des Modells werden im ersten Teil des Beitrages der Kontext der Studie sowie die wesentlichen Aspekte der E-Portfolio-Implementierung dargelegt – eine detaillierte Beschreibung des Konzepts, des Forschungsdesigns und der empirischen Nachweise finden sich in der Dissertation von Himpsl-Gutermann (2012). (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-06-18},
	booktitle = {Digitale {Medien} {Werkzeuge} für exzellente {Forschung} und {Lehre}},
	publisher = {Waxmann},
	author = {Himpsl-Gutermann, Klaus},
	month = nov,
	year = {2013},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, Virtual learning, Elektronische Medien, Forschungsprojekt, Berufsbegleitendes Studium, Occupation accompanying studies, E-Portfolio, Case study, Fallstudie, Aktionsforschung, Phasenmodell},
	file = {Himpsl-Gutermann, Klaus - 2013 - Ein 4-Phasen-Modell der E-Portfolio-Nutzung. Digit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PCN2IFJY/Himpsl-Gutermann, Klaus - 2013 - Ein 4-Phasen-Modell der E-Portfolio-Nutzung. Digit.pdf:application/pdf},
}

@article{davis_restructuring_2013,
	title = {Restructuring of educational systems in the digital age from a co‐evolutionary perspective},
	volume = {29},
	copyright = {http://onlinelibrary.wiley.com/termsAndConditions\#vor},
	issn = {0266-4909, 1365-2729},
	url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12032},
	doi = {10.1111/jcal.12032},
	abstract = {There have been repeated calls for restructuring of schooling to take advantage of information and communication technologies (ICT). This article recognizes an increasing range of radical restructuring resulting from the co-evolution of education and digital technologies in school systems and related activity in the global ecosystem. Research of previously innovative schools that did not sustain their innovative strategies with ICT has also helped to clarify relevant factors including the importance of leadership. Davis’ co-evolutionary framework is illustrated with case studies of sustained transformation enabled by blended and online learning in New Zealand and the USA. Transformations include decoupling of the roles of a class teacher, plus decoupling of the services provided by a single school into provision by networked organizations, including a virtual school and web-based services. The diversity of transformed educational ecosystems is linked to local and regional variations in culture and conditions. The article concludes that teachers in a range of roles will remain the keystone species of K-12 education also in the 21st century and recommends that this co-evolutionary framework is applied globally to increase equitable provision.},
	language = {en-GB},
	number = {5},
	urldate = {2025-05-05},
	journal = {Journal of Computer Assisted Learning},
	author = {Davis, N. and Eickelmann, B. and Zaka, P.},
	month = oct,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Lernsystemarchitektur, \#8:Zeitschriftenartikel:blended:learning},
	pages = {438--450},
	file = {Davis et al. - 2013 - Restructuring of educational systems in the digital age from a co‐evolutionary perspective:/Users/jochenhanisch-johannsen/Zotero/storage/YCGP84BK/Davis et al. - 2013 - Restructuring of educational systems in the digital age from a co‐evolutionary perspective.pdf:application/pdf},
}

@article{zakaria_embedding_2013,
	title = {Embedding a {Learning} {Management} {System} {Into} an {Undergraduate} {Medical} {Informatics} {Course} in {Saudi} {Arabia}: {Lessons} {Learned}},
	volume = {2},
	issn = {1923-2195},
	shorttitle = {Embedding a {Learning} {Management} {System} {Into} an {Undergraduate} {Medical} {Informatics} {Course} in {Saudi} {Arabia}},
	url = {http://www.medicine20.com/2013/2/e13/},
	doi = {10.2196/med20.2735},
	abstract = {Background: Public universities in Saudi Arabia today are making substantial investments in e-learning as part of their educational system, especially in the implementation of learning management systems (LMS). To our knowledge, this is the first study conducted in Saudi Arabia exploring medical students’ experience with an LMS, particularly as part of a medical informatics course.
Objective: This study investigates students’ use of various features of the LMS embedded in a recently implemented medical informatics course.
Methods: A mixed methodology approach was employed. Survey questionnaires were distributed to all third year medical informatics students at the end of the course. In addition, two focus group sessions were conducted with twelve students. A thematic analysis of the focus group was performed.
Results: A total of 265 third year medical student surveys (167/265, 63\% male and 98/265, 37\% female) were completed and analyzed. Overall, 50.6\% (134/265) of the students agreed that the course was well planned and up-to-date, had clearly stated objectives and clear evaluation methods, appropriate course assignment, and that the LMS offered easy navigation. Most of the students rated the course as good/fair overall. In general, females were 10.4\% more likely to prefer the LMS, as revealed by higher odd ratios (odds ratio [OR] 1.104, 95\% CI 0.86-1.42) compared to males. Survey results showed that students’ use of LMS tools increased after taking the course compared to before taking the course. The full model containing all items were statistically significant (χ225=69.52, P{\textless}.001, n=243), indicating that the model was able to distinguish between students who had positive attitudes towards LMS and those who did not. The focus group, however, revealed that the students used social networking for general use rather than learning purposes, but they were using other Internet resources and mobile devices for learning. Male students showed a higher preference for using technology in general to enhance learning activities. Overall, medical student attitudes towards the LMS were generally positive. Students also wanted a reminder and notification tool to help them stay updated with course events. Interestingly, a subset of students had been running a parallel LMS of their own that has features worth exploring and could be integrated with an official LMS in the future.
Conclusions: To our knowledge, this was the first time that an LMS was used in a medical informatics course. Students showed interest in adapting various LMS tools to enhance their learning and gained more knowledge through familiarity with the tool.},
	language = {en-GB},
	number = {2},
	urldate = {2024-05-14},
	journal = {Medicine 2.0},
	author = {Zakaria, Nasriah and Jamal, Amr and Bisht, Shekhar and Koppel, Cristina},
	month = nov,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Kernstudie},
	pages = {e13},
	file = {Zakaria et al. - 2013 - Embedding a Learning Management System Into an Und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QTLIZ4UA/Zakaria et al. - 2013 - Embedding a Learning Management System Into an Und.pdf:application/pdf},
}

@article{bediang_computer_2013,
	title = {Computer literacy and {E}-learning perception in {Cameroon}: the case of {Yaounde} {Faculty} of {Medicine} and {Biomedical} {Sciences}},
	volume = {13},
	issn = {1472-6920},
	shorttitle = {Computer literacy and {E}-learning perception in {Cameroon}},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-57},
	doi = {10/gb332f},
	abstract = {Background: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community.
Method: A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software.
Results: 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7\% of students and 16\% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84\% of students and 58\% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS.
Conclusion: The strong interest revealed by the study participants to adopt and follow-up the development of elearning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Bediang, Georges and Stoll, Beat and Geissbuhler, Antoine and Klohn, Axel M and Stuckelberger, Astrid and Nko’o, Samuel and Chastonay, Philippe},
	month = dec,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich},
	pages = {57},
	file = {Bediang et al. - 2013 - Computer literacy and E-learning perception in Cam.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TS8JRK64/Bediang et al. - 2013 - Computer literacy and E-learning perception in Cam.pdf:application/pdf},
}

@article{mickan_evidence_2013,
	title = {Evidence of {Effectiveness} of {Health} {Care} {Professionals} {Using} {Handheld} {Computers}: {A} {Scoping} {Review} of {Systematic} {Reviews}},
	volume = {15},
	issn = {14388871},
	shorttitle = {Evidence of {Effectiveness} of {Health} {Care} {Professionals} {Using} {Handheld} {Computers}},
	url = {http://www.jmir.org/2013/10/e212/},
	doi = {10/gbd32x},
	abstract = {Background: Handheld computers and mobile devices provide instant access to vast amounts and types of useful information for health care professionals. Their reduced size and increased processing speed has led to rapid adoption in health care. Thus, it is important to identify whether handheld computers are actually effective in clinical practice.
Objective: A scoping review of systematic reviews was designed to provide a quick overview of the documented evidence of effectiveness for health care professionals using handheld computers in their clinical work.
Methods: A detailed search, sensitive for systematic reviews was applied for Cochrane, Medline, EMBASE, PsycINFO, Allied and Complementary Medicine Database (AMED), Global Health, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. All outcomes that demonstrated effectiveness in clinical practice were included. Classroom learning and patient use of handheld computers were excluded. Quality was assessed using the Assessment of Multiple Systematic Reviews (AMSTAR) tool. A previously published conceptual framework was used as the basis for dual data extraction. Reported outcomes were summarized according to the primary function of the handheld computer.
Results: Five systematic reviews met the inclusion and quality criteria. Together, they reviewed 138 unique primary studies. Most reviewed descriptive intervention studies, where physicians, pharmacists, or medical students used personal digital assistants. Effectiveness was demonstrated across four distinct functions of handheld computers: patient documentation, patient care, information seeking, and professional work patterns. Within each of these functions, a range of positive outcomes were reported using both objective and self-report measures. The use of handheld computers improved patient documentation through more complete recording, fewer documentation errors, and increased efficiency. Handheld computers provided easy access to clinical decision support systems and patient management systems, which improved decision making for patient care. Handheld computers saved time and gave earlier access to new information. There were also reports that handheld computers enhanced work patterns and efficiency.
Conclusions: This scoping review summarizes the secondary evidence for effectiveness of handheld computers and mhealth. It provides a snapshot of effective use by health care professionals across four key functions. We identified evidence to suggest that handheld computers provide easy and timely access to information and enable accurate and complete documentation. Further, they can give health care professionals instant access to evidence-based decision support and patient management systems to improve clinical decision making. Finally, there is evidence that handheld computers allow health professionals to be more},
	language = {en-GB},
	number = {10},
	urldate = {2023-02-10},
	journal = {Journal of Medical Internet Research},
	author = {Mickan, Sharon and Tilson, Julie K and Atherton, Helen and Roberts, Nia Wyn and Heneghan, Carl},
	month = oct,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Krisenreaktion im Bildungsbereich},
	pages = {e212},
	file = {Mickan et al. - 2013 - Evidence of Effectiveness of Health Care Professio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GXF63XXT/Mickan et al. - 2013 - Evidence of Effectiveness of Health Care Professio.pdf:application/pdf},
}

@article{maloney_health_2013,
	title = {Health {Professional} {Learner} {Attitudes} and {Use} of {Digital} {Learning} {Resources}},
	volume = {15},
	issn = {1438-8871},
	url = {http://www.jmir.org/2013/1/e7/},
	doi = {10.2196/jmir.2094},
	abstract = {Background: Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources.
Objective: The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful.
Methods: The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek.
Results: Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery.
Conclusions: The results of this study indicate that today’s health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown.},
	language = {en-GB},
	number = {1},
	urldate = {2024-05-14},
	journal = {Journal of Medical Internet Research},
	author = {Maloney, Stephen and Chamberlain, Michael and Morrison, Shane and Kotsanas, George and Keating, Jennifer L and Ilic, Dragan},
	month = jan,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system},
	pages = {e7},
	file = {Maloney et al. - 2013 - Health Professional Learner Attitudes and Use of D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XBK25EFS/Maloney et al. - 2013 - Health Professional Learner Attitudes and Use of D.pdf:application/pdf},
}

@incollection{reinmann_gabi_was_2013,
	title = {Was wäre, wenn es keine {Prüfungen} mit {Rechtsfolgen} mehr gäbe? {Ein} {Gedankenexperiment}},
	copyright = {Deutsches Urheberrecht},
	shorttitle = {Was wäre, wenn es keine {Prüfungen} mit {Rechtsfolgen} mehr gäbe?},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8297},
	abstract = {Nehmen wir an, an Universitäten gäbe es keine Prüfungen mit Rechtsfolgen mehr, also keine Prüfungen, die einen Selektionscharakter haben und mit einer Ziffernnote bewertet werden. Nehmen wir weiter an, dass von außen (z.B. Wirtschaft und andere Arbeitgeber) kein prinzipieller Protest gegen diese Abschaffung laut würde und dass die Ressourcen der Universitäten konstant blieben. Wie würden Studierende darauf reagieren, wenn es keine Prüfungen mit Rechtsfolgen mehr gäbe? Was würde das für die Lehrenden und für die Verwaltung an Universitäten bedeuten? Welche Alternativen zum Prüfungssystem mit Rechtsfolgen würden sich entwickeln? Welche Rolle würden die digitalen Medien dabei spielen? Der Beitrag schildert, anknüpfend an die Diskussionen um Exzellenz in der Lehre, ein Gedankenexperiment und führt aus, welche Alternativen sich hätten entwickeln können, wenn wir Prüfungen an den Universitäten als entbehrlich erkennen würden oder bereits erkannt hätten. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2022-06-18},
	publisher = {Waxmann},
	author = {Reinmann, Gabi},
	month = nov,
	year = {2013},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, DRK-Bildungszentrum Düsseldorf, Bildung, Hochschullehre, University lecturing, University teaching, Assessment, Bewertung, Elektronische Medien, Judgement, Judgment, Kompetenz, notsanumfrage, Promotion:todo, Selektion, Achievement measurement, Achievement test, Leistungsbeurteilung, Pupil Evaluation, Academic examination, Benotung, Competency-based method, Gedankenexperiment, Higher education system, Hochschulprüfung, Hochschulsystem, University examination},
	file = {Reinmann, Gabi - 2013 - Was wäre, wenn es keine Prüfungen mit Rechtsfolgen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W9V8SCZ9/Reinmann, Gabi - 2013 - Was wäre, wenn es keine Prüfungen mit Rechtsfolgen.pdf:application/pdf},
}

@incollection{mohring_automatische_2013,
	address = {Wiesbaden},
	title = {Automatische {Inhaltsanalyse}},
	isbn = {978-3-531-18775-4 978-3-531-18776-1},
	url = {http://link.springer.com/10.1007/978-3-531-18776-1_16},
	abstract = {Nachdem es viele Jahre vergleichsweise wenig Entwicklung auf dem Gebiet automatischer Inhaltsanalysen gegeben hat, erleben diese Verfahren in jüngster Zeit geradezu einen Boom in Wissenschaft und Marktforschung. Angesichts des Umfangs an leicht verfügbaren digitalen Dokumenten, sowohl aus (halb-)öffentlicher interpersonaler Kommunikation als auch aus Medienangeboten, scheinen automatische Analyseverfahren nicht nur sehr attraktiv, sondern geradezu alternativlos. In diesem Beitrag werden traditionelle und neuere Ansätze automatischer Inhaltsanalyse vorgestellt sowie deren Vor- und Nachteile gegenüber der manuellen Codierung diskutiert. Dabei zeigt sich, dass man sich als Forschende keineswegs für einen Weg entscheiden muss, sondern sich in vielen Fällen manuelle und automatische Verfahren kombinieren lassen. Allerdings gibt es für viele neuere Ansätze weiterhin kaum fertige Lösungen für die angewandte Forschung.},
	language = {de-DE},
	urldate = {2023-09-30},
	booktitle = {Handbuch standardisierte {Erhebungsverfahren} in der {Kommunikationswissenschaft}},
	publisher = {Springer Fachmedien Wiesbaden},
	author = {Scharkow, Michael},
	editor = {Möhring, Wiebke and Schlütz, Daniela},
	year = {2013},
	doi = {10.1007/978-3-531-18776-1_16},
	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
	pages = {289--306},
	file = {Scharkow - 2013 - Automatische Inhaltsanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P5VW27FG/Scharkow - 2013 - Automatische Inhaltsanalyse.pdf:application/pdf;Scharkow - 2013 - Automatische Inhaltsanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IYZVHILD/Scharkow - 2013 - Automatische Inhaltsanalyse.pdf:application/pdf},
}

@article{ilic_adopting_2013,
	title = {Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study},
	volume = {13},
	issn = {1472-6920},
	shorttitle = {Adopting a blended learning approach to teaching evidence based medicine},
	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-169},
	doi = {10/gbfjwt},
	abstract = {Background: Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM.
Methods: A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively.
Results: A total of 61 students (85.9\%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach.
Conclusions: Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM.},
	language = {en-GB},
	number = {1},
	urldate = {2023-11-18},
	journal = {BMC Medical Education},
	author = {Ilic, Dragan and Hart, William and Fiddes, Patrick and Misso, Marie and Villanueva, Elmer},
	month = dec,
	year = {2013},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#8:Zeitschriftenartikel:blended:learning},
	pages = {169},
	file = {Ilic et al. - 2013 - Adopting a blended learning approach to teaching e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CW4CIP8V/Ilic et al. - 2013 - Adopting a blended learning approach to teaching e.pdf:application/pdf},
}

@article{blake_design_2013,
	title = {Design for {Collaboration}},
	volume = {2013},
	issn = {1365-893X},
	url = {10.5334/2013-10},
	doi = {10/gg5csh},
	abstract = {Online learning environments offer new opportunities for learning and over the last decade or so a variety of online learning environments have been developed by researchers to facilitate collaborative learning among students. In this paper we will present a case study of a successful collaborative learning design. This involves a near synchronous online seminar where students work in small groups to produce a report that examines media coverage of controversial science, using archives of television news reports. We will analyze the activity's task design features by employing a framework of collaboration enabling design approach proposed by Kirschner et al (2004). We will start with an analysis of the collaborative processes and interaction among participants in this online activity. Then we will examine the features of the task used in this learning environment with respect to the interaction design ideas proposed by Kirschner et al. They suggest that the use of appropriately designed and implemented educational, social and technological affordances is the foundation for stimulating, motivating and maintaining collaboration among learners. We use the framework to identify factors contributing to the success of the activity.},
	language = {en-GB},
	number = {2},
	urldate = {2020-04-22},
	journal = {Journal of Interactive Media in Education},
	author = {Blake, Canan and Scanlon, Eileen},
	month = aug,
	year = {2013},
	note = {http://web.archive.org/web/20200422110638/https://jime.open.ac.uk/articles/10.5334/2013-10/},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Kolaboration},
	pages = {10},
	file = {Blake und Scanlon - 2013 - Design for Collaboration.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P76NR6A8/Blake und Scanlon - 2013 - Design for Collaboration.pdf:application/pdf},
}
