
@incollection{leibniz-institut_fur_bildungsforschung_und_bildungsinformation_dipf_editorial_2012,
	title = {Editorial – eine leser/innen/orientierte {Einführung}},
	copyright = {Deutsches Urheberrecht},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8289},
	abstract = {Einen wesentlichen und nicht mehr wegzudenkenden Beitrag zu Qualität und Exzellenz in Forschung und Lehre können digitalen Medien dann leisten, wenn sie richtig eingesetzt werden. Provozieren sie darüber hinaus auch einen Paradigmenwechsel in den betreffenden Prozessen und Organisationsformen? Einhundertvierzig engagierte WissenschaftlerInnen und PraktikerInnen aus Deutschland, Österreich und der Schweiz thematisieren in sechzig Beiträgen die technologisch induzierten Änderungen an Universitäten und Hochschulen und evaluieren ihren Beitrag zur Qualität: Welchen Nutzen bringen digitale Medien für die Optimierung nicht nur der Prozesse, sondern auch der Ergebnisse von Forschung und Lehre? Der bloße Einsatz digitaler Medien ist sicher keine hinreichende Bedingung für Exzellenz. Kann aber jemand, der die Potenziale der aktuellen Technologien ignoriert bzw. auf die Optimierung ihres Einsatzes verzichtet, überhaupt nur in deren Nähe gelangen? Dies darf angesichts des aktuellen Informationsstandes bezweifelt werden. Die hier abgedruckten Papers und die Auseinandersetzung damit während der GMW 2012 sind wertvolle Beiträge zur Aufklärung dieses komplexen Zusammenhangs. Nicht mehr, aber auch nicht weniger. Denn die Auseinandersetzung damit ist noch lange nicht abgeschlossen. Im Grunde beginnt sie jetzt erst so richtig - in der GMW und darüber hinaus. (DIPF/Verlag)},
	language = {de-DE},
	urldate = {2023-10-10},
	booktitle = {Digitale {Medien} - {Werkzeuge} für exzellente {Forschung} und {Lehre}},
	editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}},
	collaborator = {Csanyi, Gottfried and Reichl, Franz and Steiner, Andreas},
	year = {2012},
	note = {Artwork Size: 507 pages
Publisher: Waxmann : Münster u.a.},
	keywords = {Forschung, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Deployment of media, Digitale Bildung, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Virtual learning, Learning, \#6:Buchteil:Bildung:Technologie, Assessment, Bewertung, Community education, Curriculum, Educational Materials, Elektronische Medien, Gemeinschaft, Gemeinschaftserziehung, Higher education lecturing, Judgement, Judgment, Lehrmittel, Meeting, Research, Social Software, Soziale Software, Tagung, Teaching aids, Training aid, zu bearbeiten},
	file = {null - 2012 - Digitale Medien - Werkzeuge für exzellente Forschu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ART5I326/null - 2012 - Digitale Medien - Werkzeuge für exzellente Forschu.pdf:application/pdf},
}

@article{van_der_vleuten_model_2012,
	title = {A model for programmatic assessment fit for purpose},
	volume = {34},
	issn = {0142-159X, 1466-187X},
	url = {http://www.tandfonline.com/doi/full/10.3109/0142159X.2012.652239},
	doi = {10.3109/0142159X.2012.652239},
	abstract = {We propose a model for programmatic assessment in action, which simultaneously optimises assessment for learning and assessment for decision making about learner progress. This model is based on a set of assessment principles that are interpreted from empirical research. It specifies cycles of training, assessment and learner support activities that are complemented by intermediate and final moments of evaluation on aggregated assessment data points. A key principle is that individual data points are maximised for learning and feedback value, whereas high-stake decisions are based on the aggregation of many data points. Expert judgement plays an important role in the programme. Fundamental is the notion of sampling and bias reduction to deal with the inevitable subjectivity of this type of judgement. Bias reduction is further sought in procedural assessment strategies derived from criteria for qualitative research. We discuss a number of challenges and opportunities around the proposed model. One of its prime virtues is that it enables assessment to move, beyond the dominant psychometric discourse with its focus on individual instruments, towards a systems approach to assessment design underpinned by empirically grounded theory.},
	language = {en-GB},
	number = {3},
	urldate = {2025-05-31},
	journal = {Medical Teacher},
	author = {Van Der Vleuten, C. P. M. and Schuwirth, L. W. T. and Driessen, E. W. and Dijkstra, J. and Tigelaar, D. and Baartman, L. K. J. and Van Tartwijk, J.},
	month = mar,
	year = {2012},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, Bildungstheorien},
	pages = {205--214},
	file = {Van Der Vleuten et al. - 2012 - A model for programmatic assessment fit for purpose:/Users/jochenhanisch-johannsen/Zotero/storage/Z9TYTL5N/Van Der Vleuten et al. - 2012 - A model for programmatic assessment fit for purpose.pdf:application/pdf},
}

@article{ioanna_menhard_kompetent_2012,
	title = {Kompetent kompetenzorientiert lehren? {Einsatz} von lehrveranstaltungsbezogenen {Kompetenzprofilen} im {Rahmen} eines {E}-{Portfolio}-{Projekts}},
	volume = {7},
	shorttitle = {Kompetent kompetenzorientiert lehren?},
	url = {http://www.zfhe.at/index.php/zfhe/article/view/490},
	doi = {10/gqcnxk},
	abstract = {The paper addresses competence orientation in university teaching in the context of using E-Portfolios. The focus is on an E-Portfolio concept called dikopost (digital competence portfolio for students), which was implemented in a project at the Technische Universität Darmstadt, Germany. Interviews were conducted with teaching staff involved in the project in order to analyse and evaluate their experiences in dealing with competence orientation in the context of the EPortfolio. This paper presents the result of these interviews.},
	language = {de-DE},
	number = {4},
	urldate = {2022-06-18},
	journal = {Zeitschrift für Hochschulentwicklung},
	author = {Ioanna Menhard and Nadine Scholz and Regina Bruder},
	month = oct,
	year = {2012},
	note = {Publisher: Verlag der Technischen Universität Graz},
	keywords = {Bewertungsmethoden, Bildung, Bildungstheorien, Charité:Promotion, E-Portfolio, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Multimedia, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration},
	pages = {50--59},
	file = {Ioanna Menhard et al. - Kompetent kompetenzorientiert lehren Einsatz von .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KQQCM8VD/Ioanna Menhard et al. - Kompetent kompetenzorientiert lehren Einsatz von .pdf:application/pdf},
}

@incollection{leibniz-institut_fur_bildungsforschung_und_bildungsinformation_dipf_eye_2012,
	title = {Eye {Tracking} in {Forschung} und {Lehre}. {Möglichkeiten} und {Grenzen} eines vielversprechenden {Erkenntnismittels}},
	volume = {Medien in der Wissenschaft},
	copyright = {Deutsches Urheberrecht},
	isbn = {978-3-8309-2741-9},
	url = {https://www.pedocs.de/frontdoor.php?source_opus=8301},
	abstract = {Die kognitiven Prozesse eines Menschen ähneln einer „Black box“, da sie nicht direkt messbar sind. Die Eye-Tracking-Technologie bietet die Möglichkeit, über die Augenbewegungen an diese Prozesse heranzukommen und gilt seit langer Zeit als vielversprechendes Erkenntnismittel der Wissenschaft. Durch die Fortschritte in der Computertechnologie sowie in der digitalen Bild- bzw. Informationsverarbeitung erfuhr Eye Tracking einen weiteren spürbaren Schub, woraufhin vielfältige Forschungsgebiete entstanden – so auch in Zusammenhang mit neuen Medien der Wissenschaft. In diesem Artikel werden nun diese in Hinblick auf Nutzungsmöglichkeiten, Potenziale und Synergieeffekte aufgezeigt, aber auch Grenzen der Technologie diskutiert – die scheinbar trotz der Jahrhunderte langen Entwicklung der Blickerfassung weiter bestehen. (DIPF/Orig.)},
	language = {de-DE},
	urldate = {2024-07-14},
	booktitle = {Digitale {Medien} - {Werkzeuge} für exzellente {Forschung} und {Lehre}},
	publisher = {Waxmann : Münster u.a.},
	author = {Rakoczi, Gergely},
	editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}},
	year = {2012},
	doi = {10.25656/01:8301},
	doi = {10.25656/01:8301},
	note = {Issue: 61},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Promotion:01-02, Promotion:Eye-Tracking, Analyseverfahren, Analysis procedure, Augenbewegung, Cognitive process, Computertechnologie, Eye movements, Informationsaufnahme, Kognitiver Prozess},
	pages = {87--98},
	file = {Rakoczi - 2012 - Eye Tracking in Forschung und Lehre. Möglichkeiten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5JQLFN26/Rakoczi - 2012 - Eye Tracking in Forschung und Lehre. Möglichkeiten.pdf:application/pdf},
}

@article{maloney_breakeven_2012,
	title = {Breakeven, {Cost} {Benefit}, {Cost} {Effectiveness}, and {Willingness} to {Pay} for {Web}-{Based} {Versus} {Face}-to-{Face} {Education} {Delivery} for {Health} {Professionals}},
	volume = {14},
	url = {http://www.jmir.org/2012/2/e47/},
	doi = {10.2196/jmir.2040},
	abstract = {Background: The introduction of Web-based education and open universities has seen an increase in access to professional development within the health professional education marketplace. Economic efficiencies of Web-based education and traditional face-to-face educational approaches have not been compared under randomized controlled trial conditions. Objective: To compare costs and effects of Web-based and face-to-face short courses in falls prevention education for health professionals. Methods: We designed two short courses to improve the clinical performance of health professionals in exercise prescription for falls prevention. One was developed for delivery in face-to-face mode and the other for online learning. Data were collected on learning outcomes including participation, satisfaction, knowledge acquisition, and change in practice, and combined with costs, savings, and benefits, to enable a break-even analysis from the perspective of the provider, cost-effectiveness analysis from the perspective of the health service, and cost-benefit analysis from the perspective of the participant. Results: Face-to-face and Web-based delivery modalities produced comparable outcomes for participation, satisfaction, knowledge acquisition, and change in practice. Break-even analysis identified the Web-based educational approach to be robustly superior to face-to-face education, requiring a lower number of enrollments for the program to reach its break-even point. Cost-effectiveness analyses from the perspective of the health service and cost-benefit analysis from the perspective of the participant favored face-to-face education, although the outcomes were contingent on the sensitivity analysis applied (eg, the fee structure used). Conclusions: The Web-based educational approach was clearly more efficient from the perspective of the education provider. In the presence of relatively equivocal results for comparisons from other stakeholder perspectives, it is likely that providers would prefer to deliver education via a Web-based medium. Trial Registration: Australian New Zealand Clinical Trials Registry (ACTRN): 12610000135011; http://www.anzctr.org.au/trial\_view.aspx?id=335135 (Archived by WebCite at http://www.webcitation.org/668POww4L)},
	number = {2},
	journal = {J Med Internet Res},
	author = {Maloney, Stephen and Haas, Romi and Keating, L. Jenny and Molloy, Elizabeth and Jolly, Brian and Sims, Jane and Morgan, Prue and Haines, Terry},
	month = apr,
	year = {2012},
	keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Charité:Promotion, Economics, education, Forschungsansätze, Krisenreaktion im Bildungsbereich, Lehr- und Lerneffektivität, performance, Promotion:FU5, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Schlussfolgerung, Systemanpassung, teaching methods, Technologieintegration, training programs},
	pages = {e47},
	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/GGZ7EX3B/Maloney et al. - 2012 - Breakeven, Cost Benefit, Cost Effectiveness, and Willingness to Pay for Web-Based Versus Face-to-Fac.pdf:application/pdf},
}

@article{edirippulige_student_2012,
	title = {Student {Perceptions} of a {Hands}-on {Practicum} to {Supplement} an {Online} {eHealth} {Course}},
	volume = {14},
	url = {http://www.jmir.org/2012/6/e182/},
	doi = {10.2196/jmir.2029},
	abstract = {Background: Since 2000, the Centre for Online Health (COH) at The University of Queensland has offered a range of online eHealth courses at the undergraduate and postgraduate level. While online learning has a number of advantages, in some domains, it can present some challenges to the development of practical skills and experience. Objective: To assess students? perceptions of the value of an eHealth practicum. Methods: To supplement our online learning program, we introduced an eHealth practicum component that aimed to expose students to a range of clinically relevant learning experiences. Subsequently, by means of a questionnaire, student perceptions of the practicum were assessed. Results: Over two semesters, a total of 66 students participated in the eHealth practicum, and questionnaire responses were very positive. The majority of students agreed that the practicum allowed them to gain necessary skills in eHealth applications (59\%) and provided them with an opportunity to explore ways of using different eHealth tools for the delivery of health care at a distance (62\%). Conclusions: The study shows that a practical component in eHealth teaching was well received by students. While online teaching is appropriate for providing knowledge, the opportunity to develop practical skills may encourage students to use eHealth techniques in their future practices.},
	number = {6},
	journal = {J Med Internet Res},
	author = {Edirippulige, Sisira and Smith, C. Anthony and Armfield, R. Nigel and Bensink, Mark and Wootton, Richard},
	month = dec,
	year = {2012},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Telemedicine, curriculum, Education and training, Remote consultation},
	pages = {e182},
}

@book{csanyi_digitale_2012,
	address = {Münster München Berlin},
	series = {Medien in der {Wissenschaft}},
	title = {Digitale {Medien} - {Werkzeuge} für exzellente {Forschung} und {Lehre}},
	isbn = {978-3-8309-2741-9},
	language = {de-DE},
	number = {61},
	publisher = {Waxmann},
	editor = {Csanyi, Gottfried S. and Reichle, Franz and Steiner, Andreas},
	year = {2012},
	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien},
	file = {Csanyi et al. - 2012 - Digitale Medien - Werkzeuge für exzellente Forschung und Lehre:/Users/jochenhanisch-johannsen/Zotero/storage/HUFU24Z2/Csanyi et al. - 2012 - Digitale Medien - Werkzeuge für exzellente Forschung und Lehre.pdf:application/pdf},
}
