diff --git a/Bibliothek/02-01 KI.bib b/Bibliothek/02-01 KI.bib new file mode 100644 index 0000000..484db1b --- /dev/null +++ b/Bibliothek/02-01 KI.bib @@ -0,0 +1,11345 @@ + +@incollection{pfannstiel_entwicklung_2018, + address = {Wiesbaden}, + title = {Entwicklung eines intelligenten {Pflegewagens} zur {Unterstützung} des {Personals} stationärer {Pflegeeinrichtungen}}, + isbn = {978-3-658-13643-7 978-3-658-13644-4}, + url = {http://link.springer.com/10.1007/978-3-658-13644-4_2}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Graf, Birgit and King, Ralf Simon and Rößner, Andrea and Schiller, Christian and Ganz, Walter and Bläsing, Dominic and Fischbach, Johannes and Warner, Nora and Bornewasser, Manfred}, + editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter}, + year = {2018}, + doi = {10.1007/978-3-658-13644-4_2}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {25--49}, + file = {Graf et al. - 2018 - Entwicklung eines intelligenten Pflegewagens zur U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9EUU3RKA/Graf et al. - 2018 - Entwicklung eines intelligenten Pflegewagens zur U.pdf:application/pdf;Graf et al. - 2018 - Entwicklung eines intelligenten Pflegewagens zur U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VD7D8EX2/Graf et al. - 2018 - Entwicklung eines intelligenten Pflegewagens zur U.pdf:application/pdf}, +} + +@incollection{pfannstiel_konzepte_2018, + address = {Wiesbaden}, + title = {Konzepte für sensorbasierte {Mobilisierungsunterstützung} und motivierendes {Feedback} in der {Mobilen} {Rehabilitation}}, + isbn = {978-3-658-13643-7 978-3-658-13644-4}, + url = {http://link.springer.com/10.1007/978-3-658-13644-4_19}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Schumacher, Kinga and Ruß, Aaron and Reithinger, Norbert}, + editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter}, + year = {2018}, + doi = {10.1007/978-3-658-13644-4_19}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {317--331}, + file = {Schumacher et al. - 2018 - Konzepte für sensorbasierte Mobilisierungsunterstü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7HFLWW3E/Schumacher et al. - 2018 - Konzepte für sensorbasierte Mobilisierungsunterstü.pdf:application/pdf;Schumacher et al. - 2018 - Konzepte für sensorbasierte Mobilisierungsunterstü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BAIGCYLA/Schumacher et al. - 2018 - Konzepte für sensorbasierte Mobilisierungsunterstü.pdf:application/pdf}, +} + +@incollection{pfannstiel_telemonitoring_2018, + address = {Wiesbaden}, + title = {Telemonitoring in der {Pflege} – {Chancen} für eine bedarfsgerechte {Versorgung}}, + isbn = {978-3-658-13643-7 978-3-658-13644-4}, + url = {http://link.springer.com/10.1007/978-3-658-13644-4_6}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {IV}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Wahl, Michael and Schönijahn, Laura and Jankowski, Natalie}, + editor = {Pfannstiel, Mario A. and Krammer, Sandra and Swoboda, Walter}, + year = {2018}, + doi = {10.1007/978-3-658-13644-4_6}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {103--111}, + file = {Wahl et al. - 2018 - Telemonitoring in der Pflege – Chancen für eine be.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4A5PISXM/Wahl et al. - 2018 - Telemonitoring in der Pflege – Chancen für eine be.pdf:application/pdf;Wahl et al. - 2018 - Telemonitoring in der Pflege – Chancen für eine be.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9H6DKY39/Wahl et al. - 2018 - Telemonitoring in der Pflege – Chancen für eine be.pdf:application/pdf}, +} + +@article{nasim_assessing_2024, + title = {Assessing the pedagogical effectiveness of the web-based cooperative integrated reading composition ({CIRC}) technique to enhance {EFL} reading comprehension skills}, + volume = {11}, + issn = {2331-186X}, + url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2401667}, + doi = {10.1080/2331186X.2024.2401667}, + abstract = {This study investigates the efficacy of the web-based Cooperative Integrated Reading Composition (CIRC) technique in developing English as a Foreign Language (EFL) reading comprehension skills among first-year prep Experimental Language School learners. The research aims to address the low performance of students in EFL reading comprehension skills (creative, critical, and literal comprehension). The study utilized a pre-post one-group design, collecting data from thirty Egyptian female learners with an average age of 12.5 years. The research instruments included a pre-integrated reading test, a post-integrated reading test, and a scoring rubric. The researchers analyzed the data using a paired sample t-test after the eight-week CIRC intervention. Results indicate that the web-based CIRC technique significantly improves overall reading comprehension skills, including creative, critical, and literal comprehension. The outcomes of the study emphasize that web-based CIRC is useful in language education, particularly in improving reading comprehension skills. The study emphasizes the importance of incorporating authentic materials and employing cooperative learning strategies to enhance reading comprehension skills. The findings provide valuable information for decision-making and offer practical implications for EFL reading comprehension.}, + language = {en-GB}, + number = {1}, + urldate = {2024-09-15}, + journal = {Cogent Education}, + author = {Nasim, Saleem Mohd and Mohamed, Sherif Mohammad Sayed and Anwar, Muhammad Nadeem and Ishtiaq, Muhammad and Mujeeba, Syeda}, + month = dec, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Systemanpassung}, + pages = {2401667}, + file = {Nasim et al. - 2024 - Assessing the pedagogical effectiveness of the web.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YT3YUHN8/Nasim et al. - 2024 - Assessing the pedagogical effectiveness of the web.pdf:application/pdf}, +} + +@article{andrayani_role_2025, + title = {The {Role} of {Collaborative} {Wiki} and {KWL} {Framework} in {Advancing} {Cognitive} {Development} and {Learning} {Motivation} in {Elementary} {Schools}}, + volume = {8}, + issn = {2621-2080}, + doi = {https://doi.org/10.31537/jeti.v8i1.2471}, + abstract = {Abstrak The integration of technology in elementary education is vital to support students' cognitive development and motivation. Despite its potential, effective synergy between collaborative digital tools and reflective learning strategies remains underexplored in classroom practice. This study investigates the effects of integrating collaborative wikis and the Know–Want–Learn (KWL) framework on cognitive development and learning motivation among fifth-grade students in Jember, Indonesia. Using a quasiexperimental design with a mixed-method approach, the study involved 120 students assigned to experimental and control groups. Data were collected via pre- and post-tests, motivation questionnaires based on the ARCS model, classroom observations, and interviews. ANCOVA results revealed a significant increase in cognitive scores in the experimental group (F(1,117) = 28.59, p {\textless} 0.001), with motivational improvements noted across all four ARCS components. These findings demonstrate that the integration of wikis and KWL promotes reflective, collaborative, and engaging learning. The study contributes to the development of context-sensitive pedagogical models, particularly valuable for under-resourced primary education settings.}, + language = {en-GB}, + number = {1}, + journal = {Journal of Educational Technology and Innovation}, + author = {Andrayani, Lupi and Furqon, Ali and Priawasana, Endra}, + month = jun, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning}, + pages = {106--114}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KXCZVHJQ/Andrayani et al. - The Role of Collaborative Wiki and KWL Framework in Advancing Cognitive Development and Learning Mot.pdf:application/pdf}, +} + +@inproceedings{pfannenstiel_are_2025, + title = {Are {You} {Seeing} {What} {I} {Am} {Talking} {About}? {Joint} {Attention} {Instruction} for {Collaborative} {Learners} at {A} {Digital} {Whiteboard}}, + url = {https://www.researchgate.net/publication/392690630_Are_You_Seeing_What_I_Am_Talking_About_Joint_Attention_Instruction_for_Collaborative_Learners_at_A_Digital_Whiteboard}, + abstract = {Joint attention is a crucial element in collaborative learning, often facilitated by group awareness tools highlighting the partner’s visual focus. Little is known, however, to what extent joint attention can also be differentially instructed guiding shared and mutual gaze. To determine if joint attention can be effectively instructed for, we conducted a 2×2 experimental laboratory study with the factors shared gaze instruction (with versus without) and dyadic gaze instruction (with versus without), consisting of 47 dyads (n = 94). Participants discussed the impact of social media use supported with a concept map on a digital whiteboard. We built on a multi-modal learning analytics framework to analyze participants’ behavioral responses via EDA and gaze tracking measurements. The results revealed that instructing for dyadic gaze reduces shared attention. Furthermore, there are differential correlations between shared moments of arousal and joint attention. Overall, joint attention instruction can guide learners’ focus in CSCL settings.}, + language = {en-GB}, + urldate = {2025-07-17}, + author = {Pfannenstiel, William and Grajcevci, Albulene and Korbach, Andreas and Weinberger, Armin}, + month = jun, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#0:Konferenz-Paper:digital:learning}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/6LURAAA2/Pfannenstiel et al. - Are You Seeing What I Am Talking About Joint Attention Instruction for Collaborative Learners at A.pdf:application/pdf}, +} + +@article{grobner_ich_2025, + title = {„{Ich} seh’, ich seh’, was du nicht siehst!“: {Eye}-{Tracking}-{Technologie} in der {Leseforschung}}, + copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0}, + issn = {2791-4046, 2791-4046}, + shorttitle = {„{Ich} seh’, ich seh’, was du nicht siehst!“}, + url = {https://schule-verantworten.education/journal/index.php/sv/article/view/524}, + doi = {10.53349/schuleverantworten.2025.i2.a524}, + abstract = {Lesen ist eine grundlegende Kompetenz, die die Möglichkeit zur Bildung und gesellschaftlicher Partizipation ermöglicht. In den letzten Jahren hat sich Eye-Tracking als eine innovative Methode zur Analyse von Leseprozessen etabliert. Dabei werden die Augenbewegungen der Lesenden verfolgt, um Einblicke in ihre kognitiven Prozesse zu erlangen. Diese Technologie erfasst Fixationen, Sakkaden und Regressionen, die Rückschlüsse auf Textverständnis und Lesestrategien zulassen. Eye-Tracking wird in der Leseforschung verwendet, um individuelles Leseverhalten zu untersuchen und zu verstehen, wie Textstrukturen wahrgenommen und verarbeitet werden. Die Technologie hilft dabei, frühzeitig Lernrückstände oder Beeinträchtigungen, wie Leseschwäche oder ADHS zu erkennen. In der praktischen Leseförderung können Lehrkräfte mit dieser Forschungsmethode gezielt Lesestrategien beobachten und fördern. Insgesamt bietet diese Methode eine wertvolle Unterstützung, um das Leseverständnis zu verbessern und die Lesekompetenz individuell zu fördern.}, + language = {de}, + number = {2}, + urldate = {2025-07-04}, + journal = {\#schuleverantworten}, + author = {Grobner, Marie-Christin and Wittmann, Astrid}, + month = jun, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU5}, + pages = {40--49}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/AK9GTYZV/Grobner und Wittmann - 2025 - „Ich seh’, ich seh’, was du nicht siehst!“ Eye-Tracking-Technologie in der Leseforschung.pdf:application/pdf}, +} + +@incollection{smith_development_2025, + address = {Cham}, + title = {Development of {Group} {Formation} {System} for {Collaborative} {Learning} {Using} {Genetic} {Algorithm} with {Multimodal} {Affect} {Estimation}}, + volume = {15807}, + isbn = {978-3-031-93566-4 978-3-031-93567-1}, + url = {https://link.springer.com/10.1007/978-3-031-93567-1_27}, + abstract = {This research develops a group formulation method to maximize the effectiveness of online collaborative learning by incorporating “emotions” as a primary metric. Affects are multidimensionally recognized from learners’ voice and facial expressions during a greeting session immediately prior to group work. The multidimensional data are compressed into two dimensions to facilitate efficient integration with other metrics in the group formation process. These two affective metrics, derived from voice and facial expressions, are then combined with traditional metrics such as knowledge level, communication skills, and leadership abilities, resulting in five metrics that ensure diversity within groups during the grouping process. In a validation experiment involving 34 university students, the validity of recognizing affects from both voice and facial expressions and the extent of information loss during dimensionality reduction are examined. The proposed method is one of the few group formation approaches that take emotional diversity into account, significantly contributing to the field of Computer-Supported Collaborative Learning.}, + language = {en}, + urldate = {2025-06-05}, + booktitle = {Learning and {Collaboration} {Technologies}}, + publisher = {Springer Nature Switzerland}, + author = {Tada, Haruka and Xie, Chun and Kitahara, Itaru}, + editor = {Smith, Brian K. and Borge, Marcela}, + year = {2025}, + doi = {10.1007/978-3-031-93567-1_27}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {392--408}, + file = {Tada et al. - 2025 - Development of Group Formation System for Collaborative Learning Using Genetic Algorithm with Multim:/Users/jochenhanisch-johannsen/Zotero/storage/G9R57E5T/Tada et al. - 2025 - Development of Group Formation System for Collaborative Learning Using Genetic Algorithm with Multim.pdf:application/pdf}, +} + +@incollection{danby_digital_2018, + address = {Singapore}, + title = {Digital {Play} and {Learning} in the {Home}: {Families}’ {Perspective}}, + volume = {22}, + isbn = {978-981-10-6483-8 978-981-10-6484-5}, + shorttitle = {Digital {Play} and {Learning} in the {Home}}, + url = {http://link.springer.com/10.1007/978-981-10-6484-5_8}, + language = {en-GB}, + urldate = {2024-08-16}, + booktitle = {Digital {Childhoods}}, + publisher = {Springer Singapore}, + author = {Kervin, Lisa and Verenikina, Irina and Rivera, Clara}, + editor = {Danby, Susan J. and Fleer, Marilyn and Davidson, Christina and Hatzigianni, Maria}, + year = {2018}, + doi = {10.1007/978-981-10-6484-5_8}, + note = {Series Title: International Perspectives on Early Childhood Education and Development}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {117--130}, + file = {Kervin et al. - 2018 - Digital Play and Learning in the Home Families’ P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PWD2Q2A8/Kervin et al. - 2018 - Digital Play and Learning in the Home Families’ P.pdf:application/pdf}, +} + +@article{looi_charting_2024, + title = {Charting the uncertain future of {AI} and education: promises, challenges and opportunities}, + volume = {19}, + issn = {1554-480X, 1554-4818}, + shorttitle = {Charting the uncertain future of {AI} and education}, + url = {https://www.tandfonline.com/doi/full/10.1080/1554480X.2024.2379776}, + doi = {10.1080/1554480X.2024.2379776}, + abstract = {As we navigate through the twenty-first century, the realm of technology innovation is undergoing an unprecedented transfor­ mation. Artificial intelligence (AI), the result of combining human ingenuity, computing capacity, and technical know-how, is at the vanguard of this revolution. AI has developed from a theoretical vision of making machines think to a practical reality with a wide range of applications. Its transformation represents a paradigm change in human interaction, cognition, and learning, going beyond simple technological improvement. Within the realm of education, the potential for transformative change through AI is immense, presenting exciting prospects to revolutionize teaching and learning. However, it is crucial to know or at least acknowledge the accompanying risks. In this article, we embark on an exploration of the future of AI and education delving into its implications, promises and challenges for the education sector.}, + language = {en-GB}, + number = {3}, + urldate = {2024-09-13}, + journal = {Pedagogies: An International Journal}, + author = {Looi, Chee-Kit}, + month = jul, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {477--486}, + file = {Looi - 2024 - Charting the uncertain future of AI and education.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5CSF5NV/Looi - 2024 - Charting the uncertain future of AI and education.pdf:application/pdf}, +} + +@incollection{isaias_predictors_2024, + address = {Cham}, + title = {On the {Predictors} of {Computational} {Thinking} and {Its} {Relationship} with {Artificial} {Intelligence}}, + isbn = {978-3-031-66461-8 978-3-031-66462-5}, + url = {https://link.springer.com/10.1007/978-3-031-66462-5_10}, + abstract = {Computational thinking (CT) is an important twenty-first-century skill. Since the edited volume at hand aims to look at artificial intelligence, the relationship between CT and artificial intelligence is first discussed. CT comprises computational concepts, computational practices, and computational perspectives. This chapter aims to investigate the predictors of computational perspectives among high-school students. The hypothesized predictors are grouped into three areas: (1) student characteristics, (2) home environment, and (3) learning opportunities. Computational perspectives are captured with the Computational Thinking Scale (CTS) that comprises five dimensions: creativity, algorithmic thinking, cooperativity, critical thinking, and problem solving. N = 202 high-school students act as the sample, and linear regression is the analysis method used. The best in-sample prediction is possible for algorithmic thinking (R2 = .511). For cooperativity, the explanatory power of our model is rather weak (R2 = .146). Across all five CTS dimensions, CT self-concept is the best predictor for computational perspectives. There are also findings that contradict the developed hypotheses. Mathematics skills negatively predicted creativity. The association between reasoning ability and cooperativity was negative, contrary to evidence that more intelligent individuals are better at cooperating. Moreover, critical thinking was negatively associated with the duration of computer use. The results are compared with findings from a study that relies on a performance test to measure CT.}, + language = {en-GB}, + urldate = {2024-08-17}, + booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}}, + publisher = {Springer Nature Switzerland}, + author = {Guggemos, Josef}, + editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk}, + year = {2024}, + doi = {10.1007/978-3-031-66462-5_10}, + note = {Series Title: Cognition and Exploratory Learning in the Digital Age}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {179--201}, + file = {Guggemos - 2024 - On the Predictors of Computational Thinking and It.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XD2IC46P/Guggemos - 2024 - On the Predictors of Computational Thinking and It.pdf:application/pdf}, +} + +@incollection{isaias_exploring_2024, + address = {Cham}, + title = {Exploring {Metacognitive} {Strategies} {Through} {Storytelling} for {Preschoolers}’ {Listening} {Comprehension} {Skills}}, + isbn = {978-3-031-66461-8 978-3-031-66462-5}, + url = {https://link.springer.com/10.1007/978-3-031-66462-5_12}, + abstract = {Listening comprehension is an essential skill for effective learning and communication in today’s digital era. Research indicates that early exposure to listening activities significantly influences the development of these skills, particularly in preschool-aged children, given their rapidly evolving cognitive and linguistic capacities. This qualitative study investigates the efficacy of employing metacognitive strategies within storytelling sessions to enhance listening comprehension among preschoolers in Kepong, Malaysia. Data collection involved a combination of interview, checklist and anecdotal observations across three storytelling sessions, capturing the engagement of six participating children. The study was structured in two phases: Phase 1 encompassed the collection of baseline data regarding teaching methodologies and encountered challenges, while Phase 2 focused on the implementation of tailored metacognitive strategies to assess English listening comprehension skills among the children. The findings reveal that the integration of metacognitive techniques positively impacts preschoolers’ listening comprehension abilities. This research contributes to the existing literature by offering insights into the specific application of metacognition within storytelling contexts, highlighting its potential to foster enhanced comprehension skills among young learners. By addressing this gap in the literature, this study underscores the significance of metacognitive approaches in early childhood education, particularly within multicultural settings such as those found in Kepong, Malaysia.}, + language = {en-GB}, + urldate = {2024-08-17}, + booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}}, + publisher = {Springer Nature Switzerland}, + author = {Abdul Malik, Mahani}, + editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk}, + year = {2024}, + doi = {10.1007/978-3-031-66462-5_12}, + note = {Series Title: Cognition and Exploratory Learning in the Digital Age}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {221--238}, + file = {Abdul Malik - 2024 - Exploring Metacognitive Strategies Through Storyte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QYW6CICL/Abdul Malik - 2024 - Exploring Metacognitive Strategies Through Storyte.pdf:application/pdf}, +} + +@incollection{isaias_supporting_2024, + address = {Cham}, + title = {Supporting {Students}’ {Mathematical} {Problem} {Solving} {Through} {Computational} {Thinking} and {Programming}: {A} {Use}-{Modify}-{Create} {Approach}}, + isbn = {978-3-031-66461-8 978-3-031-66462-5}, + shorttitle = {Supporting {Students}’ {Mathematical} {Problem} {Solving} {Through} {Computational} {Thinking} and {Programming}}, + url = {https://link.springer.com/10.1007/978-3-031-66462-5_11}, + abstract = {This chapter explores a Use-Modify-Create approach in assisting students’ mathematical problem-solving skills through mathematical thinking (MT), computational thinking (CT), and programming activities. The approach aims to gradually introduce students to new challenges and concepts through three stages of learning: Use, modify and create, within a mathematical educational context. The research design is a case study conducted in the context of a first-year undergraduate course on programming with applications in mathematics. Data collection involves participant observation of students’ mathematical problem solving, wherein the researcher assumes the roles of teacher and group activity facilitator. The observations are carried out in eight separate sessions with students at the undergraduate level, solving a mathematical task. Data analysis adopts an inductive strategy based on the interplay between the Use-Modify-Create framework and the empirical data. The main findings of the study are threefold. Firstly, the connections between MT, CT, and programming prove weak for most students. Secondly, while some students claim that the Use-Modify-Create approach has supported their understanding to some extent, its overall impact remains unclear. Thirdly, the teacher’s role as a mediator and facilitator is crucial to students’ progress. Implications drawn from the results aim to enhance students’ mathematical problem-solving skills through better design and implementation of the Use-Modify-Create approach, particularly in integrating MT, CT, and programming.}, + language = {en-GB}, + urldate = {2024-08-17}, + booktitle = {Artificial {Intelligence} for {Supporting} {Human} {Cognition} and {Exploratory} {Learning} in the {Digital} {Age}}, + publisher = {Springer Nature Switzerland}, + author = {Hadjerrouit, Said and Hansen, Nils Kristian}, + editor = {Isaias, Pedro and Sampson, Demetrios G. and Ifenthaler, Dirk}, + year = {2024}, + doi = {10.1007/978-3-031-66462-5_11}, + note = {Series Title: Cognition and Exploratory Learning in the Digital Age}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {203--219}, + file = {Hadjerrouit und Hansen - 2024 - Supporting Students’ Mathematical Problem Solving .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C7XXAGPU/Hadjerrouit und Hansen - 2024 - Supporting Students’ Mathematical Problem Solving .pdf:application/pdf}, +} + +@article{sedawi_toward_2024, + title = {Toward epistemic justice in socio-scientific decision-making: {How} youth make sense of lively {COVID}-19 and vaccines data}, + issn = {1050-8406, 1532-7809}, + shorttitle = {Toward epistemic justice in socio-scientific decision-making}, + url = {https://www.tandfonline.com/doi/full/10.1080/10508406.2024.2381205}, + doi = {10.1080/10508406.2024.2381205}, + abstract = {Background: Studies of socio-scientific decisionmaking in times of crisis are in their infancy. This study investigates how minoritized youth engage and make sense of newly developed COVID-19 vac­ cines and their intersections with the evolving multipandemic. Guided by theories of lively data, data sense and epistemic injustice, we center the experi­ ence of four Palestinian Arab minority youth in Israel context throughout the ongoing pandemic.}, + language = {en-GB}, + urldate = {2024-08-17}, + journal = {Journal of the Learning Sciences}, + author = {Sedawi, Wisam and Calabrese Barton, Angela}, + month = aug, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, Krisenreaktion im Bildungsbereich}, + pages = {1--52}, + file = {Sedawi und Calabrese Barton - 2024 - Toward epistemic justice in socio-scientific decis.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJ2WLEUE/Sedawi und Calabrese Barton - 2024 - Toward epistemic justice in socio-scientific decis.pdf:application/pdf}, +} + +@incollection{pattnaik_young_2022, + address = {Cham}, + title = {Young {Children}’s {Online} {Learning} and {Teaching}: {Challenges} and {Effective} {Approaches}}, + volume = {18}, + isbn = {978-3-030-96976-9 978-3-030-96977-6}, + shorttitle = {Young {Children}’s {Online} {Learning} and {Teaching}}, + url = {https://link.springer.com/10.1007/978-3-030-96977-6_20}, + language = {en-GB}, + urldate = {2024-08-16}, + booktitle = {The {Impact} of {COVID}-19 on {Early} {Childhood} {Education} and {Care}}, + publisher = {Springer International Publishing}, + author = {Pittas, Evdokia and Bravo, Inmaculada Fajardo and Gómez-Merino, Nadina}, + editor = {Pattnaik, Jyotsna and Renck Jalongo, Mary}, + year = {2022}, + doi = {10.1007/978-3-030-96977-6_20}, + note = {Series Title: Educating the Young Child}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {397--419}, + file = {Pittas et al. - 2022 - Young Children’s Online Learning and Teaching Cha.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FG8GDTGK/Pittas et al. - 2022 - Young Children’s Online Learning and Teaching Cha.pdf:application/pdf}, +} + +@article{bakir-yalcin_investigating_2024, + title = {Investigating the antecedents of engagement in online learning: do achievement emotions matter?}, + volume = {29}, + issn = {1360-2357, 1573-7608}, + shorttitle = {Investigating the antecedents of engagement in online learning}, + url = {https://link.springer.com/10.1007/s10639-023-11995-z}, + doi = {10.1007/s10639-023-11995-z}, + abstract = {Student engagement is a multidimensional construct, indicates actual learning experiences and is affected by emotions. Negative and positive achievement emotions play an important role in engagement. In the light of Control-Value Theory and the Extended Process Model of Emotion Regulation, a model was developed and tested to investigate the relationship between student engagement and the antecedents of emotions. Participants consisted of 1450 pre-service teachers who were enrolled in degree programs at Faculties of Education in Turkey. The structural equation modeling method was used to test two research models developed for positive and negative achievement emotions. In the negative achievement emotions model, student engagement was influenced by control of learning beliefs, task value, negative achievement emotions, and reappraisal strategy, and these variables together explained 83.1\% of the total variance in engagement. In the positive achievement emotions model, results revealed the effect of control of learning beliefs, task value, positive achievement emotions, and reappraisal strategy on student engagement, and these variables together explained 97.3\% of the total variance in engagement. The findings have implications for expanding the theoretical knowledge about emotions and emotion regulation strategies to improve student engagement in online learning environments. This study suggests that it is important to pay attention to task value and emotions when designing online instruction and online learning materials and courses.}, + language = {en-GB}, + number = {4}, + urldate = {2024-03-23}, + journal = {Education and Information Technologies}, + author = {Bakır-Yalçın, Eda and Usluel, Yasemin Koçak}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Promotion:FU1}, + pages = {3759--3791}, + file = {Bakır-Yalçın und Usluel - 2024 - Investigating the antecedents of engagement in onl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8FCZVFB7/Bakır-Yalçın und Usluel - 2024 - Investigating the antecedents of engagement in onl.pdf:application/pdf}, +} + +@article{mat_effectiveness_2024, + title = {Effectiveness of digital learning on students’ higher order thinking skills}, + volume = {13}, + copyright = {http://creativecommons.org/licenses/by-nc/4.0}, + issn = {2620-5440, 2252-8822}, + url = {https://ijere.iaescore.com/index.php/IJERE/article/view/29449}, + doi = {10.11591/ijere.v13i5.29449}, + abstract = {In the realm of education, learning and instructional activities play a crucial role in cultivating lasting and meaningful comprehension among science students. This research aims to evaluate the effectiveness of the i-Genius module in enhancing students’ performance in science. The i-Genius module’s development adhered to the ADDIE model, and two specific research questions were formulated: i) is there a statistically significant difference in mean scores between the experimental and control groups? and ii) to what extent can i-Genius contribute to students’ conceptual evolution compared to traditional methods? To address these questions, a sequential mixed-method approach involving interviews, pre-tests, and post-tests was implemented in two distinct schools in the Seremban District. The experimental group comprised 35 participants, and the control group also included 35 students with similar characteristics. Student performance, assessed through pre-test and post-test mean scores, revealed that students exposed to i-Genius achieved significantly higher scores than those exposed to traditional methods in the post-test (t(68)=8.37, p{\textless}0.05). This study’s implications lie in its practical application within the school context, offering an alternative instructional tool for teaching science and presenting an instructional model to guide teachers in formulating strategies that encourage problem-posing within the science curriculum.}, + language = {en-GB}, + number = {5}, + urldate = {2024-07-29}, + journal = {International Journal of Evaluation and Research in Education (IJERE)}, + author = {Mat, Hamidah and Mustakim, Siti Salina and Razali, Fazilah and Ghazali, Norliza and Minghat, Asnul Dahar}, + month = oct, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {2817}, + file = {Mat et al. - 2024 - Effectiveness of digital learning on students’ hig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QK332DB7/Mat et al. - 2024 - Effectiveness of digital learning on students’ hig.pdf:application/pdf}, +} + +@article{hedqvist_bracing_2024, + title = {Bracing for the next wave: {A} critical incident study of frontline decision‐making, adaptation and learning in ambulance care during {\textless}span style="font-variant:small-caps;"{\textgreater}{COVID}{\textless}/span{\textgreater} ‐19}, + issn = {0309-2402, 1365-2648}, + shorttitle = {Bracing for the next wave}, + url = {https://onlinelibrary.wiley.com/doi/10.1111/jan.16340}, + doi = {10.1111/jan.16340}, + abstract = {Methods: Twenty-­eight registered nurses from the Swedish ambulance services described 56 critical incidents during the COVID-­19 pandemic through free-­text questionnaires. The material was analysed using the Critical Incident Technique and Interpretive Description through the lens of potential for resilient performance. +Results: The findings were synthesized into four themes: ‘Navigating uncharted waters under never-­ending pressure’, ‘Balancing on the brink of an abyss’, ‘Sacrificing the few to save the many’ and ‘Bracing for the next wave’. Frontline decision-­making during a pandemic contribute to ethical dilemmas while necessitating difficult prioritizations to adapt and respond to limited resources. Learning was manifested through effective information sharing and the identification of successful adaptations as compared to maladaptations. +Conclusions: During pandemics or under other extreme conditions, decisions must be made promptly, even amidst emerging chaos, potentially necessitating the use of untested methods and ad-h­ oc solutions due to initial lack of knowledge and guidelines. Within ambulance care, dynamic leadership becomes imperative, combining autonomous frontline decision-­making with support from management. Strengthening ethical competence and fostering ethical discourse may enhance confidence in decision-­making, particularly under ethically challenging circumstances.}, + language = {en-GB}, + urldate = {2024-07-29}, + journal = {Journal of Advanced Nursing}, + author = {Hedqvist, Ann‐Therese and Holmberg, Mats and Bjurling‐Sjöberg, Petronella and Ekstedt, Mirjam}, + month = jul, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {jan.16340}, + file = {Hedqvist et al. - 2024 - Bracing for the next wave A critical incident stu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YVF9TBCK/Hedqvist et al. - 2024 - Bracing for the next wave A critical incident stu.pdf:application/pdf}, +} + +@article{niu_how_2024, + title = {How learners’ achievement goal motivation influences their metacognitive skills in online social annotations context?}, + issn = {1470-3297, 1470-3300}, + url = {https://www.tandfonline.com/doi/full/10.1080/14703297.2024.2382849}, + doi = {10.1080/14703297.2024.2382849}, + abstract = {Online learning requires high self-regulated abilities facilitated by metacognitive skills. Achievement goal motivation impacts meta­ cognition, but their relationship in online learning contexts lacks consensus. One of the components of achievement goal orienta­ tion is mastery goal orientation which focuses on learning and selfimprovement. The other component, performance goal orientation, emphasises demonstrating competence. This quantitative study collected questionnaire and behavioural log data from 39 learners and examined the interplay between achievement goal motivation and metacognitive skills within an online social annotation envir­ onment. Findings revealed that mastery goal orientation positively correlated with metacognitive planning and regulation, while per­ formance goal orientation was predominantly associated with metacognitive regulation. Neither goals significantly correlated with metacognitive monitoring. Cluster analysis indicated that ‘balanced achievers’ with higher performance goal orientation may play a pivotal role in promoting social cognition. These insights deepen understanding of motivating learners and creating effec­ tive online learning approaches by leveraging the influence of achievement goal motivation on metacognitive strategies.}, + language = {en-GB}, + urldate = {2024-07-29}, + journal = {Innovations in Education and Teaching International}, + author = {Niu, Xiaojie and Chen, Weijia and Li, Luyue and Zhang, Wenmei and Gao, Shurui and He, Chun and Zhang, Jingjing}, + month = jul, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {1--17}, + file = {Niu et al. - 2024 - How learners’ achievement goal motivation influenc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5L2J2KZ/Niu et al. - 2024 - How learners’ achievement goal motivation influenc.pdf:application/pdf}, +} + +@incollection{frasson_iquiz_2023, + address = {Cham}, + title = {{iQUIZ}!: {A} {Collaborative} {Online} {Learning} {System} that {Promotes} {Growth} {Mindset} {Using} {Persuasive} {Feedback}}, + volume = {13891}, + isbn = {978-3-031-32882-4 978-3-031-32883-1}, + shorttitle = {{iQUIZ}!}, + url = {https://link.springer.com/10.1007/978-3-031-32883-1_27}, + abstract = {Research has shown that learners learn best when they learn actively. In collaborative learning, students take charge of learning and work with others to achieve a common goal. It helps them experience seeking and synthesizing knowledge effectively by forming and planning their research and study strategies to reach their goals. Along with collaborative learning, a growth mindset helps them to believe that their effort and hard work can help them to succeed. To help students learn and adopt a growth mindset, we propose an online learning system called “iQUIZ!”, that uses persuasive strategies (praise, simulation, selfmonitoring, similarity, suggestion, and reminder) to give students feedback to foster a growth mindset and motivate the students to practice active participation in a collaborative learning environment.}, + language = {en-GB}, + urldate = {2023-05-27}, + booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}}, + publisher = {Springer Nature Switzerland}, + author = {Omar, Mehnuma Tabassum and Kiron, Nafisul and Vassileva, Julita}, + editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos}, + year = {2023}, + doi = {10.1007/978-3-031-32883-1_27}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {307--314}, + file = {Omar et al. - 2023 - iQUIZ! A Collaborative Online Learning System tha.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6DD8AE8F/Omar et al. - 2023 - iQUIZ! A Collaborative Online Learning System tha.pdf:application/pdf}, +} + +@incollection{hiller_working_2024, + address = {Wiesbaden}, + title = {“{Working} {Across} {Borders}” – {Interkulturelles} {Lernen} in virtuellen {Teams}}, + isbn = {978-3-658-40408-6 978-3-658-40409-3}, + url = {https://link.springer.com/10.1007/978-3-658-40409-3_9}, + language = {de-DE}, + urldate = {2024-03-07}, + booktitle = {Interkulturelle {Kompetenz} online vermitteln}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Zschocke, Martina}, + editor = {Hiller, Gundula Gwenn and Zillmer-Tantan, Ulrike and Fattohi, Reema}, + year = {2024}, + doi = {10.1007/978-3-658-40409-3_9}, + note = {Series Title: Key Competences for Higher Education and Employability}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen}, + pages = {143--153}, + file = {Zschocke - 2024 - “Working Across Borders” – Interkulturelles Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AX8LVR7W/Zschocke - 2024 - “Working Across Borders” – Interkulturelles Lernen.pdf:application/pdf}, +} + +@incollection{hiller_zwischen_2024, + address = {Wiesbaden}, + title = {Zwischen {Achtsamkeit} und {Impact} – {Emotionsorientierung} beim interkulturellen {E}- {Learning}}, + isbn = {978-3-658-40408-6 978-3-658-40409-3}, + url = {https://link.springer.com/10.1007/978-3-658-40409-3_3}, + language = {de-DE}, + urldate = {2024-03-07}, + booktitle = {Interkulturelle {Kompetenz} online vermitteln}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Nazarkiewicz, Kirsten and Bäcker, Eva Maria}, + editor = {Hiller, Gundula Gwenn and Zillmer-Tantan, Ulrike and Fattohi, Reema}, + year = {2024}, + doi = {10.1007/978-3-658-40409-3_3}, + note = {Series Title: Key Competences for Higher Education and Employability}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {51--69}, + file = {Nazarkiewicz und Bäcker - 2024 - Zwischen Achtsamkeit und Impact – Emotionsorientie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R5C59LEK/Nazarkiewicz und Bäcker - 2024 - Zwischen Achtsamkeit und Impact – Emotionsorientie.pdf:application/pdf}, +} + +@incollection{iliadis_higher_2023, + address = {Cham}, + title = {Higher {Education} {Programming} {Competencies}: {A} {Novel} {Dataset}}, + volume = {14261}, + isbn = {978-3-031-44197-4 978-3-031-44198-1}, + shorttitle = {Higher {Education} {Programming} {Competencies}}, + url = {https://link.springer.com/10.1007/978-3-031-44198-1_27}, + abstract = {Students’ challenges in introductory programming courses have long been subject to research. In fact, learners are faced with cognitively complex tasks, such as modeling and writing programs. At the same time, educators are known to experience challenges with the classification of a competency’s cognitive complexity. In this paper, we present a text dataset with competency goals expected in basic programming courses. We then apply a deep learning approach to the dataset to classify the competency-based learning objectives as a use case. A manually annotated dataset of 35 German universities and their learning objectives in 129 introductory programming courses was processed into a machinereadable format to achieve these goals. It contains 1015 competency goals (both in German and English) and their classification into dimensions of complexity. Different state-of-the-art machine learning (ML) models, e.g., BERT, along with Natural Language Processing techniques, i.e., parts-of-speech-tagging, were combined to train a deep learning model in a supervised manner for the classification of competencies. The proofof-concept shows that knowledge can be derived from the dataset. In the presented use case, the ML classification achieved a maximum accuracy of 81.4\%. This work has several implications for educators, as it is the foundation for an application that classifies competency goals according to their cognitive complexity. The dataset can further be used to test language models as a baseline performance task. Moreover, the dataset can be extended, e.g., with data from other countries and languages. The dataset is available online under a Creative Commons license (https:// github.com/nkiesler-cs/HEPComp-Dataset).}, + language = {en-GB}, + urldate = {2023-09-28}, + booktitle = {Artificial {Neural} {Networks} and {Machine} {Learning} – {ICANN} 2023}, + publisher = {Springer Nature Switzerland}, + author = {Kiesler, Natalie and Pfülb, Benedikt}, + editor = {Iliadis, Lazaros and Papaleonidas, Antonios and Angelov, Plamen and Jayne, Chrisina}, + year = {2023}, + doi = {10.1007/978-3-031-44198-1_27}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {319--330}, + file = {Kiesler und Pfülb - 2023 - Higher Education Programming Competencies A Novel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HKHLXERB/Kiesler und Pfülb - 2023 - Higher Education Programming Competencies A Novel.pdf:application/pdf}, +} + +@incollection{zaphiris_analysis_2023, + address = {Cham}, + title = {Analysis of {Relationship} {Between} {Preparation} and {Classroom} {Activities} of {Flipped} {Classroom} {Using} {Worksheets}}, + volume = {14041}, + isbn = {978-3-031-34549-4 978-3-031-34550-0}, + url = {https://link.springer.com/10.1007/978-3-031-34550-0_36}, + abstract = {In this research, we examine the relationship between learners’ preparation for pre-class learning in flipped classrooms and their participation in class activities and deliverables in online flipped classrooms. In this research, worksheets were introduced into the online flipped classroom to record and analyze learners’ learning logs. The analysis showed that in the early stages of the class, the amount of preparation for preclass learning was found by many groups to contribute to a better assessment of class activities and artifacts. However, as the class progressed and students became more familiar with the class, the difference in the amount of pre-class learning preparation and the amount of class activities between the high and low-scoring groups disappeared, suggesting that there was a difference in the activities during the group work itself.}, + language = {en-GB}, + urldate = {2023-06-13}, + booktitle = {Learning and {Collaboration} {Technologies}}, + publisher = {Springer Nature Switzerland}, + author = {Kawakami, Tatsuya and Sumi, Yasuyuki and Yamaguchi, Taku and Oba, Michiko}, + editor = {Zaphiris, Panayiotis and Ioannou, Andri}, + year = {2023}, + doi = {10.1007/978-3-031-34550-0_36}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {501--519}, + file = {Kawakami et al. - 2023 - Analysis of Relationship Between Preparation and C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GPWRGAPB/Kawakami et al. - 2023 - Analysis of Relationship Between Preparation and C.pdf:application/pdf}, +} + +@article{bockers_teaching_2021, + title = {Teaching anatomy under {COVID}-19 conditions at {German} universities: recommendations of the teaching commission of the anatomical society}, + volume = {234}, + issn = {09409602}, + shorttitle = {Teaching anatomy under {COVID}-19 conditions at {German} universities}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S0940960220302132}, + doi = {10/gqrdh8}, + abstract = {Background: In this viewpoint representatives of the Teaching Commission of the Anatomical Society summarize their teaching experiences gained during the COVID-19 pandemic in the summer term of 2020 and derive first recommendations concerning face-to-face and remote teaching of anatomy for the future. +Methods: Representatives of the Teaching Commission of the Anatomical Society met virtually, exchanged experiences and summarized them in writing and answered a short questionnaire. +Results: The required transition to remote learning during summer term of 2020 was possible, but revealed technical shortcomings and major deficits concerning practical hands-on teaching. +Conclusion: The Teaching Commission of the Anatomical Society recommends that universities should follow the idea of as much face-to-face teaching as possible and as much online teaching as necessary for future terms.}, + language = {en-GB}, + urldate = {2022-09-03}, + journal = {Annals of Anatomy - Anatomischer Anzeiger}, + author = {Böckers, Anja and Claassen, Horst and Haastert-Talini, Kirsten and Westermann, Jürgen}, + month = mar, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {151669}, + file = {Böckers et al. - 2021 - Teaching anatomy under COVID-19 conditions at Germ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FMCKQMW9/Böckers et al. - 2021 - Teaching anatomy under COVID-19 conditions at Germ.pdf:application/pdf}, +} + +@article{george_online_2019, + title = {Online {Digital} {Education} for {Postregistration} {Training} of {Medical} {Doctors}: {Systematic} {Review} by the {Digital} {Health} {Education} {Collaboration}}, + volume = {21}, + issn = {1438-8871}, + shorttitle = {Online {Digital} {Education} for {Postregistration} {Training} of {Medical} {Doctors}}, + url = {http://www.jmir.org/2019/2/e13269/}, + doi = {10.2196/13269}, + abstract = {Background: Globally, online and local area network–based (LAN) digital education (ODE) has grown in popularity. Blended learning is used by ODE along with traditional learning. Studies have shown the increasing potential of these technologies in training medical doctors; however, the evidence for its effectiveness and cost-effectiveness is unclear.}, + language = {en-GB}, + number = {2}, + urldate = {2021-12-12}, + journal = {Journal of Medical Internet Research}, + author = {George, Pradeep Paul and Zhabenko, Olena and Kyaw, Bhone Myint and Antoniou, Panagiotis and Posadzki, Pawel and Saxena, Nakul and Semwal, Monika and Tudor Car, Lorainne and Zary, Nabil and Lockwood, Craig and Car, Josip}, + month = feb, + year = {2019}, + note = {ZSCC: NoCitationData[s0]}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Multimedia, Promotion:FU6, effectiveness, internet, medical education, randomized controlled trials, systematic review}, + pages = {e13269}, + file = {George et al. - 2019 - Online Digital Education for Postregistration Trai.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FTFLM57T/George et al. - 2019 - Online Digital Education for Postregistration Trai.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}, +} + +@incollection{tokarski_leitfaden_2024, + address = {Wiesbaden}, + title = {Leitfaden für die {Einführung} neuer {Arbeitswelten} am {Beispiel} eines {Schweizerischen} {Bundesamtes}}, + isbn = {978-3-658-42774-0 978-3-658-42775-7}, + url = {https://link.springer.com/10.1007/978-3-658-42775-7_13}, + abstract = {Zusammenfassung + Viele Schweizer KMU und Großunternehmen sind bemüht, die Zusammenarbeit im Rahmen der Digitalisierung zwischen Mitarbeitenden und Arbeitgebenden zu fördern. Der Druck auf dem Arbeitsmarkt steigt, als ansprechende und innovative Arbeitgebende zu bestehen. Alte Hierarchien und Dienstwege, welche sich bewährt haben, werden zunehmend an agile Organisationsformen angepasst, was wiederum Flexibilität und eine Veränderung des Führungsverständnisses erfordert. Um den Herausforderungen des Wandels zu begegnen, wurde sich auf drei relevante Dimensionen, welche die Arbeitswelt 4.0 beeinflussen, fokussiert: People, Technology und Place. Diese Fokussierung soll den Unternehmen dabei helfen, die Transformation in die agile und digitale Welt zu erleichtern und die Resultate der Veränderung zu steuern. Zur Zielerreichung, welche Chancen bei der Einführung der neuen Arbeitswelt entstehen können, wurden Interviews durchgeführt, wobei die Teilnehmenden aus unterschiedlichen Branchen stammen. Zur Datenerhebung wurde ein teilstrukturierter Interviewleitfaden genutzt. Auf Basis der gewonnenen Erkenntnisse wurden anschließend Empfehlungen ausgearbeitet. Es konnte eruiert werden, dass die öffentliche Verwaltung vor allem Chancen im Bereich der Flexibilisierung der Arbeitsstrukturen aufweist, welche sich positiv auf die Positionierung am Arbeitsmarkt und die Mitarbeitendenbindung auswirkt. Zudem können durch unterschiedliche Raumzonen die Anforderungen an die verschiedenen Arbeitsweisen gedeckt werden. Die Technologie ist zwar ein wichtiger Enabler der neuen Arbeitswelt, birgt allerdings auch große Herausforderungen im Management der verschiedenen Tools. Zu guter Letzt spielt das Thema Führung eine wesentliche Rolle, ob die Transformation in die neue Arbeitswelt glückt oder nicht.}, + language = {de-DE}, + urldate = {2024-07-14}, + booktitle = {Transformationen gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Dellenbach, Christian and Rufer, Eric}, + editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid}, + year = {2024}, + doi = {10.1007/978-3-658-42775-7_13}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {283--298}, + file = {Dellenbach und Rufer - 2024 - Leitfaden für die Einführung neuer Arbeitswelten a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3WV5JK53/Dellenbach und Rufer - 2024 - Leitfaden für die Einführung neuer Arbeitswelten a.pdf:application/pdf}, +} + +@incollection{tokarski_omni-channel-strategien_2024, + address = {Wiesbaden}, + title = {Omni-{Channel}-{Strategien} im {Non}-{Food}-{Detailhandel}: {Bestandsaufnahme}, {Trends} und {Gestaltungsperspektiven}}, + isbn = {978-3-658-42774-0 978-3-658-42775-7}, + shorttitle = {Omni-{Channel}-{Strategien} im {Non}-{Food}-{Detailhandel}}, + url = {https://link.springer.com/10.1007/978-3-658-42775-7_7}, + abstract = {Zusammenfassung + Der Einzelhandel ist nicht erst seit der Corona-Pandemie starken Veränderungen unterworfen. Geändertes Konsumverhalten und die Digitalisierung erfordern, dass sich die Anbieter anpassen, um auch künftig noch erfolgreich zu sein. Neben den stationären Absatzkanälen werden Vertriebskanäle über das Internet immer wichtiger. Sind alle Kanäle übergreifend geführt, hoch vernetzt, stark kundenfokussiert und ermöglichen ein kanalübergreifendes Einkaufserlebnis, spricht man von einer Omni-Channel-Strategie. Im Beitrag erfolgt eine Analyse der Situation im Schweizer Non-Food-Detailhandel mit Fokus auf die Fragen, welche Strategien sich bei der Transformation der Vertriebsstrukturen und -aktivitäten etabliert haben, welche für die Zukunft zu erwarten sind, und welche Voraussetzungen für die erfolgreiche Umsetzung von Omni-Channel-Strategien nötig sind. Auf Basis einer empirischen Erhebung wird ein Modell entwickelt, das Unternehmen dabei helfen soll, eine solche Strategie generieren und implementieren zu können.}, + language = {de-DE}, + urldate = {2024-07-14}, + booktitle = {Transformationen gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bühlmann, Flurin and Schellinger, Jochen}, + editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid}, + year = {2024}, + doi = {10.1007/978-3-658-42775-7_7}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {131--165}, + file = {Bühlmann und Schellinger - 2024 - Omni-Channel-Strategien im Non-Food-Detailhandel .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DC5D8B4Z/Bühlmann und Schellinger - 2024 - Omni-Channel-Strategien im Non-Food-Detailhandel .pdf:application/pdf}, +} + +@incollection{tokarski_hackathon_2024, + address = {Wiesbaden}, + title = {Hackathon als {Open} {Innovation} in der öffentlichen {Verwaltung}: {Eine} qualitative {Untersuchung} am {Beispiel} der {Data} {Hackdays} {Bern}}, + isbn = {978-3-658-42774-0 978-3-658-42775-7}, + shorttitle = {Hackathon als {Open} {Innovation} in der öffentlichen {Verwaltung}}, + url = {https://link.springer.com/10.1007/978-3-658-42775-7_5}, + abstract = {Zusammenfassung + Der vorliegende Beitrag diskutiert die Innovationsmetode „Hackathon“ im Anwendungskontext des öffentlichen Sektors. Abgeleitet aus den Konzepten Open Government und Open Innovation wird aus der Literatur ein Überblick gegeben werden, inwieweit Innovationswettbewerbe wie ein Hackathon geeignet sind, Innovationsideen aus der Gesellschaft in die Verwaltung zu bringen und die digitale Transformation des öffentlichen Sektors zu unterstützen. Anschließend werden die Ergebnisse präsentiert, welche im Nachgang zu den erstmals vom Kanton Bern initiierten Data Hackdays 2021 geführt worden waren. Der Hackathon hat insbesondere das Potenzial, dass in der Vorbereitung gewohnte Arbeitsweisen und Routinen verlassen werden und am Anlass selber eine Auseinandersetzung mit einer interessierten Community ermöglicht wird. Die Resultate zeigen auch Schwierigkeiten in der Vorbereitung auf, welche allerdings mit zunehmender Erfahrung zu bewältigen sind.}, + language = {de-DE}, + urldate = {2024-07-14}, + booktitle = {Transformationen gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Marquez, Alex Enrique and Gees, Thomas}, + editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid}, + year = {2024}, + doi = {10.1007/978-3-658-42775-7_5}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {85--105}, + file = {Marquez und Gees - 2024 - Hackathon als Open Innovation in der öffentlichen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XQCHPLMS/Marquez und Gees - 2024 - Hackathon als Open Innovation in der öffentlichen .pdf:application/pdf}, +} + +@incollection{tokarski_digitalisierung_2024, + address = {Wiesbaden}, + title = {Digitalisierung der öffentlichen {Verwaltung}: {Eine} empirische {Untersuchung} von {Berner} {Gemeinden} zur {Formulierung} von {Handlungsempfehlungen}}, + isbn = {978-3-658-42774-0 978-3-658-42775-7}, + shorttitle = {Digitalisierung der öffentlichen {Verwaltung}}, + url = {https://link.springer.com/10.1007/978-3-658-42775-7_2}, + abstract = {Zusammenfassung + Die Schweiz weist im internationalen Vergleich von digitalen Dienstleistungen der öffentlichen Verwaltung (e-Government) großes Verbesserungspotenzial auf. Insbesondere die Basisdienstleistungen sind vergleichsweise wenig digitalisiert. Ausgehend von der theoretischen Grundlage zur Verwaltungsdigitalisierung sowie zu Erfolgsfaktoren der Digitalisierung, ordnet der Beitrag den Stand der Schweiz im internationalen Vergleich ein. Darauf aufbauend wird anschließend der Digitalisierungsgrad aus personeller, technologischer und organisatorischer Perspektive in ausgewählten Berner Gemeinden empirisch untersucht. Die Forschungsergebnisse zeigen, dass insbesondere bei der Erarbeitung von strategischen Grundlagen, bei der Anpassung des Führungsstils, der Kommunikation sowie bei der Adaption von Aufbau- und Ablauforganisation Handlungsbedarf besteht.}, + language = {de-DE}, + urldate = {2024-07-14}, + booktitle = {Transformationen gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Perez, Luca and Zumstein, Joël and Schwarz, Daniel}, + editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid}, + year = {2024}, + doi = {10.1007/978-3-658-42775-7_2}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {17--39}, + file = {Perez et al. - 2024 - Digitalisierung der öffentlichen Verwaltung Eine .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FR9ULEKL/Perez et al. - 2024 - Digitalisierung der öffentlichen Verwaltung Eine .pdf:application/pdf}, +} + +@incollection{tokarski_digitale_2024, + address = {Wiesbaden}, + title = {Digitale {Transformation} = mehr {Nachhaltigkeit} in der {Logistik}?: {Die} digitale {Transformation} in der {Schweizer} {Logistikbranche} und ihre {Auswirkungen} auf die {Nachhaltigkeit}}, + isbn = {978-3-658-42774-0 978-3-658-42775-7}, + shorttitle = {Digitale {Transformation} = mehr {Nachhaltigkeit} in der {Logistik}?}, + url = {https://link.springer.com/10.1007/978-3-658-42775-7_6}, + abstract = {Zusammenfassung + Im Zuge der Corona-Pandemie wurde ersichtlich, dass das Konzept der „Green Logistics“ an Bedeutung gewinnen wird, weil im E-Commerce Just-in-time-Bestellungen anhaltend bedeutend sein werden. Die Forderung nach Nachhaltigkeit setzt die Wirtschaft generell aber speziell die Logistikbranche vor die Herausforderung, ressourceneffizient zu produzieren oder Dienstleistungen zu erbringen. Kann mit dem Einsatz von digitalen Technologien die erforderliche Ressourceneffizienz verbessert werden? Der Beitrag geht am Beispiel der Transport- und Lagerungslogistik dem Zusammenhang von digitaler Transformation und Nachhaltigkeit nach und zeigt mit einer empirischen Untersuchung in der Schweizer Logistik auf, wie man den Effekt messen kann. Erste Erhebungen weisen auf Branchenebene darauf hin, dass es einen positiven Effekt vom Einsatz digitaler Technologien auf die die ökologische und ökonomische Nachhaltigkeit gibt.}, + language = {de-DE}, + urldate = {2024-07-14}, + booktitle = {Transformationen gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Grunder, Nils Lorenz and Pešková, Marie and Gees, Thomas}, + editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid}, + year = {2024}, + doi = {10.1007/978-3-658-42775-7_6}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {107--130}, + file = {Grunder et al. - 2024 - Digitale Transformation = mehr Nachhaltigkeit in d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D7TP38VG/Grunder et al. - 2024 - Digitale Transformation = mehr Nachhaltigkeit in d.pdf:application/pdf}, +} + +@incollection{tokarski_blockchain-id_2024, + address = {Wiesbaden}, + title = {Die {Blockchain}-{ID}: {Eine} mehrheitsfähige {Lösung} für den digitalen {Identitätsnachweis} innerhalb der schweizerischen {Demokratie}?: {Polit}-ökonomische {Evaluation} einer {Blockchain}-basierten {Identitätsnachweislösung}}, + isbn = {978-3-658-42774-0 978-3-658-42775-7}, + shorttitle = {Die {Blockchain}-{ID}}, + url = {https://link.springer.com/10.1007/978-3-658-42775-7_4}, + abstract = {Zusammenfassung + Die digitale ID gilt als wichtige Voraussetzung zur Realisierung ökonomischer, sozialer und politischer Potenziale in einer digitalen Welt. Nach der Ablehnung der E-ID-Vorlage in einer Volksabstimmung am 7. März 2021 versucht die Schweizer Politik, im Rahmen der Konzeption neuer E-ID-Lösungen die Interessen von Wissenschaft, Wirtschaft und Zivilgesellschaft besser zu berücksichtigen. Der Beitrag befasst sich mit einem E-ID-Lösungsansatz auf der Basis von Blockchain-Technologie. Die Forschungsergebnisse einer quantitativ-empirischen Befragung unter 1730 Stimmberechtigten zeigen, dass die Bevölkerung einer derartigen Lösung positiv gegenüberstehen würde. Dieser Befund gilt sowohl geschlechter-, sprach- als auch annähernd parteiübergreifend. Ferner zeigt sich, dass die Bevölkerung dem Einsatz der Blockchain-Technologie auch in anderen Anwendungsbereichen nicht generell ablehnend gegenübersteht und die teils vorhandene Skepsis mittels allgemein verständlicher Erklärungen zu überwinden ist.}, + language = {de-DE}, + urldate = {2024-07-14}, + booktitle = {Transformationen gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Wackernagel, Tim and Schwarz, Daniel}, + editor = {Tokarski, Kim Oliver and Endrissat, Nada and Kissling-Näf, Ingrid}, + year = {2024}, + doi = {10.1007/978-3-658-42775-7_4}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {59--84}, + file = {Wackernagel und Schwarz - 2024 - Die Blockchain-ID Eine mehrheitsfähige Lösung für.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LKWMN6DE/Wackernagel und Schwarz - 2024 - Die Blockchain-ID Eine mehrheitsfähige Lösung für.pdf:application/pdf}, +} + +@article{alturki_empirical_2023, + title = {An {Empirical} {Investigation} into {Students}’ {Actual} {Use} of {MOOCs} in {Saudi} {Arabia} {Higher} {Education}}, + volume = {15}, + copyright = {https://creativecommons.org/licenses/by/4.0/}, + issn = {2071-1050}, + url = {https://www.mdpi.com/2071-1050/15/8/6918}, + doi = {10.3390/su15086918}, + abstract = {Massive Open Online Courses, or MOOCs, are a type of educational innovation where enrollment in the courses given is free and available online. The MOOCs course selection is extensive and may accommodate hundreds or thousands of students at once. The current study, however, aims to look into how the academic self-efficacy of real MOOC users affects learning engagement and perseverance in higher education in Saudi Arabia. This study added the Technology Acceptance Model (TAM) to social cognitive theory. Therefore, the primary goal is to create a new model by examining the variables that affect the perceived utility and perceived service quality, as well as the students’ general perceptions of MOOCs that are really used. Therefore, this research used a quantitative approach and distributed the questionnaire online through a Google Form. It collected data from 276 King Saud University students and used it to test the hypothesized correlations using structural equation modeling (SEM-PLS). The study’s findings showed that perceptions of perceived benefits and service quality consistently had a significant influence on social interaction, influence, networks of support, and social identity. A further finding was that reported utility and perceived service quality have always been significantly influenced by academic self-efficacy in actual MOOC use. Because of this, learning engagement and perseverance in Saudi Arabian higher education are significantly impacted by the academic self-efficacy of real MOOC users. According to the findings, MOOC programs generally have a positive influence on the kingdom’s higher education system. As a result, it is almost certain that this research model will assist university decision-makers in determining whether or not MOOC usage is prevalent at Saudi educational institutions.}, + language = {en-GB}, + number = {8}, + urldate = {2024-07-17}, + journal = {Sustainability}, + author = {Alturki, Uthman and Aldraiweesh, Ahmed}, + month = apr, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC}, + pages = {6918}, + file = {Alturki und Aldraiweesh - 2023 - An Empirical Investigation into Students’ Actual U.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XFGXGD29/Alturki und Aldraiweesh - 2023 - An Empirical Investigation into Students’ Actual U.pdf:application/pdf}, +} + +@article{murtonen_creating_2019, + title = {Creating a {National} {Digital} {Learning} {Environment} for {Enhancing} {University} {Teachers}’ {Pedagogical} {Expertise} – {The} {Case} {UNIPS}}, + volume = {18}, + issn = {16942493, 16942116}, + url = {http://ijlter.org/index.php/ijlter/article/view/1922/pdf}, + doi = {10.26803/ijlter.18.13.2}, + language = {en-GB}, + number = {13}, + urldate = {2024-07-08}, + journal = {International Journal of Learning, Teaching and Educational Research}, + author = {Murtonen, Mari and Laato, Samuli and Lipponen, Emilia and Salmento, Heidi and Vilppu, Henna and Maikkola, Merja and Vaskuri, Paula and Mäkinen, Martti and Naukkarinen, Johanna and Virkki-Hatakka, Terhi and Pajarre, Eila and Selänne, Sara and Skaniakos, Terhi}, + month = dec, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3}, + pages = {7--29}, + file = {Murtonen et al. - 2019 - Creating a National Digital Learning Environment f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7NBLPSPC/Murtonen et al. - 2019 - Creating a National Digital Learning Environment f.pdf:application/pdf}, +} + +@incollection{mrohs_lehrvideos_2023, + address = {Wiesbaden}, + title = {Lehrvideos und virtuelle {Lernumgebungen} in der {Studieneingangsphase}: {Anforderungen} und {Wirkungen} im {Grenzbereich} {Schule}, {Hochschule} und {Gesellschaft}}, + isbn = {978-3-658-43378-9 978-3-658-43379-6}, + shorttitle = {Lehrvideos und virtuelle {Lernumgebungen} in der {Studieneingangsphase}}, + url = {https://link.springer.com/10.1007/978-3-658-43379-6_26}, + abstract = {Zusammenfassung + In Schule, Hochschule und Gesellschaft gewinnen digitale Bildungsmaterialien an Bedeutung. Im Studieneingangsbereich chemischer Studiengänge wächst gleichzeitig der Bedarf, Erstsemestern mit zunehmend diversen Bildungshintergründen ein individuell nutzbares Selbstlernangebot zur Verfügung zu stellen, um ihnen eine realistische Einschätzung relevanter Handlungsfelder ihres Studiums zu ermöglichen und den Studieneinstieg zu erleichtern. Mit offenen Plattformen, wie YouTube, können solche Angebote über die eigentliche Zielgruppe hinaus bis in die Gesellschaft wirken. Zudem bieten virtuelle Lernwelten neue Möglichkeiten, Wissenschaft erlebbar zu machen. Damit können Unsicherheiten insbesondere im Studieneingangsbereich abgebaut und eine inhaltgetriebene Lernmotivation gefördert werden.}, + language = {de-DE}, + urldate = {2024-05-14}, + booktitle = {Digitale {Kulturen} der {Lehre} entwickeln}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Burdinski, Dirk}, + editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten}, + year = {2023}, + doi = {10.1007/978-3-658-43379-6_26}, + note = {Series Title: Perspektiven der Hochschuldidaktik}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {369--392}, + file = {Burdinski - 2023 - Lehrvideos und virtuelle Lernumgebungen in der Stu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FA7XXQQ2/Burdinski - 2023 - Lehrvideos und virtuelle Lernumgebungen in der Stu.pdf:application/pdf}, +} + +@incollection{mrohs_aufgabenbearbeitungen_2023, + address = {Wiesbaden}, + title = {Aufgabenbearbeitungen von {Schüler}:innen multimedial erfassen: {Screencasts} als {Refexionsinstrument} in der {Lehrer}:innenbildung}, + isbn = {978-3-658-43378-9 978-3-658-43379-6}, + shorttitle = {Aufgabenbearbeitungen von {Schüler}}, + url = {https://link.springer.com/10.1007/978-3-658-43379-6_22}, + abstract = {Zusammenfassung + Grundschullehramtsstudierende der Martin-Luther-Universität Halle-Wittenberg erhalten im Rahmen eines wahlobligatorischen Lehr-Lernlabor-Seminars die Möglichkeit, theoriebasiert Lernaufgaben für den Rechtschreibunterricht zu entwickeln und diese mit Grundschüler:innen zu erproben. Um detaillierte Einblicke in die Bearbeitungs- und Kommunikationsprozesse der Schüler:innen zu erhalten, werden via Screencast (Bildschirmaufnahme) die Gespräche der Schüler:innen simultan mit ihren Bearbeitungen am Tablet-PC aufgezeichnet. Die Videovignetten dienen den Studierenden als Reflexionsgrundlage zur Identifikation von Problemstellen und Hürden in ihrer eigens entwickelten Aufgabe. Sie geben Anhaltspunkte zur gezielten Überarbeitung des Aufgabendesigns}, + language = {de-DE}, + urldate = {2024-05-14}, + booktitle = {Digitale {Kulturen} der {Lehre} entwickeln}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kunz, Saskia Jessica}, + editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten}, + year = {2023}, + doi = {10.1007/978-3-658-43379-6_22}, + note = {Series Title: Perspektiven der Hochschuldidaktik}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {309--315}, + file = {Kunz - 2023 - Aufgabenbearbeitungen von Schülerinnen multimedia.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QD65QM56/Kunz - 2023 - Aufgabenbearbeitungen von Schülerinnen multimedia.pdf:application/pdf}, +} + +@incollection{mrohs_social_2023, + address = {Wiesbaden}, + title = {Social {Learning} – {Innovative} {Zusammenarbeit} im digitalen {Zeitalter} gestalten mit der {Methode} {Working} {Out} {Loud}}, + isbn = {978-3-658-43378-9 978-3-658-43379-6}, + url = {https://link.springer.com/10.1007/978-3-658-43379-6_12}, + abstract = {Zusammenfassung + Der Beitrag stellt ein didaktisches Konzept für die Hochschullehre vor, bei dem selbstgesteuertes Lernen in Netzwerken und Kollaboration in besonderer Weise gefördert wird. Das Format hat sich in Evaluationen als äußerst positiv für das Lernen in Gruppen und die persönliche Entwicklung erwiesen. Es leistet einen wichtigen Beitrag zu einer neuen Lernkultur in der modernen und digitalen Hochschullehre. In diesem digitalen Lehrkonzept wurde das Format Working Out Loud (WOL) auf die Hochschullehre übertragen. Studierende arbeiten in Online-Teams, bauen Netzwerke auf und unterstützen sich als Peers. Der begleitete, kompetenzorientierte Selbstlernprozess führt zu intensiven Kommunikations-/Reflexionsprozessen und zeigt Studierenden für ihre Lern- und Arbeitsmethoden zukunftsweisende Formate auf.}, + language = {de-DE}, + urldate = {2024-05-14}, + booktitle = {Digitale {Kulturen} der {Lehre} entwickeln}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Oelker, Birgit and Meißner, Anne}, + editor = {Mrohs, Lorenz and Franz, Julia and Herrmann, Dominik and Lindner, Konstantin and Staake, Thorsten}, + year = {2023}, + doi = {10.1007/978-3-658-43379-6_12}, + note = {Series Title: Perspektiven der Hochschuldidaktik}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {185--208}, + file = {Oelker und Meißner - 2023 - Social Learning – Innovative Zusammenarbeit im dig.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ML8KAFM2/Oelker und Meißner - 2023 - Social Learning – Innovative Zusammenarbeit im dig.pdf:application/pdf}, +} + +@article{belmar_taking_2023, + title = {Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention}, + volume = {2}, + issn = {2731-4588}, + shorttitle = {Taking advantage of asynchronous digital feedback}, + doi = {10.1007/s44186-023-00112-w}, + abstract = {PURPOSE: To date, there are no training programs for basic suturing that allow remote deliberate practice. This study seeks to evaluate the effectiveness of a basic suture skills training program and its 6-month skill retention applying unsupervised practice and remote digital feedback. +METHODS: Fourth-year medical-student trainees reviewed instructional videos from a digital platform and performed unsupervised practice as needed at their homes. When they felt competent, trainees uploaded a video of themselves practicing the skill. In {\textless} 72 h, they received expert asynchronous digital feedback. The course had two theoretical stages and five video-based assessments, where trainees performed different suturing exercises. For the assessment, a global (GRS) and specific rating scale (SRS) were used, with a passing score of 20 points (max:25) and 15 (max:20), respectively. Results were compared to previously published work with in-person expert feedback (EF) and video-guided learning without feedback (VGL). A subgroup of trainees underwent a 6-month skills retention assessment. +RESULTS: Two-hundred and forty-three trainees underwent the course between March and December 2021. A median GRS of 24 points was achieved in the final assessment, showing significantly higher scores (p {\textless} 0.001) than EF and VGL (20.5 and 15.5, respectively). Thirty-seven trainees underwent a 6-month skills retention assessment, improving in GRS (23.38 vs 24.03, p value = 0.06) and SRS (18.59 vs 19, p value = 0.07). +CONCLUSION: It is feasible to teach basic suture skills to undergraduate medical students using an unsupervised training course with remote and asynchronous feedback through a digital platform. This methodology allows continuous training with the repetition of quality practice, personalized feedback, and skills retention at 6 months.}, + language = {en-GB}, + number = {1}, + journal = {Global Surgical Education: Journal of the Association for Surgical Education}, + author = {Belmar, Francisca and Gaete, María Inés and Durán, Valentina and Chelebifski, Slavka and Jarry, Cristián and Ortiz, Catalina and Escalona, Gabriel and Villagrán, Ignacio and Alseidi, Adnan and Zamorano, Elga and Pimentel, Fernando and Crovari, Fernando and Varas, Julián}, + year = {2023}, + pmid = {38013870}, + pmcid = {PMC9900196}, + keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Basic suture skills, Distance-based simulation, Medicine students}, + pages = {32}, + file = {Belmar et al. - 2023 - Taking advantage of asynchronous digital feedback.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6FDNLQ6C/Belmar et al. - 2023 - Taking advantage of asynchronous digital feedback.pdf:application/pdf}, +} + +@incollection{alexander_empowering_2023, + address = {New York}, + edition = {1}, + title = {Empowering {Faculty} to {Design} {TechnologyEnriched} {Student} {Learning}}, + isbn = {978-1-003-44833-4}, + url = {https://www.taylorfrancis.com/books/9781003448334/chapters/10.4324/9781003448334-5}, + language = {en-GB}, + urldate = {2024-07-08}, + booktitle = {Transforming {Digital} {Learning} and {Assessment}}, + publisher = {Routledge}, + author = {Sullivan, Roberta Robin and Van Putten, Cherie and Cole, Emily and Fulcher-Rood, Katrina and Kruger, Jessica and Sipley, Gina and Rigolino, Rachel and Herman, Jennifer H.}, + collaborator = {Alexander, Bryan and Maki, Peggy L. and Shea, Peter}, + month = jun, + year = {2023}, + doi = {10.4324/9781003448334-5}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {99--123}, + file = {Sullivan et al. - 2023 - Empowering Faculty to Design TechnologyEnriched St.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/84APC5ZG/Sullivan et al. - 2023 - Empowering Faculty to Design TechnologyEnriched St.pdf:application/pdf}, +} + +@incollection{matusiewicz_von_2024, + address = {Wiesbaden}, + title = {Von der {Arzneimittelausgabe} zur digital-gestützten {Gesundheitsbegleitung}}, + isbn = {978-3-658-42959-1 978-3-658-42960-7}, + url = {https://link.springer.com/10.1007/978-3-658-42960-7_5}, + language = {de-DE}, + urldate = {2024-06-15}, + booktitle = {Apotheke der {Zukunft}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Popien, Christian and Wasilewski, Luisa}, + editor = {Matusiewicz, David}, + year = {2024}, + doi = {10.1007/978-3-658-42960-7_5}, + note = {Series Title: FOM-Edition}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {37--45}, + file = {Popien und Wasilewski - 2024 - Von der Arzneimittelausgabe zur digital-gestützten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/69PHV4VR/Popien und Wasilewski - 2024 - Von der Arzneimittelausgabe zur digital-gestützten.pdf:application/pdf}, +} + +@incollection{schmidtke_digital-soziale_2024, + address = {Wiesbaden}, + title = {Digital-soziale {Kinder}- und {Jugendarbeit}: {Anforderungen} und {Weiterbildungsbedarfe}}, + isbn = {978-3-658-42846-4 978-3-658-42847-1}, + shorttitle = {Digital-soziale {Kinder}- und {Jugendarbeit}}, + url = {https://link.springer.com/10.1007/978-3-658-42847-1_4}, + language = {de-DE}, + urldate = {2024-06-08}, + booktitle = {Sozial - {Innovativ} - {Nachhaltig}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Reischl, Christiane and Kölbl, Max and Sagl, Marie-Therese}, + editor = {Schmidtke, Birgit and Kolbinger, Martin Lu and Molzbichler, Daniela}, + year = {2024}, + doi = {10.1007/978-3-658-42847-1_4}, + note = {Series Title: Perspektiven Sozialwirtschaft und Sozialmanagement}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {53--69}, + file = {Reischl et al. - 2024 - Digital-soziale Kinder- und Jugendarbeit Anforder.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8VNTXAJ7/Reischl et al. - 2024 - Digital-soziale Kinder- und Jugendarbeit Anforder.pdf:application/pdf}, +} + +@article{duffy_online_2023, + title = {An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the {COVID}-19 pandemic}, + volume = {23}, + issn = {1472-6920}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03950-2}, + doi = {10/gs569v}, + abstract = {Background:  The COVID-19 pandemic has created unprecedented challenges for medical students and educators worldwide. Groups 1, 2 and 3 of year 3, semester 2 medical students at the Royal College of Surgeons in Ireland (n = 275) had only completed 2, 5 and 7 weeks, respectively, of their scheduled 10-week clinical medicine and surgery attachments, prior to the Irish shutdown of all in-person non-essential activities, including medical student education. +Methods:  We developed and delivered an online case-based program, focused on history-taking skills and clinical reasoning, using simulated patients and video technologies. 12 tutorials were delivered over 6 weeks to 35 subgroups of 8 students in line with program learning outcomes. Both simulated patients (n = 36), and tutors (n = 45, from retired clinical professors to newly graduated physicians), were rapidly upskilled in Blackboard Collaborate and Microsoft Teams, and also in the provision of constructive feedback. We evaluated this newly developed program by the following three criteria: student attendance, achieved grades, and student feedback. +Results:  Attendance at the 12 tutorials was higher amongst group 1 and 2 students (75 and 73\%) by comparison with group 3 students (60\%) (p = {\textless} 0.001). Of the 273 students that sat the Year 3 Semester 2 online long case assessment, 93\% were successful. Despite group 1 students having the least prior clinical experience, results were similar to those of groups 2 and 3 (1st honors, 2nd honors, pass, and fail grades for group 1, 39\%, 33\%, 23\% and 6\%; group 2, 34\%, 41\%, 17\% and 8\%; group 3, 39\%, 25\%, 28\% and 7\%) (p = 0.48). An increased attendance rate at tutorials was associated with higher numbers of honors grades (p = {\textless} 0.001). Anonymous feedback from the students demonstrated considerable satisfaction with program: {\textgreater} 85\% agreed that the online program was interactive and very educational. +Conclusions:  Use of online video technology, tutors of varied experience, and simulated patients were demonstrated to replicate patient encounters, and to facilitate the development of clinical skills remotely during the COVID19 pandemic.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Duffy, Barbara and Tully, Roisin and Stanton, Alice V.}, + month = jan, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Weiterführung, Bildungstechnologie}, + pages = {4}, + file = {Duffy et al. - 2023 - An online case-based teaching and assessment progr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SXR6CIS9/Duffy et al. - 2023 - An online case-based teaching and assessment progr.pdf:application/pdf}, +} + +@article{pieper_empirische_2022, + title = {Empirische {Arbeit}: {Prompts} im {Lerntagebuch} fördern die {Reflexion} von {Lehramtsstudierenden} im {Praxissemester}}, + volume = {69}, + issn = {0342-183X}, + shorttitle = {Empirische {Arbeit}}, + url = {https://reinhardt-journals.de/index.php/peu/article/view/154868}, + doi = {10/gqw4wg}, + abstract = {Practical phases in teacher training like the practical semester enable student teachers to reflect on their own teaching practice. Reflection is key to improving our teaching, as we notice our mistakes and can develop better ways of planning classroom activities for future teaching. This study’s aim is to investigate whether prompts in a learning journal exert beneficial effects on reflection in terms of Gibbs’ reflective cycle (1988). We tested the effects of prompts in a field experiment during the practical semester. Student teachers (N = 50; 43 female) wrote two learning journal entries about their own teaching on an online-platform and were randomly assigned to one of two conditions: (a) a learning journal with prompts (experimental condition, n = 27) and (b) a learning journal without prompts (control condition, n = 23). Prompts led to more reflections on feelings and activity planning in the learning journal, and better reflections on feelings and analyses. Prompts also promoted conceptual knowledge about reflection and application of reflective knowledge.}, + language = {de-DE}, + number = {4}, + urldate = {2022-09-30}, + journal = {Psychologie in Erziehung und Unterricht}, + author = {Pieper, Martin and Roelle, Julian and Vom Hofe, Rudolf and Salle, Alexander and Berthold, Kirsten}, + month = sep, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU6, Reflexion}, + pages = {262--277}, + file = {Pieper et al. - 2022 - Empirische Arbeit Prompts im Lerntagebuch fördern.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4564UQI7/Pieper et al. - 2022 - Empirische Arbeit Prompts im Lerntagebuch fördern.pdf:application/pdf}, +} + +@article{kim_maternal_2021, + title = {Maternal {Nursing} {Online} {Practice} {Experience}}, + abstract = {This study was phenomenological analysis of maternal nursing of online practice experience. The study participants were students in between the ages of 20 to 25 who participated in the online practice of maternal nursing and conducted to a total of three interviews until the meaning were no longer derived. The data collection period was from May 26 to June 5, 2021, and analysis was conducted simultaneously with the datas have collected. The collected data were analyzed using the Giorgi's Phenomenological Analysis Method, and the study resulted in five categories (Opportunity to repeat, Systematic Scenarios, Immediate nursing intervention feedback, Beneficial hands-on experience, Different case experiences), 11 subcomponents, and 21 Semantic units. Based on the results of this study, the following conclusions were obtained. In maternal nursing, nursing students could experience more systematic and diverse case online than experiences throughout clinical practice, and achievement was also increased in theory learning for online practice. In other words, the online practice of maternal nursing was suitable for various content compositions that could not be experienced in clinical practice, but it is deemed urgent to have a program in Korean suitable for Korean culture. In future studies, this researcher hope to produce a maternal nursing practice program in Korean.}, + language = {en-GB}, + author = {Kim, Jungae}, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:4, Promotion:Weiterführung, Bildungstechnologie}, + pages = {7}, + file = {Kim - 2021 - Maternal Nursing Online Practice Experience.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LMZV4GU2/Kim - 2021 - Maternal Nursing Online Practice Experience.pdf:application/pdf}, +} + +@article{becher_flexibility_2025, + title = {Flexibility as a form of inequity in emergency remote online learning: the perspective of {Israeli} university students}, + issn = {1042-1726, 1867-1233}, + shorttitle = {Flexibility as a form of inequity in emergency remote online learning}, + url = {https://link.springer.com/10.1007/s12528-025-09433-9}, + doi = {10.1007/s12528-025-09433-9}, + abstract = {Flexible online distance education enables students to interact with content and materials at their own pace and from any location. However, such individualization of students’ learning time and space masks differences between learners’ access to resources within their spatial environments and temporal contexts and, thus, might generate implicit forms of social inequity. This study examines how flexibility inherent to emergency remote online learning shapes how Israeli university students from different social groups experienced remote online learning during the Covid-19 pandemic. We thematically analyzed semi-structured interviews with 50 undergraduate and graduate students, representing diversity in terms of class, gender, and national categories. We found four spatial and temporal factors that shaped students’ ability to harness flexibility to benefit their emergency remote online learning: spatial capital, temporal capital, temporal agency, and temporal intensity. The analysis revealed how such factors were shaped by complex intersections between students’ social identities. This study suggests that higher education institutions should make flexibility inclusive and safeguard students from potential adverse effects by tailoring support to diverse student needs and ensuring consistent access to resources as needed.}, + language = {en-GB}, + urldate = {2025-03-15}, + journal = {Journal of Computing in Higher Education}, + author = {Becher, Ayelet and Slobodin, Ortal and Manevich-Malul, Gila and Abu-Kishk, Hama and Queder, Sarab Abu-Rabia and Pinson, Halleli}, + month = feb, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + file = {Becher et al. - 2025 - Flexibility as a form of inequity in emergency remote online learning the perspective of Israeli un:/Users/jochenhanisch-johannsen/Zotero/storage/SW3TAB4D/Becher et al. - 2025 - Flexibility as a form of inequity in emergency remote online learning the perspective of Israeli un.pdf:application/pdf}, +} + +@article{jiao_collaborative_2025, + title = {Collaborative decision‐making for {UAV} swarm confrontation based on reinforcement learning}, + volume = {19}, + issn = {1751-8644, 1751-8652}, + url = {https://ietresearch.onlinelibrary.wiley.com/doi/10.1049/cth2.12781}, + doi = {10.1049/cth2.12781}, + abstract = {With the advancement of unmanned aerial vehicle (UAV) technology, research on adversarial interactions within UAV swarms has gained significant attention domestically and internationally. However, the existing decision-making algorithms are primarily tailored to homogeneous UAV swarm adversarial scenarios, facing challenges such as complex reward function design and limited decision-making timeliness when applied to more intricate scenarios. This article investigates the real-time control decision-making issues in UAV swarm adversarial interactions. First, an adversarial simulation environment for UAV swarms is constructed, which effectively unifies the environment and state representation, enhancing the response speed of our UAVs. Second, a distributed UAV swarm collaborative control algorithm based on multi-agent reinforcement learning is proposed, and an effective sparse reward function is designed to guide UAVs in adversarial gaming, making the UAV strategies more aggressive, enhancing the adversarial intensity, and further optimizing the control strategy to meet real-world demands better. Finally, the real-time performance and scalability of the proposed method are validated through simulations.}, + language = {en-GB}, + number = {1}, + urldate = {2025-02-26}, + journal = {IET Control Theory \& Applications}, + author = {Jiao, Yongkang and Fu, Wenxing and Cao, Xinying and Su, Qiangqing and Wang, Yusheng and Shen, Zixiang and Yu, Lanlin}, + month = jan, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {e12781}, + file = {Jiao et al. - 2025 - Collaborative decision‐making for UAV swarm confrontation based on reinforcement learning:/Users/jochenhanisch-johannsen/Zotero/storage/TTM6D9UG/Jiao et al. - 2025 - Collaborative decision‐making for UAV swarm confrontation based on reinforcement learning.pdf:application/pdf}, +} + +@article{khera_choose_2025, + title = {To choose or not to choose? {Decision} making while selecting platforms for {MOOCs}: a hybrid {MADM} approach}, + issn = {0268-0513, 1469-9958}, + shorttitle = {To choose or not to choose?}, + url = {https://www.tandfonline.com/doi/full/10.1080/02680513.2025.2467032}, + doi = {10.1080/02680513.2025.2467032}, + abstract = {The optimal selection of massive open online course (MOOC) platforms is crucial for all new and prospective learners. A decisionmaking problem arises when similar choices are available for courses offering similar sets of skills. Evaluating different MOOCs’ attributes solely upon influence or gut feelings invokes bias and might not yield optimal results. Thus, to save time, money, and resources, developing a model for the rational selection of MOOC platforms is crucial. This study was set experimentally, and the aim was not only to elicit the most important MOOC attributes available on each website but also to differentiate between the decisionmaking process of selection and evaluation. Using a hybrid multiattribute decision-making (MADM) approach i.e. Decision-making Trial and Evaluation Laboratory and Analytic Network Process (DEMATEL-ANP) the study has ranked seven critical attributes of MOOCs in order of importance and established causal relations among them. The results also portray the importance of these attributes in selecting the most appropriate e-learning platform.}, + language = {en-GB}, + urldate = {2025-02-23}, + journal = {Open Learning: The Journal of Open, Distance and e-Learning}, + author = {Khera, Shikha N. and Pawar, Himanshu}, + month = feb, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {1--20}, + file = {Khera und Pawar - 2025 - To choose or not to choose Decision making while selecting platforms for MOOCs a hybrid MADM appro:/Users/jochenhanisch-johannsen/Zotero/storage/DZGNP3KP/Khera und Pawar - 2025 - To choose or not to choose Decision making while selecting platforms for MOOCs a hybrid MADM appro.pdf:application/pdf}, +} + +@article{sterman_system_2002, + title = {System dynamics: systems thinking and modeling for a complex world}, + abstract = {Today s problems often arise as unintended consequences of yesterday s solutions. Social systems often suffer from policy resistance, the tendency for well-intentioned interventions to be defeated by the response of the system to the intervention itself. The field of system dynamics, created at MIT in the 1950s by Jay Forrester, is designed to help us learn about the structure and dynamics of the complex systems in which we are embedded, design high-leverage policies for sustained improvement, and catalyze successful implementation and change. Drawing on engineering control theory and the modern theory of nonlinear dynamical systems, system dynamics often involves the development of formal models and management flight simulators to capture complex dynamics, and to create an environment for learning and policy design. Unlike pure engineering problems if any exist human systems present unique challenges, including long time horizons, issues that cross disciplinary boundaries, the need to develop reliable models of human behavior, and the great difficulty of experimental testing. Successful change in social systems also requires the active participation of a wide range of people in the modeling and policy design process, people who often lack technical training. In this paper I discuss requirements for the effective use of system dynamics and illustrate with a successful application to a difficult business issue.}, + language = {en-GB}, + author = {Sterman, John D}, + month = apr, + year = {2002}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + file = {Sterman - SYSTEM DYNAMICS SYSTEMS THINKING AND MODELING FOR A COMPLEX WORLD:/Users/jochenhanisch-johannsen/Zotero/storage/V2PJZBMA/Sterman - SYSTEM DYNAMICS SYSTEMS THINKING AND MODELING FOR A COMPLEX WORLD.pdf:application/pdf}, +} + +@article{steffen_unlocking_2025, + title = {Unlocking the potential of student teachers: a practical approach to promote competence development through competence standards}, + volume = {12}, + issn = {2331-186X}, + shorttitle = {Unlocking the potential of student teachers}, + url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2443994}, + doi = {10.1080/2331186X.2024.2443994}, + abstract = {Educational science competences are considered one of the most important topics in teacher training. They also play an important role in various areas of effective teaching. Even though professional competences of student teachers have already been widely discussed based on several theoretical models, no study to date examines the promotion of student teachers’ competence development in practice. As part of this framework, we established a competence grid for student teachers to assess and support individualizing students’ learning paths. The grid is meant to stimulate self-reflection, which should help individuals raise awareness for their learning progress and make performance levels visible. Initial empirical results from a survey with first and second semester students (n ¼ 309) demonstrated practical applicability and reliability (a ¼ .82) of the assessment grid, which allows to design further steps towards professionalisation.}, + language = {en-GB}, + number = {1}, + urldate = {2024-12-27}, + journal = {Cogent Education}, + author = {Steffen, Annalena and Ohl, Franziska}, + month = dec, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {2443994}, + file = {Steffen und Ohl - 2025 - Unlocking the potential of student teachers a practical approach to promote competence development:/Users/jochenhanisch-johannsen/Zotero/storage/QEVQGQPZ/Steffen und Ohl - 2025 - Unlocking the potential of student teachers a practical approach to promote competence development.pdf:application/pdf}, +} + +@incollection{harris_wings_2025, + address = {Cham}, + title = {Wings of {Wisdom}: {Learning} from {Pilot} {Decision} {Data} with {Interpretable} {AI} {Models}}, + volume = {15381}, + isbn = {978-3-031-76823-1 978-3-031-76824-8}, + shorttitle = {Wings of {Wisdom}}, + url = {https://link.springer.com/10.1007/978-3-031-76824-8_17}, + abstract = {This paper explores how an AI model might aid pilots facing time-sensitive, multi-criteria decision-making challenges, focusing on the dynamic alternate airport selection problem. Traditional decision-making methods from the literature are ill suited in time-constrained, stressful situations. This has prompted an exploration into how incorporating AI models might provide decision-makers, pilots in this case, recommendations in such predicaments. Within the paper we explore how a Learning Classifier Systems (LCS), might be employed to tackle the problem. To train the LCS, an augmented dataset is derived from an online survey study featuring scenarios simulating alternate airport decision-making problems where state variables, reflecting aircraft conditions, and three airport options were presented to pilots. The LCS system showed promising results and appears to be a suitable model for the task.}, + language = {en-GB}, + urldate = {2024-12-14}, + booktitle = {{HCI} {International} 2024 – {Late} {Breaking} {Papers}}, + publisher = {Springer Nature Switzerland}, + author = {Djartov, Boris and Papenfuß, Anne and Wies, Matthias}, + editor = {Harris, Don and Li, Wen-Chin and Krömker, Heidi}, + year = {2025}, + doi = {10.1007/978-3-031-76824-8_17}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {241--256}, + file = {Djartov et al. - 2025 - Wings of Wisdom Learning from Pilot Decision Data with Interpretable AI Models:/Users/jochenhanisch-johannsen/Zotero/storage/Z4QFAUEN/Djartov et al. - 2025 - Wings of Wisdom Learning from Pilot Decision Data with Interpretable AI Models.pdf:application/pdf}, +} + +@incollection{kim_learning_2024, + address = {Cham}, + title = {Learning from {Student} {Mistakes}: {Using} {Epistemic} {Network} {Analysis} of {Students}’ {Knowledge} of {Fractions}, {Ratios} and {Percentages} to {Drive} {Middle} {School} {Instruction}}, + volume = {2278}, + isbn = {978-3-031-76334-2 978-3-031-76335-9}, + shorttitle = {Learning from {Student} {Mistakes}}, + url = {https://link.springer.com/10.1007/978-3-031-76335-9_16}, + abstract = {This study explores middle school students’ conceptual understandings of fractions, ratios, and proportional reasoning in order to better understand how online learning platforms (OLPs) may drive mathematics instruction in classrooms. Using Epistemic Network Analysis (ENA), we analyze patterns in students’ misconceptions when completing problem-solving tasks. Findings from this study confirm prior research that these topics are highly interrelated and extend this research to show how student learning is supported through the use of mathematical models as learning scaffolds. This research contributes to research on and development of OLPs that provide insights to teachers in ways that support student learning.}, + language = {en-GB}, + urldate = {2024-11-12}, + booktitle = {Advances in {Quantitative} {Ethnography}}, + publisher = {Springer Nature Switzerland}, + author = {Condon, Lara and Goldstein, Adina}, + editor = {Kim, Yoon Jeon and Swiecki, Zachari}, + year = {2024}, + doi = {10.1007/978-3-031-76335-9_16}, + note = {Series Title: Communications in Computer and Information Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {217--230}, + file = {Condon und Goldstein - 2024 - Learning from Student Mistakes Using Epistemic Network Analysis of Students’ Knowledge of Fractions:/Users/jochenhanisch-johannsen/Zotero/storage/J43CS64L/Condon und Goldstein - 2024 - Learning from Student Mistakes Using Epistemic Network Analysis of Students’ Knowledge of Fractions.pdf:application/pdf}, +} + +@incollection{cheng_cultivating_2024, + address = {Cham}, + title = {Cultivating {Critical} {Thinking}: {A} {Competitive}, {Web}-{Enhanced} {Gaming} {Experience}}, + volume = {14785}, + isbn = {978-3-031-65880-8 978-3-031-65881-5}, + shorttitle = {Cultivating {Critical} {Thinking}}, + url = {https://link.springer.com/10.1007/978-3-031-65881-5_34}, + abstract = {Critical thinking (CT) skills are essential in navigating the complexities of modern information landscapes. This article presents a novel methodology and design guidelines for creating educational games aimed at enhancing fundamental CT skills. Utilizing a robust technological platform, the game integrates multiple game-based learning elements such as peer learning, competition, and immediate feedback, which are proven to engage and motivate learners. The game, “Brain Fitness”, has been adapted for various learner groups and settings, demonstrating versatility in both online and offline formats. A case study involving employees from a food production company illustrates the game’s effectiveness in improving players’ abilities to identify logical fallacies and cognitive biases. Despite limitations in empirical validation, preliminary feedback highlights the game’s potential in CT skills development. This work contributes to educational strategies by providing a scalable and adaptable solution that addresses the urgent need for critical thinking enhancement in educational and professional contexts.}, + language = {en-GB}, + urldate = {2024-08-02}, + booktitle = {Innovative {Technologies} and {Learning}}, + publisher = {Springer Nature Switzerland}, + author = {Mets, Juri}, + editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min}, + year = {2024}, + doi = {10.1007/978-3-031-65881-5_34}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning}, + pages = {317--324}, + file = {Mets - 2024 - Cultivating Critical Thinking A Competitive, Web-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KWHP6YZZ/Mets - 2024 - Cultivating Critical Thinking A Competitive, Web-.pdf:application/pdf}, +} + +@article{mesenholler_validierung_2024, + title = {Validierung des {Onlinefragebogens} zur sozialen {Akzeptanz} von {Eltern} und {Lehrkräften} gegenüber {Künstlicher} {Intelligenz} in der {Schule} ({SAELKIS}) und Überprüfung der {Faktorstruktur}}, + copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0}, + issn = {0012-1924, 2190-622X}, + url = {https://econtent.hogrefe.com/doi/10.1026/0012-1924/a000333}, + doi = {10.1026/0012-1924/a000333}, + abstract = {Adaptive learning applications based on artificial intelligence (AI) offer great potential for the school context. However, it remains unclear how high the level of social acceptance among parents and teachers is for using these systems. This paper presents the development and validation of the questionnaire on parents’ and teachers’ social acceptance of AI-based learning support systems in schools (SAELKIS). We derived the questionnaire from the technology acceptance model, which is available for parents and teachers. A pilot study with teacher students (N = 36) resulted in three economically applicable scales probing perceived usefulness, perceived ease of use, and behavioral intention to use AI-based adaptive learning tools. We tested the factorial and criterion validity of the questionnaire for 223 parents and 141 teachers. Structural equation modelling (SEM) confirmed the hypothesized factor structure for the parents. After removing one item, SEM also supported the expected model structure for the teachers. All scales demonstrated good internal consistencies, and two items related to the constructs showed high criterion validity.}, + language = {de-DE}, + urldate = {2024-07-21}, + journal = {Diagnostica}, + author = {Mesenhöller, Janne and Böhme, Katrin}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU1}, + pages = {0012--1924/a000333}, + file = {Mesenhöller und Böhme - 2024 - Validierung des Onlinefragebogens zur sozialen Akz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VWJD9MYJ/Mesenhöller und Böhme - 2024 - Validierung des Onlinefragebogens zur sozialen Akz.pdf:application/pdf}, +} + +@article{maleki_voices_2025, + title = {Voices from the virtual classroom: students' views toward ethical challenges in the context of online formative assessment}, + volume = {4}, + issn = {2731-5525}, + shorttitle = {Voices from the virtual classroom}, + url = {https://link.springer.com/10.1007/s44217-025-00445-2}, + doi = {10.1007/s44217-025-00445-2}, + abstract = {The global impact of the COVID-19 pandemic has prompted a significant shift toward online Education. However, this transition has raised concerns about assessment, distance learning effectiveness, and student workload. These pandemicinduced conditions may also lead to ethical challenges in education. Despite existing research on ethical issues in online education, the focus on ethical challenges related to online formative assessment, especially in English as a Foreign Language (EFL) contexts, is still limited. Therefore, this study aims to explore students’ perspectives on ethical challenges related to online formative assessment. To achieve this objective, a mixed-methods approach was employed. Initially, a qualitative phase involving online focus group discussions was conducted with three distinct groups of eight Iranian EFL learners. These groups encompassed EFL learners from universities, institutes, and schools. Each group participated in a 70-min online discussion to examine the ethical challenges they encountered in online formative assessment following the onset of the COVID-19 pandemic. Thematic analysis of the data revealed that ethical challenges could be categorized into three main areas: group work, feedback, and cheating. Subsequently, a ranking scale was employed to determine the primary category that presented the most significant ethical challenge based on students’ viewpoints. The findings indicated that feedback was perceived as the most pressing ethical challenge, followed by issues with cheating and group work categories. Finally, the gathered information was categorized based on the specific learning contexts of the participants. This research provides valuable insights for EFL teachers, policymakers, and educational assessment systems. Based on these findings, it is recommended that EFL teachers and policymakers implement targeted professional development programs, foster a culture of academic integrity, and adopt clear guidelines to address these ethical challenges.}, + language = {en-GB}, + number = {1}, + urldate = {2025-03-15}, + journal = {Discover Education}, + author = {Maleki, Alireza}, + month = mar, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Promotion:FU5, Datenschutz und IT-Sicherheit}, + pages = {56}, + file = {Maleki - 2025 - Voices from the virtual classroom students' views toward ethical challenges in the context of onlin:/Users/jochenhanisch-johannsen/Zotero/storage/FIC3TGTH/Maleki - 2025 - Voices from the virtual classroom students' views toward ethical challenges in the context of onlin.pdf:application/pdf}, +} + +@article{mulders_virtual_2025, + title = {Virtual reality and affective learning in commemorative history teaching: effects of immersive technology and generative learning activities}, + issn = {1539-1523, 1945-0818}, + shorttitle = {Virtual reality and affective learning in commemorative history teaching}, + url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2025.2461524}, + doi = {10.1080/15391523.2025.2461524}, + abstract = {Learning with virtual reality (VR) can be highly motivating and conducive for cognitive and affective learning outcomes. For commemorative history education, VR enables novel experiences of testimonies co-created by survivors, witnesses, and museums. VR technologies allow learners to feel immediacy and an emotional connection to digitally reconstructed spaces and events of the past. While VR has proven to enhance affective learning outcomes by provoking emotions, interest, or motivation, its perceptual richness may also lead to distraction and cognitive overload. Generative learning activities can alleviate some of the limitations of learning with VR by helping learners to focus on the learning material. This study examines a highly engaging and historical immersive VR application and thereby investigates the effectiveness of the generative learning activities of self-explaining and drawing. Seventy-four undergraduate students explored a three-dimensional representation of the room where Anne Frank, a Jewish girl, was hiding during World War II. For the two experimental conditions, students had to either create drawings of Anne Frank’s room and their own room or verbally explain how Anne Frank’s living conditions would feel for them. For the control condition, students did not engage in a subsequent activity. Based on generative learning theory, we predicted that students engaging in generative learning activities would display higher posttest scores in knowledge and perspective taking than the control group. No such effects were found. Although the VR experience itself increased the ability to empathize with Anne Frank across all groups, it did not contribute to knowledge building. The study results indicate that even without any additional activity, VR can convey highly emotionally engaging testimonies and enables role taking, which suggests that VR is in particular suitable for affective learning.}, + language = {en-GB}, + urldate = {2025-02-23}, + journal = {Journal of Research on Technology in Education}, + author = {Mulders, Miriam and Träg, Kristian H. and Kaninski, Lilly and Kirner, Lara and Kerres, Michael}, + month = feb, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Promotion:Weiterführung, Promotion:Relevanz:3}, + pages = {1--21}, + file = {Mulders et al. - 2025 - Virtual reality and affective learning in commemorative history teaching effects of immersive techn:/Users/jochenhanisch-johannsen/Zotero/storage/9DSXJ5KG/Mulders et al. - 2025 - Virtual reality and affective learning in commemorative history teaching effects of immersive techn.pdf:application/pdf}, +} + +@article{pozdniakov_investigating_2025, + title = {Investigating the {Effect} of {Visualization} {Literacy} and {Guidance} on {Teachers}' {Dashboard} {Interpretation}}, + copyright = {https://creativecommons.org/licenses/by/4.0}, + issn = {1929-7750}, + url = {https://learning-analytics.info/index.php/JLA/article/view/8471}, + doi = {10.18608/jla.2024.8471}, + abstract = {Recent research on learning analytics dashboards has focused on designing user interfaces that offer various forms of visualization guidance (often referring to notions such as data storytelling or narrative visualization) to teachers (e.g., emphasizing data points or trends with colour and adding annotations), aiding them in interpreting visual elements to gain a comprehensive understanding of students’ learning processes. Yet, while some studies have explored how teachers interpret students’ data through these dashboards, many have overlooked the diverse technical capabilities of teachers, which can significantly impact their use of LA dashboards. In particular, visualization literacy (VL) skills can greatly influence how effectively teachers interpret dashboards. To the best of our knowledge, no comprehensive account exists that details how teachers with varying VL skills interpret visual representations of students’ data. In this paper, we address this gap by investigating how teachers interpret LA dashboards, both with and without visualization guidance, taking into account their VL. We illustrate this by analyzing teachers’ think-aloud sessions as they engage with dashboards in the context of monitoring synchronous online learning tasks undertaken by student groups using Zoom and Google Docs. Using epistemic network analysis, we examine the differences in interpretations between teachers with varying VL levels. Our findings revealed that teachers with low VL exhibited shallower dashboard interpretations than those with high VL. However, the association of VL with successful task completion rate was not significant. Also, visualization guidance did not enable teachers to deepen their interpretations. While some visualization guidance helped teachers to complete tasks correctly, excessive visualization guidance can also be detrimental.}, + language = {en-GB}, + urldate = {2025-01-30}, + journal = {Journal of Learning Analytics}, + author = {Pozdniakov, Stanislav and Martinez-Maldonado, Roberto and Tsai, Yi-Shan and Echeverria, Vanessa and Swiecki, Zachari and Gasevic, Dragan}, + month = jan, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU5, Leraning:Analytics}, + pages = {1--25}, + file = {Pozdniakov et al. - 2025 - Investigating the Effect of Visualization Literacy and Guidance on Teachers' Dashboard Interpretatio:/Users/jochenhanisch-johannsen/Zotero/storage/DSW2QQD2/Pozdniakov et al. - 2025 - Investigating the Effect of Visualization Literacy and Guidance on Teachers' Dashboard Interpretatio.pdf:application/pdf}, +} + +@incollection{bartimote_conversation_2024, + address = {Cham}, + title = {In {Conversation}: {Baker}, {Järvelä}, \& {Williamson} {Shaffer} – {The} {Relationship} {Between} {Computational} {Methods} and {Theory} in {Learning} {Analytics}}, + isbn = {978-3-031-60570-3 978-3-031-60571-0}, + shorttitle = {In {Conversation}}, + url = {https://link.springer.com/10.1007/978-3-031-60571-0_11}, + abstract = {Computational methods for analysing learner data and theories that describe human learning are core aspects of learning analytics. However, the relationships between these methods and theories are often ignored. The four authors met online to discuss these relationships, drawing on experiences from our own work, as well as broader trends that we have observed in the field. Our conversation covered definitions of computational methods, best practices for using them, and the impact they have had—and will continue to have—on research practices in learning analytics. This paper reproduces our conversation in a condensed form. A podcast of the conversation is available at https://spotifyanchor-web.app.link/e/ X8cnreA3MMb.}, + language = {en-GB}, + urldate = {2025-01-01}, + booktitle = {Theory {Informing} and {Arising} from {Learning} {Analytics}}, + publisher = {Springer Nature Switzerland}, + author = {Swiecki, Zachari and Baker, Ryan S. and Järvelä, Sanna and Williamson Shaffer, David}, + editor = {Bartimote, Kathryn and Howard, Sarah K. and Gašević, Dragan}, + year = {2024}, + doi = {10.1007/978-3-031-60571-0_11}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics}, + pages = {175--186}, + file = {Swiecki et al. - 2024 - In Conversation Baker, Järvelä, & Williamson Shaffer – The Relationship Between Computational Metho:/Users/jochenhanisch-johannsen/Zotero/storage/DZCC33RI/Swiecki et al. - 2024 - In Conversation Baker, Järvelä, & Williamson Shaffer – The Relationship Between Computational Metho.pdf:application/pdf}, +} + +@article{tepgec_feedback_2024, + title = {Feedback literacy matters: unlocking the potential of learning analytics-based feedback}, + issn = {0260-2938, 1469-297X}, + shorttitle = {Feedback literacy matters}, + url = {https://www.tandfonline.com/doi/full/10.1080/02602938.2024.2367587}, + doi = {10.1080/02602938.2024.2367587}, + abstract = {Despite the widespread implementation of learning analytics (LA)-based feedback systems, there exists a gap in empirical investigations regarding their influence on learning outcomes. Moreover, existing research primarily focuses on individual differences, such as self-regulation and motivation, overlooking the potential of feedback literacy (FL). FL, an emerging skill set, goes beyond comprehending feedback; it entails effectively applying feedback to enhance the learning experience. This study aims to investigate the impact of LA-based feedback on knowledge acquisition and transfer, specifically focusing on the role of FL. Ninety-five students participated in a quasi-experimental design with three feedback conditions: Process feedback with FL practice, Process feedback only, and Outcome feedback. The study utilized a learning environment with an LA dashboard and prompting features. Participants underwent pre-tests and post-tests evaluating their knowledge acquisition and transfer related to effective instructional methodologies for online teaching. The study shows that LA-based process feedback enhances knowledge transfer but not acquisition. Notably, FL moderates this impact, emphasizing its crucial role in maximizing LA-based feedback benefits. The study underscores the importance of prioritizing FL development in educational institutions. The study offers valuable insights into LA, FL, and learning outcomes, guiding informed and customized feedback practices in education.}, + language = {en-GB}, + urldate = {2024-11-17}, + journal = {Assessment \& Evaluation in Higher Education}, + author = {Tepgec, Mustafa and Heil, Joana and Ifenthaler, Dirk}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, Leraning:Analytics}, + pages = {1--17}, + file = {Tepgec et al. - 2024 - Feedback literacy matters unlocking the potential of learning analytics-based feedback:/Users/jochenhanisch-johannsen/Zotero/storage/FT6GB7CL/Tepgec et al. - 2024 - Feedback literacy matters unlocking the potential of learning analytics-based feedback.pdf:application/pdf}, +} + +@incollection{kim_ondiscuss_2024, + address = {Cham}, + title = {{OnDiscuss}: {An} {Epistemic} {Network} {Analysis} {Learning} {Analytics} {Visualization} {Tool} for {Evaluating} {Asynchronous} {Online} {Discussions}}, + volume = {2278}, + isbn = {978-3-031-76334-2 978-3-031-76335-9}, + shorttitle = {{OnDiscuss}}, + url = {https://link.springer.com/10.1007/978-3-031-76335-9_2}, + abstract = {Asynchronous online discussions are common assignments in both hybrid and online courses to promote critical thinking and collaboration among students. However, the evaluation of these assignments can require considerable time and effort from instructors. We created OnDiscuss, a learning analytics visualization tool for instructors that utilizes text mining algorithms and Epistemic Network Analysis (ENA) to generate visualizations of student discussion data. Text mining is used to generate an initial codebook for the instructor as well as automatically code the data. This tool allows instructors to edit their codebook and then dynamically view the resulting ENA networks for the entire class and individual students. Through empirical investigation, we assess this tool’s effectiveness to help instructors in analyzing asynchronous online discussion assignments.}, + language = {en-GB}, + urldate = {2024-11-12}, + booktitle = {Advances in {Quantitative} {Ethnography}}, + publisher = {Springer Nature Switzerland}, + author = {Luther, Yanye and Moraes, Marcia and Ghosh, Sudipto and Folkestad, James}, + editor = {Kim, Yoon Jeon and Swiecki, Zachari}, + year = {2024}, + doi = {10.1007/978-3-031-76335-9_2}, + note = {Series Title: Communications in Computer and Information Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics}, + pages = {18--30}, + file = {Luther et al. - 2024 - OnDiscuss An Epistemic Network Analysis Learning Analytics Visualization Tool for Evaluating Asynch:/Users/jochenhanisch-johannsen/Zotero/storage/YDWVUGP6/Luther et al. - 2024 - OnDiscuss An Epistemic Network Analysis Learning Analytics Visualization Tool for Evaluating Asynch.pdf:application/pdf}, +} + +@article{hershkovitz_instructors_2024, + title = {Instructors’ {Perceptions} of the {Use} of {Learning} {Analytics} for {Data}-{Driven} {Decision} {Making}}, + volume = {14}, + copyright = {https://creativecommons.org/licenses/by/4.0/}, + issn = {2227-7102}, + url = {https://www.mdpi.com/2227-7102/14/11/1180}, + doi = {10.3390/educsci14111180}, + abstract = {In recent years, much effort has been put into developing dedicated dashboards for instructors, in which data about students’ activity are presented. However, in many cases, such endeavors take a top-down approach and do not involve instructors in the design process. In this paper, we present a study of instructors and teaching assistants in a research university in Israel (N = 253) who responded to an online questionnaire regarding their perceptions of data on students’ activity on course websites. Specifically, they were asked about the types of data they were most interested in, the aspects of student learning that they would consider important, and the actions they would take upon viewing the data. Overall, we found that participants’ scores were medium-high (2.5–3.5 on a 5-point Likert scale), with scores being higher for women compared with men and positively correlated with experience with Moodle. An overarching theme arises from our analyses of instructors’ interests and intentions, which portrays their idea of teaching as somewhat traditional and instructor-centered; however, their declared actions make it clear that they are willing to make some desirable changes to the benefits of students. Finally, we found that instructors’ perceptions of data use and data importance are positive predictors of taking action upon viewing student data.}, + language = {en-GB}, + number = {11}, + urldate = {2024-11-08}, + journal = {Education Sciences}, + author = {Hershkovitz, Arnon and Ambrose, G. Alex and Soffer, Tal}, + month = oct, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, Leraning:Analytics}, + pages = {1180}, + file = {Hershkovitz et al. - 2024 - Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making:/Users/jochenhanisch-johannsen/Zotero/storage/MYW9GXYZ/Hershkovitz et al. - 2024 - Instructors’ Perceptions of the Use of Learning Analytics for Data-Driven Decision Making.pdf:application/pdf}, +} + +@article{yan_evidencebased_2024, + title = {Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning}, + issn = {0007-1013, 1467-8535}, + url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13498}, + doi = {10.1111/bjet.13498}, + abstract = {Multimodal learning analytics (MMLA) offers the potential to provide evidence‐based insights into complex learning phenomena such as collaborative learning. Yet, few MMLA applications have closed the learning analytics loop by being evaluated in real‐world educational settings. This study evaluates the effectiveness of an MMLA solution in enhancing feedback and reflection within a complex and highly dynamic collaborative learning environment. A two‐year longitudinal study was conducted with 399 students and 17 teachers, utilising an MMLA system in reflective debriefings in the context of healthcare education. We analysed the survey data of 74 students and 11 teachers regarding their perceptions of the MMLA system. We applied the Evaluation Framework for Learning Analytics, augmented by complexity, accuracy and trust measures, to assess both teachers' and students' perspectives. The findings illustrated that teachers and students both had generally positive perceptions of the MMLA solution. Teachers found the MMLA solution helpful in facilitating feedback provision and reflection during debriefing sessions. Similarly, students found the MMLA solution effective in providing clarity on the data collected, stimulating reflection on their learning behaviours, and prompting considerations for adaptation in their learning behaviours. However, the complexity of the MMLA solution and the need for qualitative measures of communication emerged as areas for improvement. Additionally, the study highlighted the importance of data accuracy, transparency, and privacy protection to maintain user trust. The findings provide valuable contributions to advancing our understanding of the use of MMLA in supporting feedback and reflection practices in intricate collaborative learning while identifying avenues for further research and improvement. We also provided several insights and practical recommendations for successful MMLA implementation in authentic learning contexts. + + + + + + + Practitioner notes + + + What is currently known about this topic + + + Multimodal learning analytics (MMLA) seeks to generate data‐informed insights about learners' metacognitive and emotional states as well as their learning behaviours, by utilising intricate physical and physiological signals. + + + MMLA has not only pioneered novel data analytic methods but also aspired to complete the learning analytics loop by crafting innovative, tangible solutions that relay these insights to the concerned stakeholders. + + + A prominent direction within MMLA research has been the formulation of tools to support feedback and reflection in collaborative learning scenarios, given MMLA's capacity to discern intricate and dynamic learning behaviours. + + + + + What this paper adds + + + Teachers' and students' positive perceptions of an MMLA implementation in stimulating considerations of adaptations in their pedagogical practices and learning behaviours, respectively. + + + Empirical evidence supporting the potential of MMLA in assisting teachers to facilitate students' reflective practices during intricate collaborative learning scenarios. + + + The importance of addressing issues related to design complexity, interpretability for users with disabilities, aggregated data representation, and concerns related to trust for building a practical MMLA solution in real learning settings. + + + + + Implications for practice and/or policy + + + The MMLA solution can provide teachers with a comprehensive view of student performance, illuminate areas for improvement, and confirm learning scenario outcomes. + + + The MMLA solution can stimulate students' reflections on their learning behaviours and promote considerations of adaptation in their learning behaviours. + + + Providing clear explanations and guidance on how to interpret analytics, as well as addressing concerns related to data completeness and representation, are essential to maximising utility.}, + language = {en-GB}, + urldate = {2024-08-02}, + journal = {British Journal of Educational Technology}, + author = {Yan, Lixiang and Echeverria, Vanessa and Jin, Yueqiao and Fernandez‐Nieto, Gloria and Zhao, Linxuan and Li, Xinyu and Alfredo, Riordan and Swiecki, Zachari and Gašević, Dragan and Martinez‐Maldonado, Roberto}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Datenschutz und IT-Sicherheit, Leraning:Analytics, Promotion;:Kerngedanke}, + pages = {bjet.13498}, + file = {Yan et al. - 2024 - Evidence‐based multimodal learning analytics for f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C4TKAIHD/Yan et al. - 2024 - Evidence‐based multimodal learning analytics for f.pdf:application/pdf}, +} + +@incollection{sahin_transforming_2024, + address = {Cham}, + title = {Transforming {Tertiary} {Education}: {The} {Role} of {Learning} {Analytics} in {Improving} {Students}’ {Success} - {A} {Practical} {Approach}}, + isbn = {978-3-031-56364-5 978-3-031-56365-2}, + shorttitle = {Transforming {Tertiary} {Education}}, + url = {https://link.springer.com/10.1007/978-3-031-56365-2_5}, + abstract = {Learning analytics is a rapidly growing field in higher education, comprising collecting and analysing data to improve teaching and learning practices. The potency of learning analytics rests on both understanding relational dynamics and demonstrating their generalisability and temporal stability—aspects often underexplored in the literature. Recognising the benefits of formative assessments with corresponding feedback in promoting short- and long-term learning outcomes, we implemented several course-specific online formative assessments in four different courses at the University of Bern, Switzerland. Through these assessments, we gathered data from various domains, including task-specific information, students’ learning behaviour, and their prior knowledge. Our analysis demonstrated substantial relationships between initial, formative, and summative assessments, alongside variables like attitude and effort, which were consistent across the different courses. Given the identified relationships and their consistency, learning analytics has the potential to significantly enhance the quality of tertiary education. Further, these findings emphasise the critical importance of leveraging learning analytics in educational institutions.}, + language = {en-GB}, + urldate = {2024-05-14}, + booktitle = {Assessment {Analytics} in {Education}}, + publisher = {Springer International Publishing}, + author = {Raemy, Ursina E. and Troche, Stefan J. and Sipos, Kinga and Mayer, Boris and Klostermann, André and Gubler, Danièle A. and Borter, Natalie}, + editor = {Sahin, Muhittin and Ifenthaler, Dirk}, + year = {2024}, + doi = {10.1007/978-3-031-56365-2_5}, + note = {Series Title: Advances in Analytics for Learning and Teaching}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Buchteil:online:learning, Leraning:Analytics}, + pages = {85--111}, + file = {Raemy et al. - 2024 - Transforming Tertiary Education The Role of Learn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3ZQPNFDI/Raemy et al. - 2024 - Transforming Tertiary Education The Role of Learn.pdf:application/pdf}, +} + +@article{poquet_shared_2024, + title = {A shared lens around sensemaking in learning analytics: {What} activity theory, definition of a situation and affordances can offer}, + volume = {n/a}, + issn = {1467-8535}, + shorttitle = {A shared lens around sensemaking in learning analytics}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13435}, + doi = {10.1111/bjet.13435}, + abstract = {The paper argues that learning analytics as a research field can benefit from a theory-informed shared language to describe sensemaking of learning and teaching data. To make the case for such shared language, first, I critically review prominent sensemaking theories to then demonstrate how studies in learning analytics do not use coherent descriptions of sensemaking, eclectically combining the paradigms that have underlying differences. I then propose a conceptualization of sensemaking that overcomes the differences between these theories and explains how the concepts of activity system, the definition of the situation and affordances can be used to capture individual differences in sensemaking. The paper concludes with a preliminary framework and examples demonstrating its utility in raising new theoretical questions, informing design principles and providing shared language for researchers in learning analytics.Practitioner notesWhat is already known about this topic Sensemaking happens when individuals try to explain unknown situations. Learning analytics uses sensemaking as a lens to understand dashboard use. Systematic analysis of sensemaking is essential for learning analytics. What this paper adds The paper notes that noticing and perceiving are commonly examined in learning analytics on dashboard use. The paper suggests a revision of fundamental assumptions in sensemaking. A paper proposes a toy model of sensemaking that includes operationalization of the definition of the situation, activity where sensemaking happens and processes of noticing and perceiving affordances. Implications for practice and/or policy Learning analytics must examine sensemaking of data about teaching and learning in a systematic manner. Internal perceptions of the social environment and activity that are informed by the data need to be considered in evaluating dashboard use.}, + language = {en-GB}, + number = {n/a}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Poquet, Oleksandra}, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13435}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Leraning:Analytics, activity theory, definition of a situation, ecological perception theory, information elaboration, learning analytics, sensemaking}, + pages = {1--21}, + file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WSSG8EPJ/Poquet - A shared lens around sensemaking in learning analy.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/YHA9LWTU/bjet.html:text/html}, +} + +@article{bouwer_eye-mind_2023, + title = {The eye-mind of processing written feedback: {Unraveling} how students read and use feedback for revision}, + volume = {85}, + issn = {09594752}, + shorttitle = {The eye-mind of processing written feedback}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S0959475223000142}, + doi = {10/gs28rb}, + abstract = {This research aims to promote our understanding of feedback engagement processes in writing tasks using a combination of online and offline measures, including eye-tracking, thinking-aloud, and text-analyses. Study 1 explored how sixteen students read, evaluate, and use feedback for revision. Results revealed three feedback processing strategies: (1) superficial processing (n = 6), which is characterized by reading feedback in a linear way, without critically rereading or revising the text, (2) local processing (n = 6) in which students switched between reading the comments and the commented text, and (3) deep processing (n = 4) in which students integrated the feedback with both commented and uncommented parts of the text and made more substantial revisions. In Study 2, we investigated the local and deep feedback reading strategy in more detail with 41 stu­ dents using a within-subject design with different types of feedback. Results demonstrated the same strategies among students, but also that the focus of feedback affected students’ revision behavior, above and beyond an individual feedback processing strategy. This finding is in line with previous research that emphasized the effects of feedback characteristics on students’ use of feedback. By triangulating various process measures, this research is one of the first that provides empirical evidence for different feedback processing strategies among students. These novel insights in individual feedback engagement processing can be used to extend and refine current theories on how, when, and why feedback works and for whom.}, + language = {en-GB}, + urldate = {2023-10-30}, + journal = {Learning and Instruction}, + author = {Bouwer, Renske and Dirkx, Kim}, + month = jun, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bildungstheorien, Promotion:01-02, Promotion:Eye-Tracking}, + pages = {101745}, + file = {Bouwer und Dirkx - 2023 - The eye-mind of processing written feedback Unrav.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/25QIVII6/Bouwer und Dirkx - 2023 - The eye-mind of processing written feedback Unrav.pdf:application/pdf}, +} + +@article{bhat_perception_2025, + title = {Perception of undergraduate medical students regarding “{Reel}-{Making}” as an innovative learning method in ophthalmology: a cross-sectional study}, + volume = {25}, + issn = {1472-6920}, + shorttitle = {Perception of undergraduate medical students regarding “{Reel}-{Making}” as an innovative learning method in ophthalmology}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07352-y}, + doi = {10.1186/s12909-025-07352-y}, + abstract = {Background The perceptions and learning methods among students have been rapidly changing over the past few years, and thus, there is a need for innovative teaching-learning methods to train the Indian Medical Graduates in the present day. +Objectives The study aimed to assess undergraduate medical students’ perception of reel-making as an innovative teaching-learning method in ophthalmology. Materials and methods This descriptive, cross-sectional study was conducted among third-year MBBS students attending ophthalmology clinics in a private medical college in South India in July-August 2024. A total of 64 students were assigned to make educational reels about cataract and myopia awareness for the general public. Their perception and experience of this innovative learning method are collected from students using a pre-validated questionnaire using a five-point Likert scale for 10 questions collected through an online survey. Data was analyzed by chi square, independent t-test and descriptive analysis. +Results 52 out of 64 (81.25\%) students completed the survey. 59.6\% agreed that the reel-making activity evoked more interest in learning, 43.3\% strongly agreed that it was a fascinating activity, 50\% strongly agreed that it perked their interest, 44.2\% strongly agreed that they liked the idea of innovative learning, and 46.2\% strongly felt they would recommend this method to others. Many students used the word “fun” when describing their experience. +Conclusions Innovative teaching through reel-making activity was not only found to spark interest but was also reported to be an enjoyable learning experience among students, and thus could be used as a useful innovative method in medical education. Clinical trial number Not applicable.}, + language = {en-GB}, + number = {1}, + urldate = {2025-06-03}, + journal = {BMC Medical Education}, + author = {Bhat, Sunayana and Nayak, Madhurima A. and Pg, Vinay}, + month = may, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4}, + pages = {781}, + file = {Bhat et al. - 2025 - Perception of undergraduate medical students regarding “Reel-Making” as an innovative learning metho:/Users/jochenhanisch-johannsen/Zotero/storage/EKC4PWGW/Bhat et al. - 2025 - Perception of undergraduate medical students regarding “Reel-Making” as an innovative learning metho.pdf:application/pdf}, +} + +@article{suwanbamrung_evaluating_2025, + title = {Evaluating the effectiveness of the integrated research subject research-based learning online ({IRS}-{RBLO}) model: retrospective record review study}, + volume = {25}, + issn = {1472-6920}, + shorttitle = {Evaluating the effectiveness of the integrated research subject research-based learning online ({IRS}-{RBLO}) model}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07325-1}, + doi = {10.1186/s12909-025-07325-1}, + abstract = {Background The Integrated research subject-research-based learning online (IRS-RBLO) model is developed based on research-based learning, the components of the research process, and elements of online learning design. We aimed to evaluate the effectiveness of the IRS-RBLO in enhancing the learning outcome and research knowledge among community public health students at Walailak University, Thailand. +Methods This study applied a retrospective record review of 67 complete records out of 80 fourth-year community public health students of Walailak University to study the effectiveness of the IRS-RBLO model through research knowledge and learning outcomes. Research knowledge and learning outcomes were assessed using 40 multiple choice questions and 40 Likert scale questioners, respectively. The T-test was applied to analyze research knowledge before (1st week) and during learning (7th week), and ANOVA statistics to analyze students’ learning outcomes before (1st week), during (7th week), and after (16th week) learning with the IRS-RBLO model. +Results Students exhibited a significant difference in research knowledge (p =.00), with 35.88\% percentage increase in aggregate knowledge assessment score before and during; and learning outcomes before, during, and after learning with the IRS-RBLO model (P =.00), with 17.44\% increase in overall learning outcome increase between the scores of before and after. However, it showed variable results while comparing before and during (P {\textless}.001), before and after (P =.001), and during and after (P =.045) learning with the IRS-RBLO model. +Conclusions The IRS-RBLO model has shown its significant difference in research knowledge and learning outcomes. We recommend the broader implementation of the model, and future research may explore instructor opinions, and investigate educational policy implications to further validate the model’s effectiveness. Clinical trial number Not applicable.}, + language = {en-GB}, + number = {1}, + urldate = {2025-06-03}, + journal = {BMC Medical Education}, + author = {Suwanbamrung, Charuai and Israel, Eskinder and Mehraj, Sandeep Kumar and Stanikzai, Muhammad Haroon and Ageru, Temesgen Anjulo and Jaroenpool, Jiraporn and Pibul, Panatda and Shohaimi, Shamarina and Kercho, Melkamu Worku}, + month = may, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Schlussfolgerung}, + pages = {775}, + file = {Suwanbamrung et al. - 2025 - Evaluating the effectiveness of the integrated research subject research-based learning online (IRS-:/Users/jochenhanisch-johannsen/Zotero/storage/LPP822W4/Suwanbamrung et al. - 2025 - Evaluating the effectiveness of the integrated research subject research-based learning online (IRS-.pdf:application/pdf}, +} + +@incollection{meier_forderung_2023, + address = {Wiesbaden}, + title = {Förderung von digitalisierungsbezogenen {Kompetenzen} von angehenden {Physiklehrkräften} mit dem {SQD}-{Modell} im {Projekt} {DiKoLeP}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_4}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Weiler, David and Burde, Jan-Philipp and Große-Heilmann, Rike and Lachner, Andreas and Riese, Josef and Schubatzky, Thomas}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_4}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {47--62}, + file = {Weiler et al. - 2023 - Förderung von digitalisierungsbezogenen Kompetenze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8EV5XIQ5/Weiler et al. - 2023 - Förderung von digitalisierungsbezogenen Kompetenze.pdf:application/pdf}, +} + +@incollection{meier_experimentierfahigkeiten_2023, + address = {Wiesbaden}, + title = {Experimentierfähigkeiten stärken, {Diagnostizieren} lernen und digitalgestützt {Feedback} geben: {Konzeption} eines {Lehr}-{Lern}-{Labor}-{Seminars} zur {Professionalisierung} angehender {Biologielehrkräfte}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {Experimentierfähigkeiten stärken, {Diagnostizieren} lernen und digitalgestützt {Feedback} geben}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_6}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kastaun, Marit and Meier, Monique}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_6}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {77--90}, + file = {Kastaun und Meier - 2023 - Experimentierfähigkeiten stärken, Diagnostizieren .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UGF4KV4Z/Kastaun und Meier - 2023 - Experimentierfähigkeiten stärken, Diagnostizieren .pdf:application/pdf}, +} + +@incollection{meier_language_2023, + address = {Wiesbaden}, + title = {Language {Learning} {Futures}: {Evaluating} the {Development} of {Pre}-{Service} {Teachers}’ {TPACK} {ComPetencies} in {English} as a {Foreign} {Language}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {Language {Learning} {Futures}}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_8}, + language = {en-GB}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Masri, Barie Al and Meyer, Oliver}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_8}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {107--119}, + file = {Masri und Meyer - 2023 - Language Learning Futures Evaluating the Developm.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WRIWFDZP/Masri und Meyer - 2023 - Language Learning Futures Evaluating the Developm.pdf:application/pdf}, +} + +@incollection{meier_computational_2023, + address = {Wiesbaden}, + title = {Computational {Playground}: {Eine} quasi-experimentelle {Interventionsstudie} zu informatikspezifischen {Dispositionen} und {Computational} {Thinking}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {Computational {Playground}}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_2}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Brämer, Martin and Rehfeldt, Daniel and Köster, Hilde}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_2}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {19--31}, + file = {Brämer et al. - 2023 - Computational Playground Eine quasi-experimentell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AH4UXF2R/Brämer et al. - 2023 - Computational Playground Eine quasi-experimentell.pdf:application/pdf}, +} + +@incollection{meier_simulieren_2023, + address = {Wiesbaden}, + title = {Simulieren und mathematisches {Modellieren} mit digitalen {Werkzeugen} im {Lehr}-{Lern}-{Laborseminar}: {Förderung} und empirische {Analyse} der bereichsspezifischen professionellen {Aufgabenkompetenz}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {Simulieren und mathematisches {Modellieren} mit digitalen {Werkzeugen} im {Lehr}-{Lern}-{Laborseminar}}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_3}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Quarder, Jascha and Gerber, Sebastian and Siller, Hans-Stefan and Greefrath, Gilbert}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_3}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {33--46}, + file = {Quarder et al. - 2023 - Simulieren und mathematisches Modellieren mit digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L7XBA5CG/Quarder et al. - 2023 - Simulieren und mathematisches Modellieren mit digi.pdf:application/pdf}, +} + +@incollection{meier_lehr-lern-labor_2023, + address = {Wiesbaden}, + title = {Das {Lehr}-{Lern}-{Labor} als {Baustein} zum {Aufbau} digitalisierungsbezogener {Kompetenzen} im {Physik}-{Lehramtsstudium}: {Ergebnis} einer {Umgestaltung} der {Experimentierpraktika}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {Das {Lehr}-{Lern}-{Labor} als {Baustein} zum {Aufbau} digitalisierungsbezogener {Kompetenzen} im {Physik}-{Lehramtsstudium}}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_5}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Walpert, Daniel and Wodzinski, Rita}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_5}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {63--75}, + file = {Walpert und Wodzinski - 2023 - Das Lehr-Lern-Labor als Baustein zum Aufbau digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QUTKI6NN/Walpert und Wodzinski - 2023 - Das Lehr-Lern-Labor als Baustein zum Aufbau digita.pdf:application/pdf}, +} + +@incollection{meier_p18_2023, + address = {Wiesbaden}, + title = {P18: {Vom} {Seminarraum} zum {HSE} {Digital} {Teaching} and {Learning} {Lab}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {P18}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_15}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Hirsch, Bernd and Holste, Timo}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_15}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {167--171}, + file = {Hirsch und Holste - 2023 - P18 Vom Seminarraum zum HSE Digital Teaching and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X89UKX3C/Hirsch und Holste - 2023 - P18 Vom Seminarraum zum HSE Digital Teaching and .pdf:application/pdf}, +} + +@incollection{meier_experimentelle_2023, + address = {Wiesbaden}, + title = {Experimentelle {Escape} {Games} im {Lehr}-{Lern}-{Labor} {Ex3}-{Lab} des {Fachbereichs} {Chemie}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_18}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Rubner, Isabel and Lukas, Sarah}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_18}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {185--189}, + file = {Rubner und Lukas - 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2019 - Chancen der Digitalisierung in der Beratung.pdf:application/pdf}, +} + +@incollection{stumpf_pladoyer_2019, + address = {Wiesbaden}, + title = {Plädoyer zur {Durchführung} von {Potential}-{Analysen} vor dem {Start} von {Digitalisierungsprojekten}}, + isbn = {978-3-658-26112-2 978-3-658-26113-9}, + url = {http://link.springer.com/10.1007/978-3-658-26113-9_3}, + language = {de-DE}, + urldate = {2021-05-25}, + booktitle = {Digitalisierung und {Kommunikation}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Küter, Julia and Kirchhoff, Sabine}, + editor = {Stumpf, Marcus}, + year = {2019}, + doi = {10.1007/978-3-658-26113-9_3}, + note = {ZSCC: NoCitationData[s0] }, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {35--50}, + file = {Küter und Kirchhoff - 2019 - Plädoyer zur Durchführung von Potential-Analysen v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QSW4M874/Küter und Kirchhoff - 2019 - Plädoyer zur Durchführung von Potential-Analysen v.pdf:application/pdf}, +} + +@incollection{rietmann_facebook_2019, + address = {Wiesbaden}, + title = {Facebook, {WhatsApp} und {Co}. – {Digitale} {Medien} in {Familien} und in der {Sozialen} {Beratung}}, + volume = {15}, + isbn = {978-3-658-25527-5 978-3-658-25528-2}, + url = {http://link.springer.com/10.1007/978-3-658-25528-2_12}, + language = {de-DE}, + urldate = {2021-05-25}, + booktitle = {Beratung und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Eggert, Susanne and Schubert, Gisela}, + editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias}, + year = {2019}, + doi = {10.1007/978-3-658-25528-2_12}, + note = {ZSCC: NoCitationData[s0] +Series Title: Soziale Arbeit als Wohlfahrtsproduktion}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {251--268}, + file = {Eggert und Schubert - 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2017 - Digitales Entscheidungsmanagement in der Medizin .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q9KVMK95/Andrzejewski et al. - 2017 - Digitales Entscheidungsmanagement in der Medizin .pdf:application/pdf}, +} + +@incollection{pfannstiel_design_2017, + address = {Wiesbaden}, + title = {Design {Thinking} {Based} {Digital} {Transformation} in {Healthcare}}, + isbn = {978-3-658-12392-5 978-3-658-12393-2}, + url = {http://link.springer.com/10.1007/978-3-658-12393-2_2}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {II}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Pferzinger, Manfred and Rammerstorfer, Patrick}, + editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald}, + year = {2017}, + doi = {10.1007/978-3-658-12393-2_2}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {13--22}, + file = {Pferzinger und Rammerstorfer - 2017 - Design Thinking Based Digital Transformation in He.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q8Q92A4C/Pferzinger und Rammerstorfer - 2017 - Design Thinking Based Digital Transformation in He.pdf:application/pdf}, +} + +@incollection{pfannstiel_elisabeth_2019, + address = {Wiesbaden}, + title = {Elisabeth {Brönnimann} und ihr {Weg} durch das {Gesundheitssystem} – {Digitale} {Transformation} aus {Patientensicht}}, + isbn = {978-3-658-25460-5 978-3-658-25461-2}, + url = {http://link.springer.com/10.1007/978-3-658-25461-2_14}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Denecke, Kerstin and Bignens, Serge and Bürkle, Thomas and Kim, Sang-Il and Lehmann, Michael and Nüssli, Stephan and Sariyar, Murat and Holm, Jürgen}, + editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald}, + year = {2019}, + doi = {10.1007/978-3-658-25461-2_14}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {259--280}, + file = {Denecke et al. - 2019 - Elisabeth Brönnimann und ihr Weg durch das Gesundh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BVADZK5R/Denecke et al. - 2019 - Elisabeth Brönnimann und ihr Weg durch das Gesundh.pdf:application/pdf;Denecke et al. - 2019 - Elisabeth Brönnimann und ihr Weg durch das Gesundh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7IB2KHZS/Denecke et al. - 2019 - Elisabeth Brönnimann und ihr Weg durch das Gesundh.pdf:application/pdf}, +} + +@incollection{wunder_digitalisierung_2021, + title = {Digitalisierung in der stationären {Kinder}- und {Jugendhilfe} – zur {Relevanz} von digitalen {Medien} und {Medienbildung} in einem vernachlässigten {Bildungskontext}}, + isbn = {978-3-7815-2473-6}, + url = {https://www.pedocs.de/volltexte/2021/23172/pdf/Tillmann_Wessel_2021_Digitalisierung_in_der.pdf}, + language = {de-DE}, + urldate = {2021-08-28}, + booktitle = {Digitalisierung und {Soziale} {Arbeit}. {Transformationen} und {Herausforderungen}}, + publisher = {Verlag Julius Klinkhardt}, + author = {Tillmann, Angela and Weßel, André}, + editor = {Wunder, Maik}, + month = aug, + year = {2021}, + doi = {10.35468/5909-16}, + note = {ZSCC: NoCitationData[s0] }, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {229--239}, + file = {Tillmann und Weßel - 2021 - Digitalisierung in der stationären Kinder- und Jug.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ACYR4QD4/Tillmann und Weßel - 2021 - Digitalisierung in der stationären Kinder- und Jug.pdf:application/pdf}, +} + +@incollection{pfannstiel_exoskelette_2019, + address = {Wiesbaden}, + title = {Exoskelette und künstliche {Intelligenz} in der klinischen {Rehabilitation}}, + isbn = {978-3-658-23986-2 978-3-658-23987-9}, + url = {http://link.springer.com/10.1007/978-3-658-23987-9_21}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kirchner, Elsa A. and Will, Niels and Simnofske, Marc and Kampmann, Peter and Benitez, Luis Manuel Vaca and de Gea Fernández, José and Kirchner, Frank}, + editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald}, + year = {2019}, + doi = {10.1007/978-3-658-23987-9_21}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {413--435}, + file = {Kirchner et al. - 2019 - Exoskelette und künstliche Intelligenz in der klin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C4NFKK6L/Kirchner et al. - 2019 - Exoskelette und künstliche Intelligenz in der klin.pdf:application/pdf;Kirchner et al. - 2019 - Exoskelette und künstliche Intelligenz in der klin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q69LQ8FJ/Kirchner et al. - 2019 - Exoskelette und künstliche Intelligenz in der klin.pdf:application/pdf}, +} + +@incollection{pfannstiel_digitale_2019, + address = {Wiesbaden}, + title = {Die digitale {Pille} für chronische {Krankheiten}}, + isbn = {978-3-658-25460-5 978-3-658-25461-2}, + url = {http://link.springer.com/10.1007/978-3-658-25461-2_12}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kowatsch, Tobias and Fischer-Taeschler, Doris and Putzing, Fabian and Bürki, Pius and Stettler, Christoph and Chiesa-Tanner, Gabriella and Fleisch, Elgar}, + editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald}, + year = {2019}, + doi = {10.1007/978-3-658-25461-2_12}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {205--231}, + file = {Kowatsch et al. - 2019 - Die digitale Pille für chronische Krankheiten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/25S4C5SK/Kowatsch et al. - 2019 - Die digitale Pille für chronische Krankheiten.pdf:application/pdf;Kowatsch et al. - 2019 - Die digitale Pille für chronische Krankheiten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PYMZ7BUA/Kowatsch et al. - 2019 - Die digitale Pille für chronische Krankheiten.pdf:application/pdf}, +} + +@incollection{fortmann_geld_2018, + address = {Wiesbaden}, + title = {Geld und {Vergütung} im {Zeitalter} der {Digitalisierung}: {Wie} sieht das {Performance} {Management} von morgen aus?}, + isbn = {978-3-658-20968-1 978-3-658-20969-8}, + shorttitle = {Geld und {Vergütung} im {Zeitalter} der {Digitalisierung}}, + url = {http://link.springer.com/10.1007/978-3-658-20969-8_3}, + language = {de-DE}, + urldate = {2021-10-17}, + booktitle = {Arbeitswelt der {Zukunft}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kienbaum, Fabian and Gunnesch, Markus and Pacher, Sebastian}, + editor = {Fortmann, Harald R. and Kolocek, Barbara}, + year = {2018}, + doi = {10.1007/978-3-658-20969-8_3}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {27--49}, + file = {Kienbaum et al. - 2018 - Geld und Vergütung im Zeitalter der Digitalisierun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HB5RIEZR/Kienbaum et al. - 2018 - Geld und Vergütung im Zeitalter der Digitalisierun.pdf:application/pdf}, +} + +@incollection{zawacki-richter_blended_2023, + address = {Singapore}, + title = {Blended {Learning} {Research} and {Practice}}, + isbn = {978-981-19-2079-0 978-981-19-2080-6}, + url = {https://link.springer.com/10.1007/978-981-19-2080-6_68}, + abstract = {Abstract + The strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practice in different regions of the world? Fourth, what research frameworks have been developed by BL scholars and what are other common frameworks that scholars have borrowed from other domains? Finally, the chapter overviews some of the current BL research around institutional, faculty, and student issues. The global pandemic from 2019 to 2021 has increased administrator, instructor, and student awareness and familiarity with many online learning options. It is likely that blended practices that combine both online and in-person instruction will become increasingly prevalent. Scholars will need to better understand how different blended models and pedagogical practices within those models work to improve learning outcomes, increase access and flexibility for learners, and impact cost efficiencies.}, + language = {en-GB}, + urldate = {2023-07-04}, + booktitle = {Handbook of {Open}, {Distance} and {Digital} {Education}}, + publisher = {Springer Nature Singapore}, + author = {Graham, Charles R. and Halverson, Lisa R.}, + editor = {Zawacki-Richter, Olaf and Jung, Insung}, + year = {2023}, + doi = {10.1007/978-981-19-2080-6_68}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning}, + pages = {1159--1178}, + file = {Graham und Halverson - 2023 - Blended Learning Research and Practice.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUADQ9ZP/Graham und Halverson - 2023 - Blended Learning Research and Practice.pdf:application/pdf}, +} + +@incollection{meier_motivational_2023, + address = {Wiesbaden}, + title = {Motivational {Orientations} in {Teaching}-{Learning} {Laboratories} in {Chemistry}: {Comparison} of {Real} and {Digital} {Conditions}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {Motivational {Orientations} in {Teaching}-{Learning} {Laboratories} in {Chemistry}}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_30}, + language = {en-GB}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Syskowski, Sabrina and Kunina-Habenicht, Olga}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_30}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {329--341}, + file = {Syskowski und Kunina-Habenicht - 2023 - Motivational Orientations in Teaching-Learning Lab.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VCC9LMQP/Syskowski und Kunina-Habenicht - 2023 - Motivational Orientations in Teaching-Learning Lab.pdf:application/pdf}, +} + +@incollection{nielsen_technologie_2023, + address = {Wiesbaden}, + title = {Technologie als {Anstoß} oder {Antwort}? {Konvergenz} von {Marketing}, Öffentlichkeitsarbeit und {PR} im {Spiegel} von {Newsroom}-{Konzepten} und {KI}-{Lösungen}}, + volume = {34}, + isbn = {978-3-658-38936-9 978-3-658-38937-6}, + shorttitle = {Technologie als {Anstoß} oder {Antwort}?}, + url = {https://link.springer.com/10.1007/978-3-658-38937-6_2}, + language = {de-DE}, + urldate = {2023-03-12}, + booktitle = {Werbung und {PR} im digitalen {Zeitalter}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Banholzer, Volker M.}, + editor = {Nielsen, Martin and Grove Ditlevsen, Marianne and Julius Pedersen, Anne Grethe}, + year = {2023}, + doi = {10.1007/978-3-658-38937-6_2}, + note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {29--56}, + file = {Banholzer - 2023 - Technologie als Anstoß oder Antwort Konvergenz vo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TKFGZYKL/Banholzer - 2023 - Technologie als Anstoß oder Antwort Konvergenz vo.pdf:application/pdf}, +} + +@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{sauerbrey_mediale_2021, + title = {Mediale {Optimierung} der {Kindheit}?: {An} {Kinder} adressierte {Ratgebermedien} im {Spiegel} einer explorativen {Inhaltsanalyse}}, + volume = {42}, + issn = {1424-3636, 1424-3636}, + shorttitle = {Mediale {Optimierung} der {Kindheit}?}, + url = {10.21240/mpaed/42/2021.05.09.X}, + doi = {10/gksnx4}, + abstract = {Neben Ratgebern für Eltern und Lehrpersonen existieren ebenso Ratgebermedien, die sich an Kinder richten und die diesen zu verschiedenen Themen Ratschläge bezüglich einer Verhaltungsoptimierung darbieten. Da hierzu bislang kaum Forschungsliteratur existiert, stellt der Beitrag eine Untersuchung vor, in der an Kinder in der mittleren Kindheit adressierte mediale Ratgeberangebote auf dem Buchmarkt und im Internet erhoben und mit Blick auf die angebotenen Themen inhaltsanalytisch ausgewertet wurden. Diese zeigen sich heterogen: Auf dem Buchmarkt wird vor allem Rat zu den Themen Aufklärung/Sexualität, Selbstbewusstsein/Selbstbestimmung, Soziales Verhalten/Streit/Konfliktlösung sowie Umwelt/Nachhaltigkeit gegeben. Im Internet hingegen finden sich zum Teil Themen, die auf dem Buchmarkt nicht vorkommen. Von den entsprechenden Themenüberblicken ausgehend wird anhand eines dokumentenanalytisch ausgewerteten Samples zudem eine erste Charakteristik der kommunikativen Elemente medialer Kinderratgeber herausgearbeitet. Hierbei zeigen sich Blogs im Vergleich zu Büchern überraschenderweise weniger vielfältig. Allerdings ist zu vermuten, dass sich digitale Ratgeberangebote in Bezug auf die gewählten Themen näher an der medialen Lebensrealität von Kindern in Deutschland bewegen. Basierend auf diesen ersten Ergebnissen werden Strategien für die künftige Erforschung von Ratgebermedien für Kinder auf der Angebotsseite vorgeschlagen.}, + language = {de-DE}, + urldate = {2021-06-20}, + journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, + author = {Sauerbrey, Ulf and Schick, Claudia}, + month = may, + year = {2021}, + note = {ZSCC: 0000000}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Zeitschriftenartikel:digital:Medien}, + pages = {199--216}, + file = {Sauerbrey und Schick - 2021 - Mediale Optimierung der Kindheit An Kinder adres.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/67N5T9BQ/Sauerbrey und Schick - 2021 - Mediale Optimierung der Kindheit An Kinder adres.pdf:application/pdf}, +} + +@incollection{schallmo_digital_2023, + address = {Wiesbaden}, + title = {Digital {Sales} {Excellence}: {Ein} {Modell} zur {Bewertung} der digitalen {Reife} von {Vertriebsorganisationen}}, + isbn = {978-3-658-36633-9 978-3-658-36634-6}, + shorttitle = {Digital {Sales} {Excellence}}, + url = {https://link.springer.com/10.1007/978-3-658-36634-6_4}, + language = {de-DE}, + urldate = {2023-01-16}, + booktitle = {Digitalisierung}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Malewski, Maja Julia and Ahlfeld, Christian and Maihöfer, Sven}, + editor = {Schallmo, Daniel R. A. and Lang, Klaus and Werani, Thomas and Krumay, Barbara}, + year = {2023}, + doi = {10.1007/978-3-658-36634-6_4}, + note = {Series Title: Schwerpunkt Business Model Innovation}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {69--96}, + file = {Malewski et al. - 2023 - Digital Sales Excellence Ein Modell zur Bewertung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9XAZ4QSD/Malewski et al. - 2023 - Digital Sales Excellence Ein Modell zur Bewertung.pdf:application/pdf}, +} + +@incollection{harwardt_mensch_2023, + address = {Wiesbaden}, + title = {Mensch versus {Maschine}? {Kein} {Vergleich}. {Möglichkeiten} der {KI} im {Verhältnis} zu ihren {Erfindern}}, + isbn = {978-3-658-37900-1 978-3-658-37901-8}, + shorttitle = {Mensch versus {Maschine}?}, + url = {https://link.springer.com/10.1007/978-3-658-37901-8_9}, + language = {de-DE}, + urldate = {2023-01-07}, + booktitle = {Lernen im {Zeitalter} der {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Lorscheider, Bernd}, + editor = {Harwardt, Mark and Niermann, Peter F.-J. and Schmutte, Andre M. and Steuernagel, Axel}, + year = {2023}, + doi = {10.1007/978-3-658-37901-8_9}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {147--159}, + file = {Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C89F6LRQ/Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:application/pdf;Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QG2PIMT7/Lorscheider - 2023 - Mensch versus Maschine Kein Vergleich. Möglichkei.pdf:application/pdf}, +} + +@article{posadzki_offline_2019, + title = {Offline {Digital} {Education} for {Postregistration} {Health} {Professions}: {Systematic} {Review} and {Meta}-{Analysis} by the {Digital} {Health} {Education} {Collaboration}}, + volume = {21}, + issn = {1438-8871}, + shorttitle = {Offline {Digital} {Education} for {Postregistration} {Health} {Professions}}, + url = {http://www.jmir.org/2019/4/e12968/}, + doi = {10/gn2stq}, + abstract = {Background: The shortage and disproportionate distribution of health care workers worldwide is further aggravated by the inadequacy of training programs, difficulties in implementing conventional curricula, deficiencies in learning infrastructure, or a lack of essential equipment. Offline digital education has the potential to improve the quality of health professions education.}, + language = {en-GB}, + number = {4}, + urldate = {2023-02-10}, + journal = {Journal of Medical Internet Research}, + author = {Posadzki, Pawel and Bala, Malgorzata M and Kyaw, Bhone Myint and Semwal, Monika and Divakar, Ushashree and Koperny, Magdalena and Sliwka, Agnieszka and Car, Josip}, + month = apr, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + pages = {e12968}, + file = {Posadzki et al. - 2019 - Offline Digital Education for Postregistration Hea.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NEV3BQSZ/Posadzki et al. - 2019 - Offline Digital Education for Postregistration Hea.pdf:application/pdf}, +} + +@article{koller_olaf_digitalisierung_2022, + title = {Digitalisierung im {Bildungssystem}: {Handlungsempfehlungen} von der {Kita} bis zur {Hochschule}. {Gutachten} der {Ständigen} {Wissenschaftlichen} {Kommission} der {Kultusministerkonferenz} ({SWK})}, + copyright = {Deutsches Urheberrecht}, + shorttitle = {Digitalisierung im {Bildungssystem}}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=25273}, + doi = {10/gqv83c}, + abstract = {Erfolgreiche individuelle Entwicklungsprozesse über die Lebensspanne sind aus heutiger Sicht ohne die kompetente Nutzung digitaler Medien in Schule, Freizeit und Beruf nahezu unmöglich. Das Gutachten beleuchtet für zentrale Bildungsetappen – frühe Bildung in der Kindertagesstätte, allgemeinbildende Schule, berufliche Bildung, Hochschule und daraus folgend für die Lehrkräftebildung – welche Maßnahmen und Strategien in den kommenden Monaten und Jahren umgesetzt werden müssen, um erfolgreiche Lehr- und Lernprozesse und eine erfolgreiche Teilhabe in einer von Digitalisierung geprägten Lebens- und Arbeitswelt zu ermöglichen. Aus einer Situationsanalyse und der Aufarbeitung des Forschungsstands leitet das Gutachten insgesamt 14 Handlungsempfehlungen ab. Inhaltlich fokussiert das Gutachten in allen Bildungsetappen auf vier zentrale Linien: (1) Veränderungen in den Bildungszielen und Bildungsinhalten, (2) Forschungsbasierte Entwicklung von Lehr-Lernmaterialien, (3) Professionalisierung des Bildungspersonals und (4) Organisationsentwicklung. Die Ständige Wissenschaftliche Kommission (SWK) ist ein unabhängiges wissenschaftliches Beratungsgremium der Kultusministerkonferenz. Ihr gehören 16 Bildungsforscher:innen aus unterschiedlichen Disziplinen an. (DIPF/Orig.)}, + language = {de-DE}, + urldate = {2022-09-26}, + author = {Köller, Olaf and Thiel, Felicitas and Ackeren, Isabell van and Anders, Yvonne and Becker-Mrotzek, Michael and Cress, Ulrike and Diehl, Claudia and Kleickmann, Thilo and Lütje-Klose, Birgit and Prediger, Susanne and Seeber, Susan and Ziegler, Birgit and Kuper, Harm and Stanat, Petra and Maaz, Kai and Lewalter, Doris}, + collaborator = {DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation and Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK)}, + year = {2022}, + note = {Artwork Size: 185 pages +Publisher: SWK : Bonn}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Hochschule, Learning process, Lernprozess, Lehrerausbildung, Lehrerbildung, Professionalisierung, Professionalization, Teacher training, Teachers' training, Kompetenz, Medienpädagogik, Competency, Berufliche Bildung, School, Schule, Bildungsinhalt, Bildungsziel, Educational content, Organisationsentwicklung, Organizational development, Further education for teachers, Further training for teachers, Lehrerfortbildung, Elementarbereich, Elementary education sector, Expert report, Frühpädagogik, Gutachten, Apprenticeship, Lectureship, Lehre, Bildungssystem, Advance organizers, Computer science lessons, Computer studies, Frühförderung, Informatikunterricht, Lehr-Lern-Forschung, Lehrmaterialentwicklung, Lernmaterial, Material Development, Teaching of computer science, Teaching-learning research}, + pages = {185 pages}, + file = {Köller, Olaf et al. - 2022 - Digitalisierung im Bildungssystem Handlungsempfeh.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8YACZR3U/Köller, Olaf et al. - 2022 - Digitalisierung im Bildungssystem Handlungsempfeh.pdf:application/pdf}, +} + +@article{schreiner_modelling_2022, + title = {Modelling {Digital} {Competence} by {Combining} {Computational} {Thinking} with {General} {Learning} {Taxonomies}}, + issn = {25176323}, + url = {https://www.eu-er.com/article/modelling-digital-competence-by-combining-computational-thinking-with-general-learning-taxonomies-12485}, + doi = {10/gq4px8}, + abstract = {In the context of a rapid digital transformation, digital competence is now regarded as a fourth cultural skill complementing reading, writing, and arithmetic. We argue that a well-structured and sound competence model is needed as a shared foundation for learning, teaching, pedagogical diagnostics and evaluative schemes in the school system. Every competence model should build upon a consistent, theoretically sound framework for teaching and learning. We consequently develop a competence model for digital competence by drawing on the concept of computational thinking as well as on general learning taxonomies. By combining different knowledge and process dimensions with essential facets of computational thinking a cube model of digital competence can be constructed. Hence, we develop and substantiate a structure model for digital competence building upon the concept of computational thinking that goes beyond the existing frameworks only focusing on the subject-related context and present this for discussion. The next step would then be to supplement the structure model with specific learning objectives, so that developing approaches to teaching and learning digital competence has a sound basis.}, + language = {en-GB}, + urldate = {2022-10-26}, + journal = {The European Educational Researcher}, + author = {Schreiner, Claudia and Wiesner, Christian}, + month = sep, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + file = {Schreiner und Wiesner - 2022 - Modelling Digital Competence by Combining Computat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2EVJFSJE/Schreiner und Wiesner - 2022 - Modelling Digital Competence by Combining Computat.pdf:application/pdf}, +} + +@article{hartikainen_making_2024, + title = {Making {The} {Future} {School}: {An} {Analysis} of {Teens}' {Collaborative} {Digital} {Fabrication} {Project}}, + volume = {8}, + issn = {2573-0142}, + shorttitle = {Making {The} {Future} {School}}, + url = {https://dl.acm.org/doi/10.1145/3637368}, + doi = {10.1145/3637368}, + abstract = {Maker culture emphasizes informal, networked, self- and peer-led learning, motivated by fun and self-fulfillment, and learning through mistakes. However, studies often describe activities involving a lot of guidance. As guidance may lead to both the process and outcomes influenced by those guiding the activity, it is also important to examine how projects evolve without the supporters' push. We take a nexus analytical approach to explore 1) how teens' background, interactions with others, and available materials and spaces are at play when they shape their ideas and outputs in a collaborative maker project with minimal support, and 2) how these factors can be considered to better support learning in such projects. The work carried out by five teens in a local FabLab was based on peer collaboration within changing apprentice mentor pairs. When they ideated and prototyped for a future school, researchers provided minimal support, mainly online. Without their push, teens quickly modified tasks which both guided and narrowed down their thinking. Their experiences from school environment and the FabLab space served as an inspiration as they designed solutions to overcome current problems in the current school setting or digital fabrication process. When making, they gravitated towards processes they had previous experience of or which they enjoyed, perhaps partly affected by the competing discourses of maker culture and expertise we observed to be present in the FabLab space. While building on existing skillsets, this may leave the potential of novel trajectories and expanding one's skills and competences unexplored. Teens' self-esteem improved as they turned from apprentices to mentors for their peers. This allowed them to process their learning from a different perspective. In general, our results paint a detailed picture of the roles of different participants in a maker project and provide an example of how familiar discourses of education persist in teens' designs. Looking at the project through the lens of Nexus analysis contributes to an increased understanding of the space for action and participants' histories, and interactions on the process, valuable for researchers studying DF and making, and practitioners working in makerspaces and FabLabs with different user groups. On a more practical level, our work contributes to a deeper understanding on how to include teens into non-guided and community-driven maker practices. We provide practical implications on how to support learning in collaborative making projects in informal learning situations, and regarding the role of the different actors and the environment in such situations. We also identify avenues for future research in this area.}, + language = {en-GB}, + number = {CSCW1}, + urldate = {2024-05-05}, + journal = {Proceedings of the ACM on Human-Computer Interaction}, + author = {Hartikainen, Heidi and Ventä-Olkkonen, Leena and Cortés Orduña, Marta and Sanchez Milara, Ivan and Käsmä, Marjukka and Kuure, Leena}, + month = apr, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + pages = {1--37}, + file = {Hartikainen et al. - 2024 - Making The Future School An Analysis of Teens' Co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A8VCENEQ/Hartikainen et al. - 2024 - Making The Future School An Analysis of Teens' Co.pdf:application/pdf}, +} + +@article{olaf_open_2022, + title = {Open {Educational} {Resources} ({OER}) in university continuing {educationOpen} {Educational} {Resources} ({OER}) in der wissenschaftlichen {Weiterbildung}}, + volume = {17}, + url = {https://zfhe.at/index.php/zfhe/article/view/1507}, + doi = {10/gp6jmv}, + abstract = {While most work on open educational resources (OER) is in the field of general higher education, this paper approaches the topic from the perspective of university continuing education. First, free educational materials (OER) differ conceptually from digital educational resources in general by their various Creative Commons licenses. One challenge for continuing education providers and training staff is selecting high-quality materials. Therefore, both the quality dimensions for digital learning materials and the difficulties in the practical implementation of quality assurance are discussed. Continuing education institutions operate in a market in which the ownership or copyright of learning materials, which are often very costintensive to develop, is seen as a competitive advantage. There is a tendency not to publish learning materials as OER. In the context of this tension, this paper presents a project within the framework of an individual case study, in which OER in continuing education are being created for the OER portal of Lower Saxony, which is currently under development.}, + language = {de-DE}, + number = {1}, + urldate = {2022-05-20}, + journal = {Zeitschrift für Hochschulentwicklung}, + author = {Olaf, Zawacki-Richter and Wolfgang, Müskens and Nadine, Dembski and Sonja, Lübben}, + month = mar, + year = {2022}, + note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + pages = {233--257}, + file = {Olaf et al. - Open Educational Resources (OER) in university con.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U89PB3LA/Olaf et al. - Open Educational Resources (OER) in university con.pdf:application/pdf}, +} + +@article{nathan_virtual_2021, + title = {Virtual {Interactive} {Surgical} {Skills} {Classroom}: {Protocol} for a {Parallel}-{Group}, {Noninferiority}, {Adjudicator}-{Blinded}, {Randomized} {Controlled} {Trial} ({VIRTUAL})}, + volume = {10}, + issn = {1929-0748}, + shorttitle = {Virtual {Interactive} {Surgical} {Skills} {Classroom}}, + url = {https://www.researchprotocols.org/2021/7/e28671}, + doi = {10.2196/28671}, + abstract = {Background: Traditional face-to-face training (FFT) for basic surgical skills is inaccessible and resource-intensive. Noninteractive computer-based learning is more economical but less educationally beneficial. Virtual classroom training (VCT) is a novel method that permits distanced interactive expert instruction. VCT may optimize resources and increase accessibility. +Objective: We aim to investigate whether VCT is superior to computer-based learning and noninferior to FFT in improving proficiency in basic surgical skills. +Methods: This is a protocol for a parallel-group, noninferiority, randomized controlled trial. A sample of 72 undergraduates will be recruited from 5 medical schools in London. Participants will be stratified by subjective and objective suturing experience level and allocated to 3 intervention groups at a 1:1:1 ratio. VCT will be delivered using the BARCO weConnect software, and FFT will be provided by expert instructors. Optimal student-to-teacher ratios of 12:1 for VCT and 4:1 for FFT will be maintained. The assessed task will be interrupted suturing with hand-tied knots. +Results: The primary outcome will be the postintervention Objective Structured Assessment of Technical Skills score, adjudicated by 2 experts blinded to the study and adjusted for baseline proficiency. The noninferiority margin (δ) will be defined using historical data. +Conclusions: This study will serve as a comprehensive appraisal of the suitability of virtual basic surgical skills classroom training as an alternative to FFT. Our findings will assist the development and implementation of further resource-efficient, accessible, virtual basic surgical skills training programs during the COVID-19 pandemic and in the future.}, + language = {en-GB}, + number = {7}, + urldate = {2021-12-12}, + journal = {JMIR Research Protocols}, + author = {Nathan, Arjun and Fricker, Monty and Patel, Sonam and Georgi, Maria and Hang, Man Kien and Asif, Aqua and Sinha, Amil and Mullins, William and Shea, Jessie and Hanna, Nancy and Lamb, Benjamin and Kelly, John and Sridhar, Ashwin and Collins, Justin}, + month = jul, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, education, Telemedizin, digital education, digital health, surgery, surgical, surgical skills, surgical training, suturing, virtual classroom, virtual training}, + pages = {e28671}, + file = {Nathan et al. - 2021 - Virtual Interactive Surgical Skills Classroom Pro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TUK59XQB/Nathan et al. - 2021 - Virtual Interactive Surgical Skills Classroom Pro.pdf:application/pdf}, +} + +@article{kyaw_offline_2019, + title = {Offline {Digital} {Education} for {Medical} {Students}: {Systematic} {Review} and {Meta}-{Analysis} by the {Digital} {Health} {Education} {Collaboration}}, + volume = {21}, + issn = {1438-8871}, + shorttitle = {Offline {Digital} {Education} for {Medical} {Students}}, + url = {http://www.jmir.org/2019/3/e13165/}, + doi = {10.2196/13165}, + abstract = {Background: Medical schools in low- and middle-income countries are facing a shortage of staff, limited infrastructure, and restricted access to fast and reliable internet. Offline digital education may be an alternative solution for these issues, allowing medical students to learn at their own time and pace, without the need for a network connection. +Objective: The primary objective of this systematic review was to assess the effectiveness of offline digital education compared with traditional learning or a different form of offline digital education such as CD-ROM or PowerPoint presentations in improving knowledge, skills, attitudes, and satisfaction of medical students. The secondary objective was to assess the cost-effectiveness of offline digital education, changes in its accessibility or availability, and its unintended/adverse effects on students. +Methods: We carried out a systematic review of the literature by following the Cochrane methodology. We searched seven major electronic databases from January 1990 to August 2017 for randomized controlled trials (RCTs) or cluster RCTs. Two authors independently screened studies, extracted data, and assessed the risk of bias. We assessed the quality of evidence using the Grading of Recommendations, Assessment, Development, and Evaluations criteria. +Results: We included 36 studies with 3325 medical students, of which 33 were RCTs and three were cluster RCTs. The interventions consisted of software programs, CD-ROMs, PowerPoint presentations, computer-based videos, and other computer-based interventions. The pooled estimate of 19 studies (1717 participants) showed no significant difference between offline digital education and traditional learning groups in terms of students’ postintervention knowledge scores (standardized mean difference=0.11, 95\% CI –0.11 to 0.32; small effect size; low-quality evidence). Meta-analysis of four studies found that, compared with traditional learning, offline digital education improved medical students’ postintervention skills (standardized mean difference=1.05, 95\% CI 0.15-1.95; large effect size; low-quality evidence). We are uncertain about the effects of offline digital education on students’ attitudes and satisfaction due to missing or incomplete outcome data. Only four studies estimated the costs of offline digital education, and none reported changes in accessibility or availability of such education or in the adverse effects. The risk of bias was predominantly high in more than half of the included studies. The overall quality of the evidence was low (for knowledge, skills, attitudes, and satisfaction) due to the study limitations and inconsistency across the studies. +Conclusions: Our findings suggest that offline digital education is as effective as traditional learning in terms of medical students’ knowledge and may be more effective than traditional learning in terms of medical students’ skills. However, there is a need to further investigate students’ attitudes and satisfaction with offline digital education as well as its cost-effectiveness, changes in its accessibility or availability, and any resulting unintended/adverse effects.}, + language = {en-GB}, + number = {3}, + urldate = {2021-12-12}, + journal = {Journal of Medical Internet Research}, + author = {Kyaw, Bhone Myint and Posadzki, Pawel and Dunleavy, Gerard and Semwal, Monika and Divakar, Ushashree and Hervatis, Vasilis and Tudor Car, Lorainne}, + month = mar, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, meta-analysis, medical education, randomized controlled trials, systematic review, students, medical}, + pages = {e13165}, + file = {Kyaw et al. - 2019 - Offline Digital Education for Medical Students Sy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FK46PS5B/Kyaw et al. - 2019 - Offline Digital Education for Medical Students Sy.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}, +} + +@incollection{zaphiris_thinking_2023, + address = {Cham}, + title = {Thinking {Open} and {Ludic} {Educational} {Robotics}: {Considerations} {Based} on the {Interaction} {Design} {Principles}}, + volume = {14041}, + isbn = {978-3-031-34549-4 978-3-031-34550-0}, + shorttitle = {Thinking {Open} and {Ludic} {Educational} {Robotics}}, + url = {https://link.springer.com/10.1007/978-3-031-34550-0_21}, + abstract = {Digital technology is increasingly part of people’s daily lives, including education. Thus, with growing interest in the educational use of robotics, one of the observed barriers is the incorporation of this content into schools. Because this inclusion cannot be guaranteed by technology access alone, it requires contextual development, critical and interactive. The context of educational robotics requires complexity at different school levels and creativity to solve problems. Therefore, the playful presentation of this content proves to be an excellent choice, especially for children, as it promotes children’s logical thinking and physical and social skills through playful activities. Based on this context, this paper takes interaction design principles to evaluate the use of gamification artifacts to support introductory programming courses for children. In this study, the Roboquedo interaction test was evaluated. Its principles, in addition to using free technology with the potential for collaboration, are low-cost projects and a methodological approach based on social constructivist epistemology. Based on the interaction analysis, any adjustments needed to improve the applied principles and deliverables of interaction design and other possibilities of educational robotics and digital inclusion may be reflected.}, + language = {en-GB}, + urldate = {2023-06-13}, + booktitle = {Learning and {Collaboration} {Technologies}}, + publisher = {Springer Nature Switzerland}, + author = {De Oliveira, Murilo and Paschoalin, Larissa and Teixeira, Vitor and Amaral, Marilia and Almeida, Leonelo}, + editor = {Zaphiris, Panayiotis and Ioannou, Andri}, + year = {2023}, + doi = {10.1007/978-3-031-34550-0_21}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {300--315}, + file = {De Oliveira et al. - 2023 - Thinking Open and Ludic Educational Robotics Cons.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EBH9TS9B/De Oliveira et al. - 2023 - Thinking Open and Ludic Educational Robotics Cons.pdf:application/pdf}, +} + +@incollection{februanti_online_2023, + address = {Paris}, + title = {The {Online} {Collaborative} {Learning} as the {Innovation} of {Learning} {Paradigm}}, + volume = {708}, + isbn = {978-2-38476-021-3 978-2-38476-022-0}, + url = {https://www.atlantis-press.com/doi/10.2991/978-2-38476-022-0_53}, + abstract = {This Study is to investigate how the online collaborative learning in the era of digital university is implemented. In fact there are many universities try to develop a certain strategy as a respond of a huge change caused by cyber technology. So it also influences the policy to develop the online learning and teaching by implanting a software, in the system of their cyber campus. It facilitates the lectures and students to involve in the virtual English class anytime and anywhere. Then the lecturers and students never miss the teaching-learning activities although they must go somewhere because of a certain important reason. Furthermore this study is to try to see more how the collaborative learning is carried out because the use of the cyber campus that effects the interaction among the students in the process of learning activities. So the community of information technology-supported collaborative learning (students that learn in the same group) becomes the important factor to study in this paper.}, + language = {en-GB}, + urldate = {2023-05-18}, + booktitle = {Proceedings of the 1st {UMSurabaya} {Multidisciplinary} {International} {Conference} 2021 ({MICon} 2021)}, + publisher = {Atlantis Press SARL}, + author = {{Wijayadi} and Ihsan, Pramudana}, + editor = {Februanti, Sofia and Mundakir, Mundakir and Levani, Yelvi and Ghazali, Puspa Liza and Saputra, Jumadil and Mujiarto, Mujiarto}, + year = {2023}, + doi = {10.2991/978-2-38476-022-0_53}, + note = {Series Title: Advances in Social Science, Education and Humanities Research}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {500--508}, + file = {Wijayadi und Ihsan - 2023 - The Online Collaborative Learning as the Innovatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KN9HZGZD/Wijayadi und Ihsan - 2023 - The Online Collaborative Learning as the Innovatio.pdf:application/pdf}, +} + +@incollection{beskopylny_socio-cultural_2023, + address = {Cham}, + title = {Socio-cultural {Dynamics} of the {Media} {Content} of {Art} {Education} in the {Higher} {School} of the {Future}}, + volume = {574}, + isbn = {978-3-031-21431-8 978-3-031-21432-5}, + url = {https://link.springer.com/10.1007/978-3-031-21432-5_90}, + abstract = {Today, discussions are actively underway about the education of the future, about what it will be based on, what needs of society to respond to, what to fill, in what direction to develop. Visualization is becoming one of the main modern features, moreover, at almost all stages of the educational process. Media and digital technologies have been actively introduced into almost all spheres of society, and, of course, into the educational environment. Solving some of the tasks and goals of education with the use of digital technologies becomes more effective and efficient for both sides of the learning process: both the teacher and the student. The definition of the socio-cultural role of educational media content, the training of teachers professionally proficient in digital technologies, the creation of an information-filled pedagogical effective resource is one of the main tasks of the education of the future. The teacher of the future is a universal professional who possesses digital competencies on a par with students who are representatives of the digital environment and the Internet generation. The modern educational space cannot be successful without the introduction of digital technologies, without the creation of media content. One of the comfortable educational areas where digitalization is successfully included can be called art education, where the aspect of visualization is the main and leading one.}, + language = {en-GB}, + urldate = {2023-02-10}, + booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”}, + publisher = {Springer International Publishing}, + author = {Mokina, Anna and Khoronko, Lubov}, + editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor}, + year = {2023}, + doi = {10.1007/978-3-031-21432-5_90}, + note = {Series Title: Lecture Notes in Networks and Systems}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {857--866}, + file = {Mokina und Khoronko - 2023 - Socio-cultural Dynamics of the Media Content of Ar.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7CUSGBY8/Mokina und Khoronko - 2023 - Socio-cultural Dynamics of the Media Content of Ar.pdf:application/pdf}, +} + +@incollection{beskopylny_computer-based_2023, + address = {Cham}, + title = {Computer-{Based} and {Gamification} {Learning} {Systems} in the {Context} of {Teaching} {Foreign} {Languages}}, + volume = {574}, + isbn = {978-3-031-21431-8 978-3-031-21432-5}, + url = {https://link.springer.com/10.1007/978-3-031-21432-5_240}, + abstract = {In this article the teaching methods that are relevant in the context of the modern world with advanced digital technologies are considered. We decided to raise this issue in connection with its direct impact on such an important part of human’s development as education. And in order to make education process more intensive, high-quality, and attractive for modern people, and especially for young people, it is necessary to use as many resources as the information technology age provides us with. In nowdays, current knowledge changes unimaginably quickly: within 5 years current knowledge can change several times, and therefore the globalization of education, the process of greater adaptation of the educational system to the needs of the world market economy, is necessary. To do this, the authors of the article decided to give an example of gamification as a method of modern and effective learning, conducted a social experiment and analyzed the results. The rapid growth of the required knowledge creates not only the need for fundamental changes in the principles and methods of modern education, but also the creation and synthesis of global social and cultural values.}, + language = {en-GB}, + urldate = {2023-02-10}, + booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”}, + publisher = {Springer International Publishing}, + author = {Kuznetsova, Marina and Kim, Larissa and Karpova, Elena}, + editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor}, + year = {2023}, + doi = {10.1007/978-3-031-21432-5_240}, + note = {Series Title: Lecture Notes in Networks and Systems}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {2195--2203}, + file = {Kuznetsova et al. - 2023 - Computer-Based and Gamification Learning Systems i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3EW2F4K4/Kuznetsova et al. - 2023 - Computer-Based and Gamification Learning Systems i.pdf:application/pdf}, +} + +@incollection{garcia-barriocanal_competences_2011, + address = {Berlin, Heidelberg}, + title = {Competences and {Skills} in the {Digital} {Age}: {Competence} {Development}, {Modelling}, and {Standards} for {Human} {Resources} {Development}}, + volume = {240}, + isbn = {978-3-642-24730-9 978-3-642-24731-6}, + shorttitle = {Competences and {Skills} in the {Digital} {Age}}, + url = {http://link.springer.com/10.1007/978-3-642-24731-6_4}, + abstract = {This paper will summarize the potential use cases and impacts of competences and skills in the new area, often called "Digital Age": It will highlight the roles and benefits of standards and metadata for HR development and points out the special support that competence models can provide for the quality development in learning, education, and training. In this regard, the main characteristics of this innovative approach called competence modelling and its relevance in vocational education and training (VET) can only be summarized. A general competence model with a standardized competence structure and taxonomy of levels is introduced and discussed for the general application scenarios and for the specific use cases in vocational education and training. It can be shown that competence modelling and the presented competence model lead to an improvement of the working places, of the organizational and individual development, to an increase of the mobility worldwide as well as to a higher transparency and recognition of competences and skills. Finally leading European initiatives on competence modelling are introduced and the current standardization activities are highlighted.}, + language = {en-GB}, + urldate = {2022-11-22}, + booktitle = {Metadata and {Semantic} {Research}}, + publisher = {Springer Berlin Heidelberg}, + author = {Stracke, Christian M.}, + editor = {García-Barriocanal, Elena and Cebeci, Zeynel and Okur, Mehmet C. and Öztürk, Aydın}, + year = {2011}, + doi = {10.1007/978-3-642-24731-6_4}, + note = {Series Title: Communications in Computer and Information Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {34--46}, + file = {Stracke - 2011 - Competences and Skills in the Digital Age Compete.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DL3EKD6K/Stracke - 2011 - Competences and Skills in the Digital Age Compete.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{shajek_human-machine-interaction_2023, + address = {Cham}, + title = {Human-{Machine}-{Interaction} in {Innovative} {Work} {Environment} 4.0 – {A} {Human}-{Centered} {Approach}}, + isbn = {978-3-031-26489-4 978-3-031-26490-0}, + url = {https://link.springer.com/10.1007/978-3-031-26490-0_5}, + abstract = {The working environment is constantly changing and companies face the challenge of adapting to new and constantly changing customer requirements. Employees are faced with the challenge of identifying and learning new, helpful technologies and using them in order to achieve efficiency gains and increase productivity. This article addresses the three technologies Artificial Intelligence, Robotic Process Automation and Virtual Reality, which will play an important role in the future of work and will influence the Work Environment 4.0. Artificial Intelligence and Robotic Process Automation relieve employees of repetitive and manual tasks which thus accelerate and simplify business processes. Virtual Reality offers employees new opportunities to collaborate in virtual environments. Instead of performing routine tasks, employees will increasingly promote the use of such technologies in future and orchestrate their application. In addition, it is important for employees to continuously look for new use cases within their own organization and to collaborate with external partners. The article aims to describe the opportunities that arise from the application of the technologies and to explain their effects on the Work Environment 4.0 and the employee.}, + language = {en-GB}, + urldate = {2024-06-15}, + booktitle = {New {Digital} {Work}}, + publisher = {Springer International Publishing}, + author = {Kreuzwieser, Simon and Kimmig, Andreas and Michels, Felix and Bulander, Rebecca and Häfner, Victor and Bönsch, Jakob and Ovtcharova, Jivka}, + editor = {Shajek, Alexandra and Hartmann, Ernst Andreas}, + year = {2023}, + doi = {10.1007/978-3-031-26490-0_5}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {68--86}, + file = {Kreuzwieser et al. - 2023 - Human-Machine-Interaction in Innovative Work Envir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JN6ZLSMC/Kreuzwieser et al. - 2023 - Human-Machine-Interaction in Innovative Work Envir.pdf:application/pdf}, +} + +@incollection{sampson_srps_2024, + address = {Cham}, + title = {{SRPS}: {An} {Educational} {Simple} {Unified} {Modelling} {Language} {Programming} {Environment}: {Its} {Fundamental} {Functions} and {Two} {Case} {Studies}}, + isbn = {978-3-031-54206-0 978-3-031-54207-7}, + shorttitle = {{SRPS}}, + url = {https://link.springer.com/10.1007/978-3-031-54207-7_7}, + language = {en-GB}, + urldate = {2024-03-29}, + booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}}, + publisher = {Springer Nature Switzerland}, + author = {Maruyama, Ryoga and Ogata, Shinpei and Kayama, Mizue and Tachi, Nobuyuki and Nagai, Takashi and Taguchi, Naomi}, + editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro}, + year = {2024}, + doi = {10.1007/978-3-031-54207-7_7}, + note = {Series Title: Cognition and Exploratory Learning in the Digital Age}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {115--134}, + file = {Maruyama et al. - 2024 - SRPS An Educational Simple Unified Modelling Lang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZF5J9P4F/Maruyama et al. - 2024 - SRPS An Educational Simple Unified Modelling Lang.pdf:application/pdf}, +} + +@incollection{sampson_automatic_2024, + address = {Cham}, + title = {Automatic {Speech} {Recognition} {System} to {Support} {Aural} {Vocabulary} {Learning}}, + isbn = {978-3-031-54206-0 978-3-031-54207-7}, + url = {https://link.springer.com/10.1007/978-3-031-54207-7_6}, + language = {en-GB}, + urldate = {2024-03-29}, + booktitle = {Smart {Learning} {Environments} in the {Post} {Pandemic} {Era}}, + publisher = {Springer Nature Switzerland}, + author = {Hirata, Saki and Yamada, Masanori}, + editor = {Sampson, Demetrios G. and Ifenthaler, Dirk and Isaías, Pedro}, + year = {2024}, + doi = {10.1007/978-3-031-54207-7_6}, + note = {Series Title: Cognition and Exploratory Learning in the Digital Age}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {89--113}, + file = {Hirata und Yamada - 2024 - Automatic Speech Recognition System to Support Aur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5A39PJS6/Hirata und Yamada - 2024 - Automatic Speech Recognition System to Support Aur.pdf:application/pdf}, +} + +@incollection{bromberg_es_2022, + address = {Wiesbaden}, + title = {„{Es} war halt laut für {Kimmy}“ – {Die} {Kinder}- und {Jugendhilfe} auf dem {Weg} in die digitalisierte {Arbeitswelt}. {Eine} soziolinguistische {Prozessanalyse} eines {Eintrages} in einem digitalen pädagogischen {Tagebuch} einer {Einrichtung} der stationären {Kinder}- und {Jugendhilfe}}, + isbn = {978-3-658-36495-3 978-3-658-36496-0}, + url = {https://link.springer.com/10.1007/978-3-658-36496-0_16}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Dem {Phänomen} auf der {Spur}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Detka, Carsten}, + editor = {Bromberg, Kirstin and Kraimer, Klaus}, + year = {2022}, + doi = {10.1007/978-3-658-36496-0_16}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {311--326}, + file = {Detka - 2022 - „Es war halt laut für Kimmy“ – Die Kinder- und Jug.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LSKEHMRN/Detka - 2022 - „Es war halt laut für Kimmy“ – Die Kinder- und Jug.pdf:application/pdf}, +} + +@incollection{bamberg_digitalisierung_2022, + address = {Wiesbaden}, + title = {Digitalisierung: {Produkte} und {Systeme}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + shorttitle = {Digitalisierung}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_2}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_2}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {25--32}, + file = {Bamberg et al. - 2022 - Digitalisierung Produkte und Systeme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BJXHYTCK/Bamberg et al. - 2022 - Digitalisierung Produkte und Systeme.pdf:application/pdf}, +} + +@incollection{bamberg_kunstliche_2022, + address = {Wiesbaden}, + title = {Künstliche {Intelligenz} in der {Arbeitswelt}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_3}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Adolph, Lars and Tausch, Alina}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_3}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {33--47}, + file = {Adolph und Tausch - 2022 - Künstliche Intelligenz in der Arbeitswelt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XC3SGJUW/Adolph und Tausch - 2022 - Künstliche Intelligenz in der Arbeitswelt.pdf:application/pdf}, +} + +@incollection{bamberg_agilitat_2022, + address = {Wiesbaden}, + title = {Agilität und {Arbeitsmethoden}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_4}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bock, Stefanie and Steinert, Farina}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_4}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {49--58}, + file = {Bock und Steinert - 2022 - Agilität und Arbeitsmethoden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9UDQZXK9/Bock und Steinert - 2022 - Agilität und Arbeitsmethoden.pdf:application/pdf}, +} + +@incollection{bamberg_wandel_2022, + address = {Wiesbaden}, + title = {Wandel der {Arbeit}, {Digitalisierung} und {Gesundheit}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_1}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {3--21}, + file = {Bamberg et al. - 2022 - Wandel der Arbeit, Digitalisierung und Gesundheit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JLKL6TMC/Bamberg et al. - 2022 - Wandel der Arbeit, Digitalisierung und Gesundheit.pdf:application/pdf}, +} + +@incollection{bamberg_virtuelle_2022, + address = {Wiesbaden}, + title = {Virtuelle und mobile {Arbeitsformen}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_6}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Boos, Margarete and Hardwig, Thomas and Klötzer, Stefan}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_6}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {71--81}, + file = {Boos et al. - 2022 - Virtuelle und mobile Arbeitsformen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7C9ILEG8/Boos et al. - 2022 - Virtuelle und mobile Arbeitsformen.pdf:application/pdf}, +} + +@incollection{wehe_datafizierung_2022, + address = {Wiesbaden}, + title = {Datafizierung, {Cloudifizierung}, {Virtualisierung} und {KI}: das polizeiliche {Auftragsverständnis} zur {Verteidigung} der {Freiheit} im digitalen {Zeitalter}}, + isbn = {978-3-658-34394-1}, + shorttitle = {Datafizierung, {Cloudifizierung}, {Virtualisierung} und {KI}}, + url = {https://link.springer.com/10.1007/978-3-658-34394-1_85-1}, + language = {de-DE}, + urldate = {2022-05-20}, + booktitle = {Handbuch {Polizeimanagement}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Stock, Oliver}, + editor = {Wehe, Dieter and Siller, Helmut}, + year = {2022}, + doi = {10.1007/978-3-658-34394-1_85-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--26}, + file = {Stock - 2022 - Datafizierung, Cloudifizierung, Virtualisierung un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7VWM78W2/Stock - 2022 - Datafizierung, Cloudifizierung, Virtualisierung un.pdf:application/pdf}, +} + +@incollection{bamberg_instrumente_2022, + address = {Wiesbaden}, + title = {Instrumente und {Methoden}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_23}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kauffeld, Simone and Schulte, Eva-Maria}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_23}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {325--349}, + file = {Kauffeld und Schulte - 2022 - Instrumente und Methoden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9HQ5LAKA/Kauffeld und Schulte - 2022 - Instrumente und Methoden.pdf:application/pdf}, +} + +@incollection{bamberg_gemeinsame_2022, + address = {Wiesbaden}, + title = {Gemeinsame {Verantwortung} realisieren – {Betriebliches} {Gesundheitsmanagement} in {Netzwerken} und in der {Wertschöpfungskette}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_21}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bamberg, Eva and Tanner, Grit}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_21}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {297--308}, + file = {Bamberg und Tanner - 2022 - Gemeinsame Verantwortung realisieren – Betrieblich.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D32WH9ML/Bamberg und Tanner - 2022 - Gemeinsame Verantwortung realisieren – Betrieblich.pdf:application/pdf}, +} + +@incollection{bamberg_betriebliche_2022, + address = {Wiesbaden}, + title = {Betriebliche {Kernaufgaben} bei der {Digitalisierung} – {Was} ich tun und auf gar keinen {Fall} lassen sollte}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_22}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Beddies, Andrea}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_22}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {311--323}, + file = {Beddies - 2022 - Betriebliche Kernaufgaben bei der Digitalisierung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GMJXQQ9W/Beddies - 2022 - Betriebliche Kernaufgaben bei der Digitalisierung .pdf:application/pdf}, +} + +@incollection{bamberg_aufgaben_2022, + address = {Wiesbaden}, + title = {Aufgaben und {Kompetenzen} bei der {Gestaltung} digitaler {Arbeit}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_24}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Ducki, Antje and Bamberg, Eva and Janneck, Monique}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_24}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {351--381}, + file = {Ducki et al. - 2022 - Aufgaben und Kompetenzen bei der Gestaltung digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VCXE9U8U/Ducki et al. - 2022 - Aufgaben und Kompetenzen bei der Gestaltung digita.pdf:application/pdf}, +} + +@incollection{bamberg_entwicklung_2022, + address = {Wiesbaden}, + title = {Entwicklung und {Gestaltung} von {Digitaler} {Arbeit} im {Handlungsfeld} {Produktion}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_10}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kötter, Wolfgang and Roth, Sebastian}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_10}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {119--131}, + file = {Kötter und Roth - 2022 - Entwicklung und Gestaltung von Digitaler Arbeit im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPNCM4KL/Kötter und Roth - 2022 - Entwicklung und Gestaltung von Digitaler Arbeit im.pdf:application/pdf}, +} + +@incollection{bamberg_digitalisierung_2022-1, + address = {Wiesbaden}, + title = {Digitalisierung im {Handwerk}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_11}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Heil, Michael and Schröder, Delia}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_11}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {133--145}, + file = {Heil und Schröder - 2022 - Digitalisierung im Handwerk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AI79R97I/Heil und Schröder - 2022 - Digitalisierung im Handwerk.pdf:application/pdf}, +} + +@incollection{bamberg_digitale_2022, + address = {Wiesbaden}, + title = {Digitale {Arbeit} braucht {Schutz} – {Arbeitsschutz} wird digital?}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_15}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Robelski, Swantje and Sommer, Sabine}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_15}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {199--212}, + file = {Robelski und Sommer - 2022 - Digitale Arbeit braucht Schutz – Arbeitsschutz wir.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T7VMNB8H/Robelski und Sommer - 2022 - Digitale Arbeit braucht Schutz – Arbeitsschutz wir.pdf:application/pdf}, +} + +@incollection{bamberg_digitale_2022-1, + address = {Wiesbaden}, + title = {Digitale {Gefährdungsbeurteilung} psychischer {Belastungen}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_16}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Diebig, Mathias}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_16}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {213--224}, + file = {Diebig - 2022 - Digitale Gefährdungsbeurteilung psychischer Belast.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PQI9AYJT/Diebig - 2022 - Digitale Gefährdungsbeurteilung psychischer Belast.pdf:application/pdf}, +} + +@incollection{bamberg_technologien_2022, + address = {Wiesbaden}, + title = {Technologien und {Methoden} und ihr {Einsatz}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_18}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Nissen, Helge and Jent, Sophie}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_18}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {251--265}, + file = {Nissen und Jent - 2022 - Technologien und Methoden und ihr Einsatz.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BEFXE957/Nissen und Jent - 2022 - Technologien und Methoden und ihr Einsatz.pdf:application/pdf}, +} + +@incollection{bamberg_einleitung_2022, + address = {Wiesbaden}, + title = {Einleitung: {Digitale} {Arbeitswelt} – {Potentiale} und {Probleme}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + shorttitle = {Einleitung}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_9}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Janneck, Monique}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_9}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {111--118}, + file = {Janneck - 2022 - Einleitung Digitale Arbeitswelt – Potentiale und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6V3BEH2T/Janneck - 2022 - Einleitung Digitale Arbeitswelt – Potentiale und .pdf:application/pdf}, +} + +@incollection{bamberg_digitale_2022-2, + address = {Wiesbaden}, + title = {Digitale {Transformation} personenbezogener {Arbeit} – am {Beispiel} der professionellen {Pflege}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_12}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Melzer, Marlen and Rösler, Ulrike and Schlicht, Larissa}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_12}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {147--166}, + file = {Melzer et al. - 2022 - Digitale Transformation personenbezogener Arbeit –.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L2CMD689/Melzer et al. - 2022 - Digitale Transformation personenbezogener Arbeit –.pdf:application/pdf}, +} + +@incollection{bamberg_digitale_2022-3, + address = {Wiesbaden}, + title = {Digitale {Interventionen} zur individuellen {Prävention} und {Gesundheitsförderung}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_17}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Lehr, Dirk and Boß, Leif}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_17}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {225--249}, + file = {Lehr und Boß - 2022 - Digitale Interventionen zur individuellen Präventi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IYX3LSI8/Lehr und Boß - 2022 - Digitale Interventionen zur individuellen Präventi.pdf:application/pdf}, +} + +@incollection{bamberg_online-coaching_2022, + address = {Wiesbaden}, + title = {Online-{Coaching}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_19}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Busch, Christine and Dreyer, Romana}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_19}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {267--279}, + file = {Busch und Dreyer - 2022 - Online-Coaching.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KANXJ5D3/Busch und Dreyer - 2022 - Online-Coaching.pdf:application/pdf}, +} + +@incollection{bamberg_verhaltnispravention_2022, + address = {Wiesbaden}, + title = {Verhältnisprävention digital umsetzen: {Integrative} {Plattformen} als {Weg} für eine umfassende {Gesundheitsförderung}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + shorttitle = {Verhältnisprävention digital umsetzen}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_20}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Tanner, Grit and Ducki, Antje and Steinke, Theresia}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_20}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {281--296}, + file = {Tanner et al. - 2022 - Verhältnisprävention digital umsetzen Integrative.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D74963CG/Tanner et al. - 2022 - Verhältnisprävention digital umsetzen Integrative.pdf:application/pdf}, +} + +@incollection{bamberg_mensch-maschine-systeme_2022, + address = {Wiesbaden}, + title = {Mensch-{Maschine}-{Systeme}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_5}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kötter, Wolfgang}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_5}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {59--70}, + file = {Kötter - 2022 - Mensch-Maschine-Systeme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2WBQ2K6N/Kötter - 2022 - Mensch-Maschine-Systeme.pdf:application/pdf}, +} + +@incollection{bamberg_virtuelle_2022-1, + address = {Wiesbaden}, + title = {Virtuelle und automatisierte {Führung}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_7}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Wesche, Jenny S. and Wilbert, Jana B. and Sonderegger, Andreas and Gersch, Martin}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_7}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {83--95}, + file = {Wesche et al. - 2022 - Virtuelle und automatisierte Führung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FHRSD825/Wesche et al. - 2022 - Virtuelle und automatisierte Führung.pdf:application/pdf}, +} + +@incollection{bamberg_neue_2022, + address = {Wiesbaden}, + title = {Neue {Beschäftigungsformen} in der {Plattformökonomie}}, + isbn = {978-3-658-34646-1 978-3-658-34647-8}, + url = {https://link.springer.com/10.1007/978-3-658-34647-8_8}, + language = {de-DE}, + urldate = {2022-05-16}, + booktitle = {Digitale {Arbeit} gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Schneider-Dörr, Andreja}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2022}, + doi = {10.1007/978-3-658-34647-8_8}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {97--107}, + file = {Schneider-Dörr - 2022 - Neue Beschäftigungsformen in der Plattformökonomie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YXEIZGNY/Schneider-Dörr - 2022 - Neue Beschäftigungsformen in der Plattformökonomie.pdf:application/pdf}, +} + +@incollection{rietmann_beziehungsgestaltung_2018, + address = {Wiesbaden}, + title = {Beziehungsgestaltung und {Erziehungsberatung} im {Zeitalter} von {Digitalisierung} und {Globalisierung}}, + isbn = {978-3-658-18008-9 978-3-658-18009-6}, + url = {http://link.springer.com/10.1007/978-3-658-18009-6_4}, + language = {de-DE}, + urldate = {2022-05-10}, + booktitle = {Zukunft der {Beratung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Huther, Gerald}, + editor = {Rietmann, Stephan and Sawatzki, Maik}, + year = {2018}, + doi = {10.1007/978-3-658-18009-6_4}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {73--82}, + file = {Huther - 2018 - Beziehungsgestaltung und Erziehungsberatung im Zei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7TF7JDIV/Huther - 2018 - Beziehungsgestaltung und Erziehungsberatung im Zei.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{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_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}, +} + +@article{aubakirova_role_2024, + title = {The role of {Massive} {Open} {Online} {Courses} in transforming academic education and university experience}, + volume = {29}, + issn = {1360-2357, 1573-7608}, + url = {https://link.springer.com/10.1007/s10639-023-12291-6}, + doi = {10.1007/s10639-023-12291-6}, + abstract = {The study aims to investigate the level of motivation and entrepreneurial competencies of students using online distance courses in entrepreneurial learning. Based on the Massive Open Online Courses (MOOCs) program, an experimental group of respondents took the course "How to Start Your Own Business" (March–May 2022), and their results were generated and compared with the control sample. After taking a 12-week course to improve entrepreneurial ability among students (in particular, paying attention to the motivational component of the study), one can note significant shifts in the internal positive motivation of experimental group students after taking this course. Thus, their percentage component increased to 43\% compared to 25\% initially (p = 0.3585). Simultaneously, substantial structural changes were observed in the analysis of students’ entrepreneurial abilities, demonstrating improvements across nearly all assessment items. Future research directions should include studying the integration of MOOCs into academic programs and their impact not only on motivation, but also on success and long-term programs examining the impact of MOOC implementation on the post-graduation success of university students.}, + language = {en-GB}, + number = {1}, + urldate = {2024-01-10}, + journal = {Education and Information Technologies}, + author = {Aubakirova, Saltanat and Kozhamzharova, Maira and Akhmetova, Gaukhar and Artykbayeva, Gulzhan and Iskakova, Zauresh and Zhayabayeva, Ramilya}, + month = jan, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC}, + pages = {991--1011}, + file = {Aubakirova et al. - 2024 - The role of Massive Open Online Courses in transfo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PR3676C8/Aubakirova et al. - 2024 - The role of Massive Open Online Courses in transfo.pdf:application/pdf}, +} + +@article{schley_wie_2022, + title = {Wie zufrieden sind {Studierende} mit der digitalen {Lehre}?: {Eine} empirische {Studie} zum {Einfluss} von {Motivation} und {Studierverhalten}}, + volume = {22}, + issn = {2190-4790}, + shorttitle = {Wie zufrieden sind {Studierende} mit der digitalen {Lehre}?}, + url = {https://www.medienpaed-ludwigsburg.de/article/view/417}, + doi = {10/gp5vw7}, + abstract = {Aufgrund der aktuellen COVID-19-Pandemie wird die Präsenzlehre an Hochschulen in reine Online-Formate umstrukturiert. Studierende müssen ihr Lernverhalten neuen digitalen Formaten und veränderten Rahmenbedingungen anpassen. Vor dem Hintergrund dieser Veränderungen wird in diesem Beitrag der Frage nachgegangen, wie zufrieden Studierende mit der digitalen Lehre sind und welchen Einfluss die Motivation und das Studierverhalten darauf haben. Dazu werden mittels eines adaptierten Online-Fragebogens Studierende des Fachbereichs Erziehungswissenschaft und Psychologie (N=147) der Freien Universität Berlin befragt. Die Regressionsmodelle zeigen, dass Motivation und Selbstbestimmung sowie das Studierverhalten einen Einfluss auf die Zufriedenheit mit der digitalen Lehre haben und einen großen Teil der Varianz in der abhängigen Variable aufklären. Auf Grundlage der Daten können Empfehlungen oder Strategien zur Steigerung der Zufriedenheit der Studierenden mit der digitalen Hochschullehre abgeleitet werden.}, + language = {de-DE}, + urldate = {2022-05-16}, + journal = {Ludwigsburger Beiträge zur Medienpädagogik}, + author = {Schley, Saskia and Buchwald, Lisa}, + month = may, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Promotion:FU2a, \#7:Zeitschriftenartikel:digital:Medien}, + pages = {1--13}, + file = {Schley und Buchwald - 2022 - Wie zufrieden sind Studierende mit der digitalen L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LGAG79H4/Schley und Buchwald - 2022 - Wie zufrieden sind Studierende mit der digitalen L.pdf:application/pdf}, +} + +@article{ng_online_2023, + title = {Online learning in management education amid the pandemic: {A} bibliometric and content analysis}, + volume = {21}, + issn = {14728117}, + shorttitle = {Online learning in management education amid the pandemic}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S1472811723000344}, + doi = {10.1016/j.ijme.2023.100796}, + abstract = {The COVID-19 pandemic (2020–2022) had triggered a global crisis which led to the suspension of colleges and universities. Management educators had digitally transformed their teaching to new modalities with digital technologies and adapted to technological solutions. The management students had experienced different online modes of learning and adjusted their methods to the new reality of content delivery. This study aims to discuss opportunities and challenges for management education and facilitate further investigation into the emerging trends on online learning by analyzing the characteristics of management education research and examining the most frequent research themes from 2020 to 2022. A bibliometric analysis is used to review 920 papers retrieved from the Scopus database for exploring key research themes of management education and online learning. The findings revealed that the publications are concentrated in developed countries while European countries had accounted for the largest proportion of the listed publications. Five sub themes are identified for receiving the most scholarly attention, such as pedagogy, technology, assessment methods, learning outcomes or skills, and challenges. After all, the bibliometric and thematic findings identified pivotal theoretical contributions, including fields of online or blended learning and management education converge, to extend the existing online learning theories.}, + language = {en-GB}, + number = {2}, + urldate = {2023-11-22}, + journal = {The International Journal of Management Education}, + author = {Ng, Davy Tsz Kit and Ching, Anthony Chun Hin and Law, Sau Wai}, + month = jul, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich, Promotion:FU3}, + pages = {100796}, + file = {Ng et al. - 2023 - Online learning in management education amid the p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4ZX7IUYT/Ng et al. - 2023 - Online learning in management education amid the p.pdf:application/pdf}, +} + +@article{mitchell_multimodal_2023, + title = {Multimodal learning for emergency department triage implementation: experiences from {Papua} {New} {Guinea} during the {COVID}-19 pandemic}, + volume = {33}, + issn = {26666065}, + shorttitle = {Multimodal learning for emergency department triage implementation}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S2666606523000019}, + doi = {10.1016/j.lanwpc.2023.100683}, + abstract = {Background Triage implementation in resource-limited emergency departments (EDs) has traditionally relied on intensive in-person training. This study sought to evaluate the impact of a novel digital-based learning strategy focused on the Interagency Integrated Triage Tool, a three-tier triage instrument recommended by the World Health Organization.}, + language = {en-GB}, + urldate = {2023-11-22}, + journal = {The Lancet Regional Health - Western Pacific}, + author = {Mitchell, Rob and Bornstein, Sarah and Piamnok, Donna and Sebby, Wilma and Kingston, Carl and Tefatu, Rayleen and Kendino, Mangu and Josaiah, Betty and Pole, Jasper and Kuk, Sylvia and Körver, Sarah and Miller, Jean-Philippe and Cole, Travis and Erbs, Andrew and O'Reilly, Gerard and Cameron, Peter and Sengiromo, Duncan and Banks, Colin}, + month = apr, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Krisenreaktion im Bildungsbereich, Promotion:FU3}, + pages = {100683}, + file = {Mitchell et al. - 2023 - Multimodal learning for emergency department triag.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/28ENT43H/Mitchell et al. - 2023 - Multimodal learning for emergency department triag.pdf:application/pdf}, +} + +@article{maurer_digitale_2022, + title = {Digitale {Lerntherapie}: {Neue} {Wege} während der {Corona}-{Pandemie}}, + volume = {46}, + issn = {1424-3636}, + shorttitle = {Digitale {Lerntherapie}}, + url = {https://www.medienpaed.com/article/view/1176}, + doi = {10.21240/mpaed/46/2022.01.18.X}, + abstract = {Due to the Corona pandemic, school life and learning has changed for children and adolescents in Germany since March 2020 for a longer period. Likewise, educational therapy could not take place as usual due to the contact restrictions. Educational therapy provides support to students who have difficulties in reading, writing and/or arithmetic. Aim of this study is to determine how educational therapy took place since the beginning of the Corona pandemic and how media literacy and competence in distance educational therapy are estimated by educational therapists. The nationwide study was conducted between June and November 2020 via an online survey. Sixty-nine educational therapists participated (female = 60; 87 \%; age: M = 50.18; SD = 8.76). Results show that since the beginning of the pandemic the number of supported students is lower than before. A large part of the students was only supported at distance in the meantime. Almost all educational therapists can produce worksheets and presentations digitally, but digital diagnostic tools are hardly used or not used at all. Likewise, only half of the participants would like to use educational therapy at distance in the future. Furthermore, correlations between media literacy and competence in distance educational therapy could be found. Further research should consider additional factors in educational therapist, students and parents.}, + language = {de-DE}, + urldate = {2022-01-22}, + journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, + author = {Maurer, Jenny and Hilkenmeier, Johanna and Becker, Angelika and Daseking, Monika}, + month = jan, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU2b}, + pages = {160--178}, + file = {Maurer et al. - 2022 - Digitale Lerntherapie Neue Wege während der Coron.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LDTP82Z8/Maurer et al. - 2022 - Digitale Lerntherapie Neue Wege während der Coron.pdf:application/pdf}, +} + +@article{bricker_mechanisms_2021, + title = {Mechanisms of {Smartphone} {Apps} for {Cigarette} {Smoking} {Cessation}: {Results} of a {Serial} {Mediation} {Model} {From} the {iCanQuit} {Randomized} {Trial}}, + volume = {9}, + issn = {2291-5222}, + shorttitle = {Mechanisms of {Smartphone} {Apps} for {Cigarette} {Smoking} {Cessation}}, + url = {https://mhealth.jmir.org/2021/11/e32847}, + doi = {10.2196/32847}, + abstract = {Background: Engagement with digital interventions is a well-known predictor of treatment outcomes, but this knowledge has had limited actionable value. Instead, learning why engagement with digital interventions impact treatment outcomes can lead to targeted improvements in their efficacy. +Objective: This study aimed to test a serial mediation model of an Acceptance and Commitment Therapy (ACT) smartphone intervention for smoking cessation. +Methods: In this randomized controlled trial, participants (N=2415) from 50 US states were assigned to the ACT-based smartphone intervention (iCanQuit) or comparison smartphone intervention (QuitGuide). Their engagement with the apps (primary measure: number of logins) was measured during the first 3 months, ACT processes were measured at baseline and 3 months (acceptance of internal cues to smoke, valued living), and smoking cessation was measured at 12 months with 87\% follow-up retention. +Results: There was a significant serial mediation effect of iCanQuit on smoking cessation through multiple indicators of intervention engagement (ie, total number of logins, total number of minutes used, and total number of unique days of use) and in turn through increases in mean acceptance of internal cues to smoke from baseline to 3 months. Analyses of the acceptance subscales showed that the mediation was through acceptance of physical sensations and emotions, but not acceptance of thoughts. There was no evidence that the effect of the iCanQuit intervention was mediated through changes in valued living. +Conclusions: In this first study of serial mediators underlying the efficacy of smartphone apps for smoking cessation, our results suggest the effect of the iCanQuit ACT-based smartphone app on smoking cessation was mediated through multiple indicators of engagement and in turn through increases in the acceptance of physical sensations and emotions that cue smoking.}, + language = {en-GB}, + number = {11}, + urldate = {2021-11-12}, + journal = {JMIR mHealth and uHealth}, + author = {Bricker, Jonathan B and Levin, Michael and Lappalainen, Raimo and Mull, Kristin and Sullivan, Brianna and Santiago-Torres, Margarita}, + month = nov, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Promotion:Relevanz:3, Promotion:FU1}, + pages = {e32847}, + file = {Bricker et al. - 2021 - Mechanisms of Smartphone Apps for Cigarette Smokin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CCQNWCLN/Bricker et al. - 2021 - Mechanisms of Smartphone Apps for Cigarette Smokin.pdf:application/pdf}, +} + +@article{heisenberger_weiterlernenat_2022, + title = {Weiterlernen.at – gemeinsam (digital) durch diese {Zeit}: {Im} {Gespräch} mit {Katharina} {Kiss}}, + volume = {2}, + issn = {2791-4046, 2791-4046}, + shorttitle = {Weiterlernen.at – gemeinsam (digital) durch diese {Zeit}}, + url = {https://schule-verantworten.education/journal/index.php/sv/article/view/256}, + doi = {10.53349/sv.2022.i4.a256}, + abstract = {Katharina Kiss leitet seit 2013 die pädagogische Fachabteilung für kauf­män­ni­sche Schulen im österreichischen Bundesministerium für Bildung, Wissenschaft und Forschung (BMBWF). Im Interview stellt sie \#weiter­ler­nen vor. Diese Online-Plattform bietet Schüler*innen eine peergestützte Lern­begleitung. Damit können Kinder und Jugendliche während der Pan­de­mie entstandene Lerndefizite gemeinsam mit Gleichaltrigen aufholen. Katharina Kiss berichtet über die vielfältigen Potenziale von \#weiterlernen und stellt sich der Frage, inwiefern die Lernbegleitung ein geeigneter Nach­hil­fe-Ersatz ist. In welcher Wechselwirkung Unterricht und Lernbegleitung ste­hen, beleuchtet das Interview.}, + language = {de-DE}, + number = {4}, + urldate = {2022-12-29}, + journal = {schule verantworten {\textbar} führungskultur\_innovation\_autonomie}, + author = {Heißenberger, Petra}, + month = dec, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU4b, \#9:Zeitschriftenartikel:digital:lernen}, + pages = {157--161}, + file = {Heißenberger - 2022 - Weiterlernen.at – gemeinsam (digital) durch diese .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B9LMK6DI/Heißenberger - 2022 - Weiterlernen.at – gemeinsam (digital) durch diese .pdf:application/pdf}, +} + +@article{kisling_distanzlernen_2022, + title = {Distanzlernen mit {Online}-{Medien} im {Förderschwerpunkt} {Lernen}}, + volume = {22}, + issn = {2190-4790}, + url = {https://www.medienpaed-ludwigsburg.de/article/view/398}, + doi = {10/gp5vw3}, + abstract = {In diesem Beitrag werden die wesentlichen Erkenntnisse der Bachelorarbeit (Titel: Eine bildungswissenschaftliche Analyse zu digitalen Medien am SBBZ Lernen) des Autors aufgegriffen, die er im Rahmen des Bachelorstudiengangs Lehramt Sonderpädagogik an der Pädagogischen Hochschule in Ludwigsbug verfasste. +Im vorliegenden Beitrag wird die bisherige Umsetzung von Distanzlernen mit Online-Medien durch sonderpädagogische Fachkräfte des Förderschwerpunkts Lernen mit Schüler*innen mit sonderpädagogischem Förderbedarf analysiert. Daraus sollen Erkenntnisse über förderliche Rahmenbedingungen und Handlungsempfehlungen für den künftigen Einsatz von Online-Medien beim Distanzlernen abgeleitet werden. Hierzu wurden (qualitative) Experteninterviews mit sieben sonderpädagogischen Lehrer*innen geführt und ausgewertet. Es kann aufgezeigt werden, dass diese Art des Unterrichtens mit Online-Medien verschiedene Schwierigkeiten mit sich bringt. Diese liegen v. a. in der unzureichenden Ausstattung von digitalen Endgeräten an den Schulen und den fehlenden Medienkompetenzen bei Lehrer*innen sowie Schüler*innen. Des Weiteren können die Anforderungen sonderpädagogischen Handelns nicht erfüllt werden. Dies führt zu Exklusionsprozessen, da der Zugang zu Bildung, Teilnahme und Teilhabe verwehrt wird. Diese Probleme entstehen u. a. durch die Gegebenheiten an den zuständigen Institutionen, den sonderpädagogischen Bildungs- und Beratungszentren. Die Untersuchung führt zu der Erkenntnis, dass eine reibungslose Durchführung Rahmenbedingungen erfordert, die eine flächendeckende, ausnahmslose und einheitliche Ausstattung beinhalten, um nur einige Beispiele zu nennen. Außerdem muss die Lehrer*innenaus- und -weiterbildung angepasst werden. Die Studie, die in diesem Beitrag vorgestellt wird, zeigt zudem viele für die Befragten hilfreiche Praxisbeispiele auf, die unerprobten Neueinsteiger*innen bei der Umsetzung von Distanzlernen mit Online-Medien helfen sollen. Es zeigt sich, dass unter anderem eine intensive Vorbereitung im Team, auch unter Einbezug der Eltern, förderlich ist.}, + language = {de-DE}, + urldate = {2022-05-16}, + journal = {Ludwigsburger Beiträge zur Medienpädagogik}, + author = {Kisling, Dominik}, + month = may, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen}, + pages = {1--25}, + file = {Kisling - 2022 - Distanzlernen mit Online-Medien im Förderschwerpun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2JLB265S/Kisling - 2022 - Distanzlernen mit Online-Medien im Förderschwerpun.pdf:application/pdf}, +} + +@article{teichert_elterliche_2024, + title = {Elterliche {Unterstützung} beim digitalen {Lernen} der {Kinder} im {Kontext} ihrer alltagstheoretischen Überzeugungen}, + issn = {1424-3636}, + url = {https://www.medienpaed.com/article/view/1682}, + doi = {10.21240/mpaed/00/2024.03.17.X}, + abstract = {Kinder und Eltern erleben es oftmals als Herausforderung, digitales Lernen in den häuslichen Alltag zu integrieren. Vielfach sind die Verantwortlichkeiten für die Unterstützung des kindlichen Erwerbs von computer- und informationsbezogenen Kompetenzen zwischen Eltern und Schule unklar. Zudem nehmen Eltern ihre Verantwortung für die Unterstützung der Kinder bei der Ausbildung schulisch relevanter Digitalkompetenzen sehr unterschiedlich wahr. Anknüpfend an Überlegungen zu pädagogischen Alltagstheorien ist zu klären, welche Annahmen und Überzeugungen Eltern aufgrund ihres bisherigen Erfahrungswissens entwickeln, weil diese sich oft unbewusst auf die Priorisierung ihres pädagogischen Handelns in der häuslichen Lernumwelt auswirken und die Unterstützung der kindlichen Entwicklung von computer- und informationsbezogenen Kompetenzen prägen können. Anhand von sechs qualitativen Interviews mit Eltern zeigt sich, dass schulische und ausserschulische Alltagsanforderungen, situative Faktoren der häuslichen Lernumgebung, Ansprüche der Eltern an das Arbeitsverhalten des Kindes sowie das bewusste Ausprobierenlassen des Kindes im Internet die elterliche Unterstützung beim digitalen Lernen der Kinder beeinflussen.}, + language = {de-DE}, + urldate = {2024-03-23}, + journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, + author = {Teichert, Jeannine and Meister, Dorothee M. and Pawelzig, Alicia and Gerhardts, Lara}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#9:Zeitschriftenartikel:digital:lernen}, + pages = {156--175}, + file = {Teichert et al. - 2024 - Elterliche Unterstützung beim digitalen Lernen der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2LPD7DSU/Teichert et al. - 2024 - Elterliche Unterstützung beim digitalen Lernen der.pdf:application/pdf}, +} + +@article{ehlers_curriculare_2023, + title = {Curriculare {Einbettung} und didaktische {Umsetzung} von {Future} {Skills} in der {Hochschullehre}}, + volume = {10}, + issn = {2196-7261}, + url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/2196-7261-2023-4-336}, + doi = {10.5771/2196-7261-2023-4-336}, + abstract = {Hochschulen müssen sich in einem Zeitalter schnellen Wandels anpassen, um di­ verse Studierendengruppen zu fördern und zu befähigen, Future Skills zu erlernen. Digitale Innovation und neue Lehr- und Lernmethoden erfordern dabei eine ge­ wandelte Lehr- und Lernkultur und schaffen eine veränderte Hochschullandschaft. Der Beitrag beschreibt ein didaktisches Design zur Förderung von Future Skills und analysiert die gewonnenen Erkenntnisse. Er betont die Bedeutung von Future Skills für zukünftigen Erfolg in allen Lebensbereichen und die persönliche Ent­ wicklung und stellt einen Rahmen für deren Erlernen vor.}, + language = {de-DE}, + number = {4}, + urldate = {2024-01-10}, + journal = {Zeitschrift für Didaktik der Rechtswissenschaft}, + author = {Ehlers, Ulf-Daniel and Geier, Nicole and Eigbrecht, Laura}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen, Promotion:FU1, Promotion:FH}, + pages = {336--361}, + file = {Ehlers et al. - 2023 - Curriculare Einbettung und didaktische Umsetzung v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AIQKVR45/Ehlers et al. - 2023 - Curriculare Einbettung und didaktische Umsetzung v.pdf:application/pdf}, +} + +@article{rusert_wo_2023, + title = {Wo verläuft die „{Digitale} {Kluft}“? - {Perspektiven} auf digitale {Kompetenzen} junger {Geflüchteter} in der {Berufsorientierung}}, + abstract = {Im Beitrag werden digitale Kompetenzen und damit verknüpfte Chancen und Hürden von Geflüchteten in der Berufsorientierung und in der dualen Berufsausbildung anhand des Interviewmaterials, das in zwei vom BMWi bzw. vom BMBF finanzierten Projekten entstand, analysiert. Beide starteten vor der Coronapandemie zu Beginn 2019 bzw. 2020 und waren deswegen mit der besonderen und vorher nicht absehbaren Hürde konfrontiert, dass weite Teile der betrieblichen und schulischen Ausbildung sowie des Coachings und Mentorings in den Projekten in den digitalen Raum verlegt werden mussten (Kart/Rusert/Stein 2020; Rusert/Kart/Stein 2019; 2020a; b; 2021; Stein 2020). In den Interviews vor Beginn der Pandemie zeigte sich, dass die Auszubildenden bei ihrer Berufswahl eine überwiegend pragmatische und weniger kompetenz- und interessengeleitete Entscheidung trafen (Rusert/Kart/Stein 2022). Für eine besser gelingende Passung können digitale Tools und Lernwelten Sprachbarrieren vermindern und inklusionsfördernd wirken. Gleichzeitig zeigten sich im Distanzlernen während der Pandemie eher Einschränkungen bei der Bildungsteilhabe für Geflüchtete. Im Beitrag stehen die Linien der digitalen Kluft zu anschlussfähigen Medienkompetenzen für eine berufsqualifizierende Berufswahl und gelingende Ausbildung der Geflüchteten im Mittelpunkt (Rusert/Kart/Stein 2021; Rusert 2023).}, + language = {de-DE}, + journal = {Berufs- und Wirtschaftspädagogik - online}, + author = {Rusert, Kirsten and Stein, Margit}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#9:Zeitschriftenartikel:digital:lernen}, + file = {Rusert und Stein - 2023 - Wo verläuft die „Digitale Kluft“ - Perspektiven a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4LKL25HH/Rusert und Stein - 2023 - Wo verläuft die „Digitale Kluft“ - Perspektiven a.pdf:application/pdf}, +} + +@article{firdaus_integration_2024, + title = {Integration of mobile learning application-supported collaborative learning: review in higher education case}, + volume = {13}, + issn = {2655-9633, 2089-4341}, + shorttitle = {Integration of mobile learning application-supported collaborative learning}, + url = {https://jurnal.uia.ac.id/akademika/article/view/4173}, + doi = {10.34005/akademika.v13i01.4173}, + abstract = {Integration of mobile learning application-supported collaborative learning: review in higher education case. This study aims to determine: 1) Mobile applications in collaborative learning in higher education; 2) Integration of mobile applications in learning in higher education; 3) How the influence of application integration factors on learning in higher education. This study uses a literature review system to obtain articles by selecting titles and contexts. The articles obtained and analyzed were as many as 30 articles. Furthermore, advanced data is presented by grouping the applications, educational subjects, and research methods. The results show: 1) There are six types of mobile applications in use, namely social media, cloud, mobile app, MOOCS, web, and LMS; 2) Integration learning is carried out by selecting applications that can support collaborative learning, dividing student groups, utilizing available features to deliver learning; 3) The positive influence of mobile learning on collaborative learning is 90\%. Based on the research results, lecturers in higher education can use the following recommendations: Implementation of collaborative learning can be done with various types of mobile applications. Educators are advised only to use mobile applications that contain text communication and image sending. When choosing a mobile application, it is recommended to consider learning objective and utilize the available features to deliver learning. .}, + language = {en-GB}, + number = {01}, + urldate = {2024-10-20}, + journal = {Akademika}, + author = {Firdaus, Dailami and Ahmad, Masduki and Armiati, Reni}, + month = sep, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU4b, \#4:Zeitschriftenartikel:MOOC}, + pages = {49--67}, + file = {Firdaus et al. - 2024 - INTEGRATION OF MOBILE LEARNING APPLICATION-SUPPORT.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TIH8SYXY/Firdaus et al. - 2024 - INTEGRATION OF MOBILE LEARNING APPLICATION-SUPPORT.pdf:application/pdf}, +} + +@book{mues_digitale_2024, + address = {Berlin, Heidelberg}, + series = {essentials}, + title = {Digitale {Medien} kompetent in {Kitas} einsetzen: {Eine} Übersicht verschiedener {Möglichkeiten} und {Ressourcen}}, + copyright = {https://creativecommons.org/licenses/by/4.0}, + isbn = {978-3-662-69758-0 978-3-662-69759-7}, + shorttitle = {Digitale {Medien} kompetent in {Kitas} einsetzen}, + url = {https://link.springer.com/10.1007/978-3-662-69759-7}, + language = {de-DE}, + urldate = {2024-10-07}, + publisher = {Springer Berlin Heidelberg}, + author = {Mues, Anna and Wirth, Astrid and Schiele, Tina and Niklas, Frank}, + month = sep, + year = {2024}, + doi = {10.1007/978-3-662-69759-7}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {Mues et al. - 2025 - Digitale Medien kompetent in Kitas einsetzen Eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E5Q3M973/Mues et al. - 2025 - Digitale Medien kompetent in Kitas einsetzen Eine.pdf:application/pdf}, +} + +@article{yang_ai_2023, + title = {{AI} and {Big} {Data} in {Education}: {Learning} {Patterns} {Identification} and {Intervention} {Leads} to {Performance} {Enhancement}}, + volume = {3}, + issn = {2436-1712}, + shorttitle = {{AI} and {Big} {Data} in {Education}}, + url = {https://www.jstage.jst.go.jp/article/itel/3/1/3_3.1.Inv.p002/_article}, + doi = {10.12937/itel.3.1.Inv.p002}, + abstract = {Improving learning outcomes is always one of the key objectives of learning analytics (LA) and educational data mining (EDM). In recent years, many Massive Open Online Courses (MOOC) have been deployed and making it easier to collect learners’ data for further analysis. Naturally, leveraging AI to process such kind of big data becomes one of the main research streams to support education. In this paper, we collected data and defined student learning patterns by leveraging online courses on Python programming and we then verified if their learning performance was influenced by different learning patterns and interventions. We designed the intervention process, explored the impact of final learning outcomes, and analyze Self-Regulated Learning (SRL) abilities. From the experimental results, we share the learning outcomes and the difference in SRL with detailed explanation based on different groups.}, + language = {en-GB}, + number = {1}, + urldate = {2023-12-23}, + journal = {Information and Technology in Education and Learning}, + author = {Yang, Stephen J.H. and Lin, Chien-Chang and Huang, Anna Y.Q. and Lu, Owen H.T. and Hou, Chia-Chen and Ogata, Hiroaki}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, \#4:Zeitschriftenartikel:MOOC}, + pages = {Inv--p002--Inv--p002}, + file = {Yang et al. - 2023 - AI and Big Data in Education Learning Patterns Id.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CVZ8IWTR/Yang et al. - 2023 - AI and Big Data in Education Learning Patterns Id.pdf:application/pdf}, +} + +@article{krstoski_was_2023, + title = {Was {Technologien} ermöglichen könnten - {Zur} {Bedeutung} {Assistiver} {Technologien} für die {Lehrer}:innenbildung}, + volume = {5}, + doi = {10/gskbn6}, + abstract = {The recently deceased disability rights activist Judy Heumann describes the importance of digital media in terms of assistive technologies (AT): "For most of us, technology makes things easier. For a person with disabilities, it makes things possible" (Edyburn, 2020, S. 11). Some pupils need special aids in order to participate actively in lessons and thus in education on an equal footing. Assistive technologies offer options for participation (Fisseler, 2020) and can be largely distinguished from accessibility and universal design due to the focus on the individual. The article describes the use of assistive technologies in the school environment as well as the options for implementation in everyday school life. The highly rated relevance of assistive technologies (Edyburn, 2020) is accompanied by a low level of implementation in schools (Bouck \& Long, 2021). This deficiency should be countered with teacher training that produces competences that allow teachers to plan the use of assistive technologies in a transdisciplinary team. The proposal for a seminar concept for the first phase of teacher education is presented in conclusion.}, + language = {de-DE}, + number = {2}, + journal = {QfI - Qualifizierung für Inklusion: Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}, + author = {Krstoski, Igor and Schulz, Lea}, + month = may, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:Relevanz:3}, + file = {Krstoski und Schulz - Was Technologien ermöglichen könnten - Zur Bedeutu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZVFHBMIZ/Krstoski und Schulz - Was Technologien ermöglichen könnten - Zur Bedeutu.pdf:application/pdf}, +} + +@article{gabriel_kinderrechte_2022, + title = {Kinderrechte im digitalen {Raum}: {Implikationen} für {Medienbildung} im 21. {Jahrhundert}}, + issn = {2313-1640}, + shorttitle = {Kinderrechte im digitalen {Raum}}, + url = {https://journal.ph-noe.ac.at/index.php/resource/article/view/1042}, + doi = {10/gp6p73}, + abstract = {Die weit verbreitete Nutzung digitaler Medien durch Kinder und Jugendliche führte dazu, dass die Kinderrechte auch auf den digitalen Raum erweitert wurden. Diese Erweiterung bezieht sich einerseits darauf, dass Minderjährige das Recht auf Information und Unterhaltung im virtuellen Raum haben und andererseits darauf, den Schutz vor zahlreichen Gefahren zu gewährleisten. Nach einer inhaltlichen Annäherung an die Kinderrechte im digitalen Raum, geht dieser Beitrag speziell auf die Altersgruppe der 6- bis 10-Jährigen ein und diskutiert, welche Anknüpfungspunkte es im Lehrplan der Volksschule bzw. im Kompetenzmodell digi.komp4 sowie in diversen frei erhältlichen Unterrichtsunterlagen für die Volksschule (z.B. von saferinternet.at) gibt. Die Analyse der genannten Dokumente zeigt auf, dass in diesen durchaus für den Unterricht in der Volksschule zahlreiche Anknüpfungspunkte zu den Kinderrechten im digitalen Raum vorhanden sind. Argumentiert werden soll aber auch, dass eine (digitale) Medienbildung unerlässlich ist, um Kindern bereits in der Volksschule ausreichend Handlungsoptionen zu vermitteln, damit sie selbstbestimmt mit den Potentialen und Gefahren der digitalen Welten umgehen können.}, + language = {de-DE}, + urldate = {2022-05-21}, + journal = {R\&E-SOURCE}, + author = {Gabriel, Sonja}, + month = apr, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, \#7:Zeitschriftenartikel:digital:Medien, Datenschutz und IT-Sicherheit, Promotion:FU3, Medienkompetenz}, + file = {Gabriel - 2022 - Kinderrechte im digitalen Raum Implikationen für .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6TGQ9WZ3/Gabriel - 2022 - Kinderrechte im digitalen Raum Implikationen für .pdf:application/pdf}, +} + +@article{knaus_warum_2024, + title = {Warum {KI} kein {Hype} ist und die {Medienpädagogik} sich damit befassen sollte}, + volume = {68}, + copyright = {Deutsches Urheberrecht}, + issn = {0176-4918}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=30093}, + doi = {10.25656/01:30093}, + abstract = {Wer mit generativer KI schon Erfahrungen sammeln konnte, erahnt, dass KI unsere Welt verändern wird. Dass diese Veränderungen aber mehr Evolution als Revolution sind, soll dieser Text zeigen. KI ist kein ‚Hype‘, sondern ein etabliertes Forschungs- und Praxisfeld. Und außerdem die Fortsetzung des gesellschaftlichen Metaprozesses Digitalisierung – dem sich die Medienpädagogik in Forschung und Praxis bereits widmete. Im Text werden die grundlegenden Funktionsweisen KI-basierter Techniken beleuchtet, deren gesellschaftliche Bedeutung skizziert und es wird argumentiert, warum KI ein Thema für die Medienpädagogik sein sollte. (DIPF/Orig.)}, + language = {de-DE}, + number = {3}, + urldate = {2024-06-26}, + journal = {Medien + Erziehung}, + author = {Knaus, Thomas}, + collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}}, + year = {2024}, + note = {Publisher: kopaed Verlagsgmbh : München}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Digitalisierung, Digitalization, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Media pedagogics, Medienpädagogik, Artificial intelligence, Künstliche Intelligenz, Mediatisierung, Media education}, + pages = {21--30}, + file = {Knaus - 2024 - Warum KI kein Hype ist und die Medienpädagogik sic.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JWWLLL2Q/Knaus - 2024 - Warum KI kein Hype ist und die Medienpädagogik sic.pdf:application/pdf}, +} + +@article{lienau_vom_2022, + title = {Vom {Reizthema} zum {Qualitätsmerkmal} – {Die} {Coronapandemie} als {Gamechanger} frühkindlicher {Medienerziehung}? {Eine} {Analyse} neuer {Potenziale} der pandemiebedingten {Digitalisierungs}-prozesse in {Kindertageseinrichtungen}}, + abstract = {During the first Covid-19-related lockdown in Germany, demands for the comprehensive digitization of educational institutions got louder. However, media education in early childcare institutions is still hardly integrated into daily practices of daycare centers. The question arises to what extent the extreme situation in which daycare centers and families found themselves during the first lockdown was a gamechanger: Were the triggered digitization processes able to raise awareness among parents and professionals for the potentials of digital media in daycare institutions? And to what extent were professionals able to reduce their inhibitions and strengthen their competencies in dealing with digital media? In the present mixed-methods study composed of semi-structured interviews and a quantitative questionnaire, parents and professionals of ten daycare centers were surveyed and interviewed between March and December 2020. The results show that the first lockdown provided various impulses for a more open and positive attitude towards digital media. Established non-digital practices were broken up or reconsidered in many areas. Despite the increase in children‘s use of media in the first lockdown, no significant changes in attitude regarding the need for media education was observed on the part of parents. The results suggest that the positive experiences that daycare centers had with digital media are a necessary first step towards a more sustainably anchored media education - but by no means a foregone conclusion.}, + language = {de-DE}, + journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, + author = {Lienau, Theresa}, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#7:Zeitschriftenartikel:digital:Medien, Promotion:Weiterführung, Promotion:FU5, Krisenreaktion im Bildungsbereich}, + pages = {33}, + file = {Lienau und Frense - 2022 - Vom Reizthema zum Qualitätsmerkmal – Die Coronapan.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3NBV63ED/Lienau und Frense - 2022 - Vom Reizthema zum Qualitätsmerkmal – Die Coronapan.pdf:application/pdf}, +} + +@article{zainuddin_bridging_2024, + title = {Bridging {Synchronous} and {Asynchronous} {Learning}: {Enhancing} {English} {Speaking} {Skills} in a {Distance} {Education} {Context}}, + volume = {23}, + abstract = {This study investigates the perspectives of teachers and students on the effectiveness of synchronous and asynchronous learning approaches in enhancing English speaking skills, focusing on grammar, vocabulary, pronunciation, fluency, and comprehension. Conducted in a junior high school setting in Indonesia, the research employs a qualitative descriptive method, collecting data through semi-structured interviews with three teachers and three students. Thematic analysis was applied to explore patterns and themes in participants' responses. The findings reveal that synchronous learning fosters real-time interaction, enhancing vocabulary acquisition and comprehension through immediate feedback. However, challenges such as grammatical inaccuracies and low student confidence persist. Asynchronous learning provides students with the flexibility to refine their tasks, improving grammar, vocabulary, and pronunciation, but lacks the immediacy of feedback essential for addressing comprehension and pronunciation errors in real-time. The study underscores the complementary nature of these modalities, highlighting the potential of a blended or bichronous approach to optimize learning outcomes. The research contributes to the discourse on distance education by offering practical insights into integrating synchronous and asynchronous learning for language instruction. Recommendations include strategic lesson planning, teacher training in digital tools, and addressing infrastructural challenges to ensure equitable access. The study also suggests further exploration of bichronous learning models and their impact on long-term language proficiency. This research provides valuable guidance for educators and policymakers aiming to enhance English language education in digital and hybrid learning environments.}, + language = {en-GB}, + number = {2}, + author = {Zainuddin, Dini Apriani and Patak, Andi Anto}, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, \#8:Zeitschriftenartikel:blended:learning}, + file = {Zainuddin und Patak - 2024 - Bridging Synchronous and Asynchronous Learning Enhancing English Speaking Skills in a Distance Educ:/Users/jochenhanisch-johannsen/Zotero/storage/KXBW794T/Zainuddin und Patak - 2024 - Bridging Synchronous and Asynchronous Learning Enhancing English Speaking Skills in a Distance Educ.pdf:application/pdf}, +} + +@article{syynimaa_higher_2024, + title = {Higher {Education} {Students}’ {Experiences} of {Game}-{Based} {Learning} - {Fostering} and {Hampering} {Aspects} in {Virtual} {Teamwork}}, + volume = {7}, + copyright = {https://creativecommons.org/licenses/by-nc-sa/4.0}, + issn = {2689-2758}, + url = {https://www.ijte.net/index.php/ijte/article/view/860}, + doi = {10.46328/ijte.860}, + abstract = {The application of digital game-based learning (GBL) methods has lately received more attention in higher education (HE). An extensive body of previous investigations has recognised the potential of instructional games to advance the learning of appropriate work life skills. However, there seems to be a lack of understanding in the current literature regarding the students’ views towards meaningful ways to collaborate in virtual teams during educational activities. The current study is contextualised by a business simulation game and examines university students' experiences through working collaboratively in multi-site teams. In that context, the focus is on the fostering and hampering aspects of virtual collaboration as experienced by the students during the simulation sessions. The study was executed among 66 undergraduate university students in Finland. The data were collected from the students' reflection papers and were then analysed using a qualitative content analysis approach. The evidence shows that students experienced fostering and hampering aspects in relation to communication, collaboration, organising, and technology during the simulated sessions. As these are all very typical to modern distributed collaborative work, we may conclude that the GBL course presented in this study provided students with opportunities to experience and rehearse collaborative virtual teamwork in an authentic work context. Our findings highlight the importance of allowing students to practice 21st century skills in an authentic, safe and stimulating environment. Simulation games provide a feasible context for doing so.}, + language = {en-GB}, + number = {4}, + urldate = {2024-11-12}, + journal = {International Journal of Technology in Education}, + author = {Syynimaa, Kirsi and Lainema, Kirsi and Lainema, Timo}, + month = nov, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU3}, + pages = {754--780}, + file = {Syynimaa et al. - 2024 - Higher Education Students’ Experiences of Game-Based Learning - Fostering and Hampering Aspects in V:/Users/jochenhanisch-johannsen/Zotero/storage/A7YD3I49/Syynimaa et al. - 2024 - Higher Education Students’ Experiences of Game-Based Learning - Fostering and Hampering Aspects in V.pdf:application/pdf}, +} + +@article{varghese_video_2024, + title = {Video games for assessing computational thinking: a systematic literature review}, + volume = {11}, + issn = {2197-9987, 2197-9995}, + shorttitle = {Video games for assessing computational thinking}, + url = {https://link.springer.com/10.1007/s40692-023-00284-w}, + doi = {10.1007/s40692-023-00284-w}, + abstract = {Computational thinking (CT) is a widely researched domain. Many researchers around the world have conducted studies to define CT, to develop CT in students, and to assess CT using various tools and paradigms. Our review focuses on the assessment aspect of CT using digital games. Typically, the assessment in CT is done using Multiple Choice Questions, Portfolio analysis, pen-and-paper methods, and games. The use of video games to assess CT skills was one of the least explored areas. To further explore this area, we did a systematic literature review on the use of video games to assess CT. The findings of our review are as follows: (1) CT skills such as abstraction, algorithmic thinking, data representation, debugging, decomposition, pattern recognition, recursive thinking, simulation, socialization, heuristic, iteration, and problem-solving were primarily assessed using digital games. (2) The reviewed articles used samples ranging from 18 to 3355 participants. (3) The sample includes elementary, middle-, and high-school and graduate students. (4) In the reviewed articles, it is observed that the time for treatment varied from a few hours to the entire school year. (5) A mixed-mode study using quantitative and qualitative methods was preferred by researchers to explore the CT aspects such as CT concepts, practices, and perspectives. (6) The use of video games, stealth assessment, educational data mining and machine learning for assessing CT skills is in a dormant state. (7) There is a lack of empirical evidence to prove that video games are effective to assess CT skills. This review paper will be helpful for researchers working on the assessment of CT skills using digital games.}, + language = {en-GB}, + number = {3}, + urldate = {2024-11-07}, + journal = {Journal of Computers in Education}, + author = {Varghese, V. V. Vinu and Renumol, V. G.}, + month = sep, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU5}, + pages = {921--966}, + file = {Varghese und Renumol - 2024 - Video games for assessing computational thinking a systematic literature review:/Users/jochenhanisch-johannsen/Zotero/storage/Q9DT4LJ2/Varghese und Renumol - 2024 - Video games for assessing computational thinking a systematic literature review.pdf:application/pdf}, +} + +@article{wehling_vermittlung_2024, + title = {Vermittlung praktischer {Fähigkeiten} in der curricularen {Lehre} – {Effekt} von {SkillsLab} und „flipped classroom“}, + issn = {0017-6192, 1433-0458}, + url = {https://link.springer.com/10.1007/s00106-023-01408-5}, + doi = {10.1007/s00106-023-01408-5}, + abstract = {Zusammenfassung + + Hintergrund + Im Zuge der Neustrukturierung des Medizinstudiums werden erstmalig auch praktische Kompetenzen als Lernziele klar definiert. Zur effektiven Nutzung der kurzen Präsenzzeit, die im Fach HNO-Heilkunde zur Verfügung steht, war das Ziel dieser Studie die Verzahnung der Vermittlung praktischer Fertigkeiten unter Zuhilfenahme von „flipped classroom“, digitaler Lehre und einem neu errichteten SkillsLab zu evaluieren. + + + Material und Methoden + + Im Rahmen des HNO-Praktikums wurden die Studierenden in 2 Gruppen unterteilt: Gruppe A = 93 Studierende (männlich + n +  = 42, weiblich + n +  = 51), Gruppe B = 113 Studierende (männlich + n +  = 42, weiblich + n +  = 71). Sie bearbeiteten zunächst digital zur Verfügung gestelltes Material, welches einzelne HNO-Untersuchungen erläuterte. Anschließend erfolgte der Präsenzunterricht in Kleingruppen, welcher eine Hospitation und Übungen der Untersuchungstechniken beinhaltete. Während Gruppe A diese dozentengeführt an Modellen absolvierte und sich gegenseitig untersuchte, erhielt Gruppe B den Unterricht anhand strukturierter Arbeitsstationen im hierfür neu errichteten HNO-SkillsLab. Die Effekte auf die Motivation und subjektiven Kompetenzen wurden anhand eines eigens für diese Studie entwickelten Fragebogens gemessen. + + + + Ergebnisse + + Nach Bearbeitung des digitalen Materials zeigte sich in beiden Gruppen ein hohes Level an Motivation und Kompetenz. Im Verlauf des Präsenztags zeigte sich ein Zugewinn an Motivation und Kompetenz, welcher nur in der SkillsLab-Gruppe statistisch signifikant war ( + p +  {\textless} 0,001). Obwohl die SkillsLab-Gruppe vor dem Präsenztag in ihrer subjektiven Kompetenz unterlegen war, zeigte sie sich nach dem Präsenztag der anderen Gruppe hierin sogar überlegen. + + + + Schlussfolgerung + Die Kombination eines digitalen „flipped classroom“ mit strukturierten Arbeitsstationen im Rahmen eines SkillsLabs ermöglicht eine effektivere Vermittlung praktischer Kompetenzen, welche sich in der statistisch signifikanten Steigerung von Motivation und Selbsteinschätzung der Gruppe B widerspiegelt. Dabei erleichtert insbesondere die digitale Befunderhebung die Überprüfung der individuellen Lernerfolge und regt die Diskussion an. + + , + Abstract + + Background + In the course of the restructuring of medical studies, practical competencies are clearly defined as learning objectives for the first time. In order to make most effective use of the short attendance time available in otolaryngology, the aim of this study was to teach practical skills with the help of flipped classroom, digital teaching, and a newly established SkillsLab. + + + Materials and methods + + During their ENT internship, two groups of students—group A = 93 students (male + n +  = 42, female + n +  = 51) and group B = 113 students (male + n +  = 42, female + n +  = 71)—first worked through material provided online, which explained the individual examinations. This was followed by face-to-face teaching, which consisted of observation and practical exercise of the different examination techniques. While group A practiced on each other or on dummies, group B used structured workstations in the ENT SkillsLab, which was newly built for this purpose. The effects on motivation and subjective competence were measured using a questionnaire developed for this study. + + + + Results + + After working through the online material, both groups showed a high level of motivation and competence. On the day of face-to-face teaching, there was a gain in motivation and competence, which was statistically significant only in the SkillsLab group ( + p +  {\textless} 0.001). Although the SkillsLab group was inferior in terms of its subjective competence at the beginning, it was superior to the other group after the face-to-face teaching. + + + + Conclusion + Combination of digitized teaching in the flipped classroom with structured workstations in the setting of a SkillsLab enables more effective teaching of practical skills, which was reflected by increases in motivation and subjective competence in group B. In particular, the presentation of all collected findings on monitors allows verification of learning success and stimulates discussion.}, + language = {de-DE}, + urldate = {2024-03-07}, + journal = {HNO}, + author = {Wehling, Judith and Dombrowski, Tobias and Johannsen, Katharina and Volkenstein, Stefan and Dazert, Stefan and Weiss, Nora M.}, + month = jan, + year = {2024}, + keywords = {BZPG, Simulation, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, DRK-Bildungszentrum Düsseldorf, Promotion:FU3}, + file = {Wehling et al. - 2024 - Vermittlung praktischer Fähigkeiten in der curricu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T7QY8V85/Wehling et al. - 2024 - Vermittlung praktischer Fähigkeiten in der curricu.pdf:application/pdf}, +} + +@article{andrade-arenas_moodle_2023, + title = {Moodle platform and {Zoom} videoconference: learning skills in the virtual modality}, + volume = {31}, + issn = {2502-4760, 2502-4752}, + shorttitle = {Moodle platform and {Zoom} videoconference}, + url = {https://ijeecs.iaescore.com/index.php/IJEECS/article/view/29965}, + doi = {10/gswfrf}, + abstract = {In Peruvian Universities, most of the Moodle platforms and the Zoom videoconference were used in virtual teaching-learning. The teachers and students of the University of Sciences and Humanities, which is the object of study, used these tools in the class session. Moodle and Zoom complement each other for virtual classes during the pandemic time. The objective of the research is the influence of Zoom and Moodle on learning skills. The methodological design of the research has correlational scope, quantitative, non-experimental approach of cross-section. A survey was conducted of 95 students from the first cycles of the university. The instrument was validated by expert judgments with 86.3\% approval. In addition, reliability was performed with Cronbach's Alpha, obtaining the value of 0.875. A p-value of 0000 was obtained as a result and the degree of correlation between Moodle and learning skills was 0.438** and Zoom with learning skills was 0.519**; determining in this way that there is a moderate positive significant correlation. It is concluded that the development of learning skills that correspond to digital skills, the communicative and cognitive part is due to the use of the Moodle platform and the Zoom videoconference in the learning sessions.}, + language = {en-GB}, + number = {1}, + urldate = {2023-10-18}, + journal = {Indonesian Journal of Electrical Engineering and Computer Science}, + author = {Andrade-Arenas, Laberiano and Reyes Perez, William Wilfredo and Yactayo Arias, Cesar Augusto}, + month = jul, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU5, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur}, + pages = {337}, + file = {Andrade-Arenas et al. - 2023 - Moodle platform and Zoom videoconference learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HTWIJD73/Andrade-Arenas et al. - 2023 - Moodle platform and Zoom videoconference learning.pdf:application/pdf}, +} + +@article{kasakowskij_supporting_2025, + title = {Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environment}, + volume = {22}, + issn = {2365-9440}, + url = {https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00512-6}, + doi = {10.1186/s41239-025-00512-6}, + abstract = {Bidirectional Feedback may benefit students by facilitating learning success and goal achievement and can help teachers address students’ needs and/or assess and improve learning material. Current feedback practices have limitations, such as the difficulty for students to formulate understandable feedback for teachers, the effort required for students and teachers to engage in feedback dialogue, and the challenge for teachers to manage multiple feedback responses across a wide range of learning material. Thus, there is a need for computational support in a digital learning environment that facilitates bidirectional feedback creation, processing, and dialogue. To this end, we present a process model of bidirectional feedback, a conceptual design of a computational support to assist this process, and its implementation for the self-assessment task type in Moodle. It was implemented and evaluated in a distance learning course in a B.Sc. Computer Science program. With the use of computer-assisted support for the bidirectional feedback process, an increase in feedback from more students was observed and was related to more self-assessment tasks. Feedback included not only negative but also positive feedback. Teachers confirmed the usefulness of computational support as well as the usefulness and understandability of student-generated feedback messages, both for helping students and for assessing and improving the quality of assignments.}, + language = {en-GB}, + number = {1}, + urldate = {2025-03-21}, + journal = {International Journal of Educational Technology in Higher Education}, + author = {Kasakowskij, Regina and Haake, Joerg M.}, + month = mar, + year = {2025}, + keywords = {Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b, char}, + pages = {15}, + file = {Kasakowskij und Haake - 2025 - Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environm:/Users/jochenhanisch-johannsen/Zotero/storage/FSXEGMZ4/Kasakowskij und Haake - 2025 - Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environm.pdf:application/pdf}, +} + +@article{engert_effectiveness_2025, + title = {Effectiveness of {Blended} {Learning} in {Teaching} {Basic} {Practical} {Otorhinolaryngology} {Skills}: {Pan}- demic {Lessons} and {Key} {Influencing} {Factors}}, + volume = {9}, + abstract = {The SARS-CoV-2 pandemic brought unprecedented challenges to medical education, particularly in teaching practical skills. These challenges catalyzed the adoption of digital and hybrid teaching methods, reshaping traditional teaching approaches. This study evaluates the effectiveness of blended learning, which integrates digital and in-person instructions, for teaching basic practical otorhinolaryngology examination skills and explores factors influencing its success. During the winter semester of 2020/2021, fourth-year medical students at the University of Wuerzburg participated in a blended learning program comprising a digital course with self-guided practice using examination kits, followed by an on-site course, concluding an objective structured clinical examination (OSCE). Students were divided into cohorts based on whether they received supervised clinical teaching prior to the OSCE. Performance data, along with a comprehensive survey covering demographics, preparation, interest, and self-evaluation, were analyzed to identify key factors impacting outcomes. Results revealed that students who underwent supervised clinical teaching scored significantly higher on the OSCE compared to those in the online-only cohort. Notably, gender disparities were observed, with male students outperforming females; however, this gap was mitigated among students with high self-assessed musical abilities. Additionally, selfevaluation of practical skills strongly correlated with OSCE performance, underscoring its importance in psychomotor skill acquisition. Survey findings highlighted the perceived value of the blended approach, with supervised clinical teaching rated as more beneficial than digital-only methods for mastering handson competencies. This study demonstrates that blended learning is an effective strategy for teaching practical otorhinolaryngology skills, offering significant advantages over online-only approaches. However, its success depends on addressing factors such as gender disparities and promoting extracurricular activities, like music, to enhance manual dexterity and confidence. The findings provide a robust framework for integrating hybrid teaching formats into post-pandemic medical education.}, + language = {en-GB}, + number = {2}, + journal = {The Educational Review}, + author = {Engert, Jonas and Tecle, Nyat and Spahn, Bjoern and Backhaus, Joy and Henig, Linda and Rak, Kristen and Kraus, Fabian and Scherzad, Agmal and Ickrath, Pascal and Voelker, Johannes and König, Sarah and Hackenberg, Stephan and Kau, Stefan}, + month = mar, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU2b, \#8:Zeitschriftenartikel:blended:learning}, + pages = {154--163}, + file = {Engert et al. - Effectiveness of Blended Learning in Teaching Basic Practical Otorhinolaryngology Skills Pan- demic:/Users/jochenhanisch-johannsen/Zotero/storage/RSP3BQBK/Engert et al. - Effectiveness of Blended Learning in Teaching Basic Practical Otorhinolaryngology Skills Pan- demic.pdf:application/pdf}, +} + +@article{horikawa_enhancement_2023, + title = {Enhancement of a {Company}-{Wide} {Information} {Security} {Management} {System} {Through} {Incident} {Learning}}, + volume = {4}, + issn = {2661-8907}, + url = {https://link.springer.com/10.1007/s42979-023-01691-7}, + doi = {10.1007/s42979-023-01691-7}, + abstract = {We propose the Delta ISMS method that strengthens the company-wide information security management system (ISMS) through incident learning. International standards of ISMS have been established to provide useful guidelines for information security risk management to organisations so they can respond appropriately to information security incidents. When the ISMS is first introduced to an organisation, the organisation is strengthened by introducing standard requirements. However, predicting everything and implementing a perfect ISMS may not be possible for each organisation. Thus, even in ISMS-certified organisations, information security incidents do not always diminish. This indicates that these organisations do not effectively carry out the PDCA cycle of the ISMS. We recognise that ISMS requires feedback and learning from incidents, while a sufficient explanation of learning procedures is not provided. Also, the Cyber Security Incident Response Team guidelines do not provide specific procedures for ‘incident learning’ explicitly. For incident learning, regularising informal knowledge (the formalisation of experience data) and double-loop learning (acquisition of company-wide knowledge from incident responses) is effective. Therefore, this study aims to develop detailed procedures for incident learning to run the second and subsequent rounds of the ISMS’s PDCA cycles. We propose an incident database operation method for regularising informal knowledge and a gold–silver–bronze communication method for implementing double loops. The procedures are routinely applied by headquarters under the supervision of the Chief Information Security Officer. By changing the safety factor in the damage reduction rate, it is possible to obtain multiple countermeasure candidate sets by considering the investment effect.}, + language = {en-GB}, + number = {3}, + urldate = {2025-01-01}, + journal = {SN Computer Science}, + author = {Horikawa, Hiroshi and Ohtani, Hisamichi and Takahashi, Yuji and Kato, Takehisa and Magata, Fumihiko and Teshigawara, Yoshimi and Sasaki, Ryoichi and Nishigaki, Masakatsu}, + month = feb, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Bewertungsmethoden, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Promotion:FU4b, Promotion:Schlussfolgerung}, + pages = {211}, + file = {Horikawa et al. - 2023 - Enhancement of a Company-Wide Information Security Management System Through Incident Learning:/Users/jochenhanisch-johannsen/Zotero/storage/3W8RXUFQ/Horikawa et al. - 2023 - Enhancement of a Company-Wide Information Security Management System Through Incident Learning.pdf:application/pdf}, +} + +@article{rajagopalan_agile_2024, + title = {An {Agile} {Approach} to {Student} {Consulting} {Projects}: {Iteration} and {Communication} to {Improve} {Decision} {Making}, {Presentations}, and {Teamwork}}, + issn = {1532-0545, 1532-0545}, + shorttitle = {An {Agile} {Approach} to {Student} {Consulting} {Projects}}, + url = {https://pubsonline.informs.org/doi/10.1287/ited.2023.0057}, + doi = {10.1287/ited.2023.0057}, + abstract = {Embedding consulting projects into the curriculum presents an effective means of providing students with experiential applied learning opportunities. However, creating, planning, and managing such projects can be challenging. This paper introduces a unique approach to managing consulting projects: Agile Project Management with Scrum. By incorporating a commitment to iteration and communication as the core of the project experience, Agile with Scrum fosters an impactful, realistic, and engaging student consulting experience. This approach enhances decision making, presentations, and team dynamics. This article discusses how one supply chain management course embedded Agile with Scrum into a client consulting project to convert a mediocre experiential learning opportunity into a transformative one. After describing Agile with Scrum and explaining its potential in the classroom, this paper discusses the consulting project before and after Agile; the results; the lessons learned; and the value created for students, clients, and faculty.}, + language = {en-GB}, + urldate = {2024-12-18}, + journal = {INFORMS Transactions on Education}, + author = {Rajagopalan, Hari K. and Woodside, Sarah and Belanger, Kay Lawrimore}, + month = dec, + year = {2024}, + keywords = {BZPG, Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU5, Agilität}, + pages = {ited.2023.0057}, + file = {Rajagopalan et al. - 2024 - An Agile Approach to Student Consulting Projects Iteration and Communication to Improve Decision Ma:/Users/jochenhanisch-johannsen/Zotero/storage/2YPCKA2A/Rajagopalan et al. - 2024 - An Agile Approach to Student Consulting Projects Iteration and Communication to Improve Decision Ma.pdf:application/pdf}, +} + +@article{engels_e-learning_2024, + title = {E-{Learning} mit {KI}-{Chatbot}: {Arbeits}- und sozialrechtliche {Integration} für {EU}-{Zugewanderte} in den sozialen {Medien}}, + language = {de-DE}, + author = {Engels, Sylvia}, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning}, + file = {Engels - E-Learning mit KI-Chatbot Arbeits- und sozialrechtliche Integration für EU-Zugewanderte in den sozi:/Users/jochenhanisch-johannsen/Zotero/storage/ZHUILIW9/Engels - E-Learning mit KI-Chatbot Arbeits- und sozialrechtliche Integration für EU-Zugewanderte in den sozi.pdf:application/pdf}, +} + +@article{hecht_unpacking_2019, + title = {Unpacking the {Learning} {Ecosystems} {Framework}: {Lessons} from the {Adaptive} {Management} of {Biological} {Ecosystems}}, + language = {en-GB}, + journal = {Journal of the Learning Sciences}, + author = {Hecht, Marijke and Crowley, Kevin}, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b, Lernsystemarchitektur}, + file = {Hecht und Crowley - Unpacking the Learning Ecosystems Framework Lesso.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7V5WPM95/Hecht und Crowley - 2019 - Unpacking the Learning Ecosystems Framework Lessons from the Adaptive Management of Biological Ecos.pdf:application/pdf}, +} + +@article{cakiroglu_online_2024, + title = {Online learners’ self-regulated learning skills regarding {LMS} interactions: a profiling study}, + volume = {36}, + issn = {1042-1726, 1867-1233}, + shorttitle = {Online learners’ self-regulated learning skills regarding {LMS} interactions}, + url = {https://link.springer.com/10.1007/s12528-024-09397-2}, + doi = {10.1007/s12528-024-09397-2}, + abstract = {This profiling study deals with the self-regulated learning skills of online learners based on their interaction behaviors on the learning management system. The learners were profiled through their interaction behaviors via cluster analysis. Following a correlational model with the interaction data of learners, the post-test questionnaire data were used to determine self-regulated learning skills scores during the learning process. Regarding the scores, the clusters were named through the prominent interactions of the learners yielding three clusters; actively engaged (Cluster1), assessment-oriented (Cluster2), and passively-oriented (Cluster3), respectively. The profiles in the clusters indicate that assessments were mostly used by the learners in Cluster2, while the frequency of the content tools was high in Cluster1. Surprisingly, some tools such as glossary, survey, and chat did not play a prominent role in discriminating the clusters. Suggestions for future implementations of self-regulated learning and effective online learning in learning management systems are also included.}, + language = {en-GB}, + number = {1}, + urldate = {2024-05-09}, + journal = {Journal of Computing in Higher Education}, + author = {Çakiroğlu, Ünal and Kokoç, Mehmet and Atabay, Melek}, + month = apr, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur}, + pages = {220--241}, + file = {Çakiroğlu et al. - 2024 - Online learners’ self-regulated learning skills re.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E4VDWTTD/Çakiroğlu et al. - 2024 - Online learners’ self-regulated learning skills re.pdf:application/pdf}, +} + +@article{biresaw_web-based_2024, + title = {Web-based feedback system and the development of reading skills}, + volume = {29}, + issn = {1360-2357, 1573-7608}, + url = {https://link.springer.com/10.1007/s10639-023-12019-6}, + doi = {10.1007/s10639-023-12019-6}, + abstract = {When students are provided with detailed and immediate feedback on their performance in an online test, they may get some pedagogical benefits from the exercise. This study examined the effects of elaborative feedback on students’ reading comprehension skills: inference, reading for gist, and detail reading. The study followed a pre-test post-test quasi-experimental design in which a total of 43 students were involved. The students took a paper-based reading comprehension test before the training was given to measure their current performance. The Moodle Cloud learning management system was used to train the participants of the study. The training was given twice a week for two months. Data were analyzed using mean, paired samples t-test, Cohen’s d and NVIVO software. It was found that there was a statistically significant difference for inference questions before and after the intervention of web based feedback (t = −10.85, sig. = 0.000 and Cohen’s d = 1.63). Similarly, the mean difference for detail reading questions was statistically significant before and after the use of online elaborative feedback (t = −7.340, sig. = 0.000 and Cohen’s d = 1.11). The mean difference of the main idea questions was also statistically significant (t = −6.443, sig. = 0.000, and Cohen’s d = 0.98). The findings clearly show that students’ reading comprehension sub-skills improved after the treatment of the online elaborative feedback provided to the students. The effect size test conducted using Cohen’s d also indicated that the improvements students made in all the sub-skills tested were quite substantial. Thus, as online elaborative feedback has a considerable contribution to improving students’ reading comprehension skills, instructors are encouraged to facilitate situations for online elaborative feedback for their students.}, + language = {en-GB}, + number = {4}, + urldate = {2024-03-23}, + journal = {Education and Information Technologies}, + author = {Biresaw, Atalay and Bogale, Berhanu}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system}, + pages = {4745--4761}, + file = {Biresaw und Bogale - 2024 - Web-based feedback system and the development of r.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3B68DB29/Biresaw und Bogale - 2024 - Web-based feedback system and the development of r.pdf:application/pdf}, +} + +@article{chaudhry_analyzing_2023, + title = {Analyzing effect of fear and uncertainty avoidance on use behavior of learning management system: {Post} {COVID}-19 era}, + volume = {3}, + issn = {26670968}, + shorttitle = {Analyzing effect of fear and uncertainty avoidance on use behavior of learning management system}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S2667096823000447}, + doi = {10.1016/j.jjimei.2023.100197}, + abstract = {This study examines the acceptance of mobile Learning Management Systems (LMS) in the telecom sector of Pakistan during the COVID-19 pandemic. The study employs the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a deeper understanding of the factors that affect the acceptance of LMS among workers and how it is affected by the moderating impact of Fear of pandemic and uncertainty avoidance. Data were analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). The results of this study indicate that social isolation, price value, and habitat have a significant impact on users’ LMS behavior. Additionally, user behavior is significantly influenced by behavioral intentions. The study also found that coronavirus fears can moderate the relationships between performance expectancy, effort expectancy, social influence, price value, and behavioral intentions. On the other hand, uncertainty avoidance moderates the relationship between performance expectancy, social influence, facilitating conditions, price value, and behav­ ioral intentions. This study highlights the importance of understanding user acceptance of LMS in order to improve work performance, save time, and eliminate costs. The findings of this study can be used by organi­ zations to develop strategies to increase the acceptance and usage of LMS in the workplace, especially in the context of the COVID-19 pandemic. The study also provides insight into how fear of COVID-19 and uncertainty avoidance can be taken into account when designing and implementing LMS.}, + language = {en-GB}, + number = {2}, + urldate = {2023-11-22}, + journal = {International Journal of Information Management Data Insights}, + author = {Chaudhry, Naveed Iqbal and Rehman, Shafique Ur and Elrehail, Hamzah and Masaeid, Turki Fahed Al and Adaileh, Raid and Alzoubi, Haitham M.}, + month = nov, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur}, + pages = {100197}, + file = {Chaudhry et al. - 2023 - Analyzing effect of fear and uncertainty avoidance.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TUHA7YNC/Chaudhry et al. - 2023 - Analyzing effect of fear and uncertainty avoidance.pdf:application/pdf}, +} + +@article{choo_abrupt_2023, + title = {Abrupt academic dishonesty: {Pressure}, opportunity, and deterrence}, + volume = {21}, + issn = {14728117}, + shorttitle = {Abrupt academic dishonesty}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S1472811723000538}, + doi = {10.1016/j.ijme.2023.100815}, + abstract = {The first objective of this study was to explore whether students would be involved in abrupt academic dishonesty (AAD) at high levels of perceived pressure and low levels of perceived op­ portunities to cheat. We used Cusp R software to fit a cusp catastrophe model to the student cheating data. We found that students involved in AAD experienced high/low levels of perceived pressure/opportunity to cheat. The findings yield valuable insights into how the complex and nonlinear forces of perceived pressure and opportunity push students towards AAD in the classroom. The second objective was to design an original low-effort warning post (WP) in learning management systems and test whether it would reduce AAD based on the perceived psychological costs of being exposed (i.e., being reported to the Office of Student Conduct). We found that WP significantly reduced AAD, thereby contributing to an original deterrence of AAD in the classroom.}, + language = {en-GB}, + number = {2}, + urldate = {2023-11-22}, + journal = {The International Journal of Management Education}, + author = {Choo, Freddie and Tan, Kim}, + month = jul, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur}, + pages = {100815}, + file = {Choo und Tan - 2023 - Abrupt academic dishonesty Pressure, opportunity,.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WQ3JUHEK/Choo und Tan - 2023 - Abrupt academic dishonesty Pressure, opportunity,.pdf:application/pdf}, +} + +@article{gruner_introducing_2015, + title = {Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study}, + volume = {15}, + issn = {1472-6920}, + shorttitle = {Introducing global health into the undergraduate medical school curriculum using an e-learning program}, + url = {http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-015-0421-3}, + doi = {10/f7zczm}, + abstract = {Background: Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health. +Methods: A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis. +Results: One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012–2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p {\textless} 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties. +Conclusions: Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Gruner, Douglas and Pottie, Kevin and Archibald, Douglas and Allison, Jill and Sabourin, Vicki and Belcaid, Imane and McCarthy, Anne and Brindamour, Mahli and Augustincic Polec, Lana and Duke, Pauline}, + month = dec, + year = {2015}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#5:Zeitschriftenartikel:e-learning}, + pages = {142}, + file = {Gruner et al. - 2015 - Introducing global health into the undergraduate m.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G633JGFU/Gruner et al. - 2015 - Introducing global health into the undergraduate m.pdf:application/pdf}, +} + +@article{de_leeuw_how_2019, + title = {How {We} {Evaluate} {Postgraduate} {Medical} {E}-{Learning}: {Systematic} {Review}}, + volume = {5}, + issn = {2369-3762}, + shorttitle = {How {We} {Evaluate} {Postgraduate} {Medical} {E}-{Learning}}, + url = {http://mededu.jmir.org/2019/1/e13128/}, + doi = {10.2196/13128}, + abstract = {Background: Electronic learning (e-learning) in postgraduate medical education has seen a rapid evolution; however, we tend to evaluate it only on its primary outcome or learning aim, whereas its effectiveness also depends on its instructional design. We believe it is important to have an overview of all the methods currently used to evaluate e-learning design so that the preferred method may be identified and the next steps needed to continue to evaluate postgraduate medical e-learning may be outlined. +Objective: This study aimed to identify and compare the outcomes and methods used to evaluate postgraduate medical e-learning. +Methods: We performed a systematic literature review using the Web of Science, PubMed, Education Resources Information Center, and Cumulative Index of Nursing and Allied Health Literature databases. Studies that used postgraduates as participants and evaluated any form of e-learning were included. Studies without any evaluation outcome (eg, just a description of e-learning) were excluded. +Results: The initial search identified 5973 articles, of which we used 418 for our analysis. The types of studies were trials, prospective cohorts, case reports, and reviews. The primary outcomes of the included studies were knowledge, skills, and attitude. A total of 12 instruments were used to evaluate a specific primary outcome, such as laparoscopic skills or stress related to training. The secondary outcomes mainly evaluated satisfaction, motivation, efficiency, and usefulness. We found 13 e-learning design methods across 19 studies (4\% 19/418). The methods evaluated usability, motivational characteristics, and the use of learning styles or were based on instructional design theories, such as Gagne’s instructional design, the Heidelberg inventory, Kern’s curriculum development steps, and a scale based on the cognitive load theory. Finally, 2 instruments attempted to evaluate several aspects of a design, based on the experience of creating e-learning. +Conclusions: Evaluating the effect of e-learning design is complicated. Given the diversity of e-learning methods, there are many ways to carry out such an evaluation, and probably, many ways to do so correctly. However, the current literature shows us that we have yet to reach any form of consensus about which indicators to evaluate. There is a great need for an evaluation tool that is properly constructed, validated, and tested. This could be a more homogeneous way to compare the effects of e-learning and for the authors of e-learning to continue to improve their product.}, + language = {en-GB}, + number = {1}, + urldate = {2021-11-12}, + journal = {JMIR Medical Education}, + author = {de Leeuw, Robert and de Soet, Anneloes and van der Horst, Sabine and Walsh, Kieran and Westerman, Michiel and Scheele, Fedde}, + month = apr, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Promotion:FU3, distance education, \#5:Zeitschriftenartikel:e-learning, learning, professional education}, + pages = {e13128}, + file = {de Leeuw et al. - 2019 - How We Evaluate Postgraduate Medical E-Learning S.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G36NPDAM/de Leeuw et al. - 2019 - How We Evaluate Postgraduate Medical E-Learning S.pdf:application/pdf}, +} + +@incollection{vajjhala_empowering_2025, + address = {Cham}, + title = {Empowering {Clinical} {Decision}-{Making} with {Generative} {AI} in {Intelligent} {Decision} {Support} {Systems}}, + volume = {24}, + isbn = {978-3-031-76709-8 978-3-031-76710-4}, + url = {https://link.springer.com/10.1007/978-3-031-76710-4_12}, + abstract = {Wilm’s tumor (WT) is a type of cancer that primarily affects children. In medical centers, inadequate equipment and a shortage of experienced staff make it difficult for families suffering from this disease to receive post-treatment care after the treatment period is over. This chapter proposes an intelligent mechanism combining Machine Learning (ML), the Internet of Things (IoT), and blockchain technology to support families of patients with WT, which primarily affects children. The hybrid system enables continuous child health monitoring using IoT devices, with ML algorithms analyzing data to provide real-time health models. The system categorizes the child’s condition into acute, requiring further investigation, and normal. By incorporating blockchain technology, the system ensures secure data exchange, addressing privacy concerns. This intelligent mechanism aims to improve early detection of disease recurrence, thereby enhancing recovery rates and survival chances. The proposed system demonstrates significant potential in reducing diagnosis time and providing timely medical intervention.}, + language = {en-GB}, + urldate = {2025-02-11}, + booktitle = {Generative {Artificial} {Intelligence} ({AI}) {Approaches} for {Industrial} {Applications}}, + publisher = {Springer Nature Switzerland}, + author = {Ghorbian, Mohsen and Ghorbian, Saeid}, + editor = {Vajjhala, Narasimha Rao and Roy, Sanjiban Sekhar and Taşcı, Burak and Hoque Chowdhury, Muhammad Enamul}, + year = {2025}, + doi = {10.1007/978-3-031-76710-4_12}, + note = {Series Title: Information Systems Engineering and Management}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system}, + pages = {241--259}, + file = {Ghorbian und Ghorbian - 2025 - Empowering Clinical Decision-Making with Generative AI in Intelligent Decision Support Systems:/Users/jochenhanisch-johannsen/Zotero/storage/9B3S4XWH/Ghorbian und Ghorbian - 2025 - Empowering Clinical Decision-Making with Generative AI in Intelligent Decision Support Systems.pdf:application/pdf}, +} + +@incollection{staffler_vertrauen_2024, + address = {Wiesbaden}, + title = {Vertrauen: {Welche} {Rolle} spielt {Vertrauen} in der {Digitalwirtschaft}?}, + isbn = {978-3-658-45723-5 978-3-658-45724-2}, + shorttitle = {Vertrauen}, + url = {https://link.springer.com/10.1007/978-3-658-45724-2_6}, + language = {de-DE}, + urldate = {2025-01-01}, + booktitle = {Digitalwirtschaft}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Gille, Felix and Papadopoulos, Kimon and Sedlakova, Jana and Zavattaro, Federica and Brall, Caroline}, + editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna}, + year = {2024}, + doi = {10.1007/978-3-658-45724-2_6}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {129--149}, + file = {Gille et al. - 2024 - Vertrauen Welche Rolle spielt Vertrauen in der Digitalwirtschaft:/Users/jochenhanisch-johannsen/Zotero/storage/PRGHNG9Y/Gille et al. - 2024 - Vertrauen Welche Rolle spielt Vertrauen in der Digitalwirtschaft.pdf:application/pdf}, +} + +@incollection{gondlach_digital_2024, + address = {Wiesbaden}, + title = {Digital {Divide} oder die {Armut} von morgen: {Warum} wir das {Recht} auf digitale {Teilhabe} von {Kindern} und {Jugendlichen} in die {Entwicklungszusammenarbeit} integrieren müssen}, + isbn = {978-3-658-44851-6 978-3-658-44852-3}, + shorttitle = {Digital {Divide} oder die {Armut} von morgen}, + url = {https://link.springer.com/10.1007/978-3-658-44852-3_4}, + language = {de-DE}, + urldate = {2024-12-27}, + booktitle = {Regenerative {Zukünfte} und künstliche {Intelligenz}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Idriss, Lanna and Antoni, Florian and Hübers, Tobias and Bodewig, Marcel}, + editor = {Gondlach, Kai and Brinkmann, Birgit and Brinkmann, Mark and Plath, Julia}, + year = {2024}, + doi = {10.1007/978-3-658-44852-3_4}, + note = {Series Title: SDG - Forschung, Konzepte, Lösungsansätze zur Nachhaltigkeit}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {39--49}, + file = {Idriss et al. - 2024 - Digital Divide oder die Armut von morgen Warum wir das Recht auf digitale Teilhabe von Kindern und:/Users/jochenhanisch-johannsen/Zotero/storage/GQNIGB2K/Idriss et al. - 2024 - Digital Divide oder die Armut von morgen Warum wir das Recht auf digitale Teilhabe von Kindern und.pdf:application/pdf}, +} + +@incollection{baur_digitale_2022, + address = {Wiesbaden}, + title = {Digitale {Spiele}}, + isbn = {978-3-658-37984-1 978-3-658-37985-8}, + url = {https://link.springer.com/10.1007/978-3-658-37985-8_95}, + language = {de-DE}, + urldate = {2024-12-17}, + booktitle = {Handbuch {Methoden} der empirischen {Sozialforschung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bottel, Matthias and Kirschner, Heiko}, + editor = {Baur, Nina and Blasius, Jörg}, + year = {2022}, + doi = {10.1007/978-3-658-37985-8_95}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {1387--1401}, + file = {Bottel und Kirschner - 2022 - Digitale Spiele:/Users/jochenhanisch-johannsen/Zotero/storage/9GBXEJ8I/Bottel und Kirschner - 2022 - Digitale Spiele.pdf:application/pdf}, +} + +@incollection{kupiek_fallstudie_2025, + address = {Wiesbaden}, + title = {Fallstudie: die {Digitale} {Disruption} der {Medienbranche}}, + isbn = {978-3-658-45531-6 978-3-658-45532-3}, + shorttitle = {Fallstudie}, + url = {https://link.springer.com/10.1007/978-3-658-45532-3_6}, + language = {de-DE}, + urldate = {2025-03-10}, + booktitle = {Dynamisches {Change} {Management}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Toulali, Ingrid}, + editor = {Kupiek, Martin and Marcinkowski, Bettina}, + year = {2025}, + doi = {10.1007/978-3-658-45532-3_6}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {131--147}, + file = {Toulali - 2025 - Fallstudie die Digitale Disruption der Medienbranche:/Users/jochenhanisch-johannsen/Zotero/storage/I7PUQ6TN/Toulali - 2025 - Fallstudie die Digitale Disruption der Medienbranche.pdf:application/pdf}, +} + +@incollection{staffler_virtuelle_2024, + address = {Wiesbaden}, + title = {Virtuelle und erweiterte {Realitäten}}, + isbn = {978-3-658-45723-5 978-3-658-45724-2}, + url = {https://link.springer.com/10.1007/978-3-658-45724-2_20}, + language = {de-DE}, + urldate = {2025-01-01}, + booktitle = {Digitalwirtschaft}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Ritter, Marcel and Harders, Matthias and Kim, Yeongmi}, + editor = {Staffler, Lukas and Ebersberger, Bernd and Jobin, Anna}, + year = {2024}, + doi = {10.1007/978-3-658-45724-2_20}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {449--468}, + file = {Ritter et al. - 2024 - Virtuelle und erweiterte Realitäten:/Users/jochenhanisch-johannsen/Zotero/storage/YZVD3946/Ritter et al. - 2024 - Virtuelle und erweiterte Realitäten.pdf:application/pdf}, +} + +@book{reichelt_von_2024, + address = {Wiesbaden}, + title = {Von {Lernorten} zu {KI}-gestützten {Lernräumen}: {E}-{Learning}: {Geschichte}, {Geschichten} und {Konzepte}}, + copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining}, + isbn = {978-3-658-44728-1 978-3-658-44729-8}, + shorttitle = {Von {Lernorten} zu {KI}-gestützten {Lernräumen}}, + url = {https://link.springer.com/10.1007/978-3-658-44729-8}, + language = {de-DE}, + urldate = {2024-11-07}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Reichelt, Wolfgang}, + year = {2024}, + doi = {10.1007/978-3-658-44729-8}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buch:e-learning}, + file = {Reichelt - 2024 - Von Lernorten zu KI-gestützten Lernräumen E-Learning Geschichte, Geschichten und Konzepte:/Users/jochenhanisch-johannsen/Zotero/storage/7JPVELQ2/Reichelt - 2024 - Von Lernorten zu KI-gestützten Lernräumen E-Learning Geschichte, Geschichten und Konzepte.pdf:application/pdf}, +} + +@incollection{reichelt_digitale_2024, + address = {Wiesbaden}, + title = {Digitale {Medien} zum {Lehren} und {Lernen}}, + isbn = {978-3-658-44728-1 978-3-658-44729-8}, + url = {https://link.springer.com/10.1007/978-3-658-44729-8_3}, + language = {de-DE}, + urldate = {2024-11-03}, + booktitle = {Von {Lernorten} zu {KI}-gestützten {Lernräumen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Reichelt, Wolfgang}, + collaborator = {Reichelt, Wolfgang}, + year = {2024}, + doi = {10.1007/978-3-658-44729-8_3}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {59--111}, + file = {Reichelt - 2024 - Digitale Medien zum Lehren und Lernen:/Users/jochenhanisch-johannsen/Zotero/storage/W5WBSZ9R/Reichelt - 2024 - Digitale Medien zum Lehren und Lernen.pdf:application/pdf}, +} + +@incollection{uskov_randomized_2024, + address = {Singapore}, + title = {Randomized {Control} {Trial} of an {Early} {Learning} {CAI} on {Literacy} {Skills} {Across} {Demographic} {Factors}}, + volume = {399}, + isbn = {978-981-97-4953-9 978-981-97-4954-6}, + url = {https://link.springer.com/10.1007/978-981-97-4954-6_6}, + abstract = {This study examined the impact of a targeted computer-assisted instruction (CAI) program on pre-kindergarten literacy skills across demographics, including race/ethnicity, gender, multilingual/monolingual learners, and experience of poverty. A diverse population of students (N = 2356) across five U.S. states was randomly assigned to either a CAI reading (experimental) condition or a CAI math and science (control) condition. When assessed following the completion of their respective programs, students in the experimental group outperformed their control counterparts across all subskills assessed. These overall positive literacy outcomes were also mirrored in observations of the demographics considered. The results of this study provide a high-quality contribution to the body of research indicating that usage of CAI can equitably benefit early learners.}, + language = {en-GB}, + urldate = {2024-10-18}, + booktitle = {Smart {Education} and e-{Learning} 2024}, + publisher = {Springer Nature Singapore}, + author = {Shamir, Haya and Tom, Mikayla and Pocklington, David and Houchins, Alexander and Yoder, Erik}, + editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.}, + year = {2024}, + doi = {10.1007/978-981-97-4954-6_6}, + note = {Series Title: Smart Innovation, Systems and Technologies}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {71--81}, + file = {Shamir et al. - 2024 - Randomized Control Trial of an Early Learning CAI .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FBA6AT9F/Shamir et al. - 2024 - Randomized Control Trial of an Early Learning CAI .pdf:application/pdf}, +} + +@incollection{arai_conceptual_2022, + address = {Cham}, + title = {A {Conceptual} {Framework} for the {Development} of {Argumentation} {Skills} {Using} {CSCL} in a {Graduate} {Students}’ {Research} {Course}}, + volume = {508}, + isbn = {978-3-031-10466-4 978-3-031-10467-1}, + url = {https://link.springer.com/10.1007/978-3-031-10467-1_16}, + abstract = {Developing and presenting a well-formulated research argument is core to the learning journey of a graduate student. In open distance e-learning, computer-supported learning is instrumental in providing a platform for graduate students to develop their argumentation skills. However, there is little guidance on the elements required in using computer supportive collaborative learning (CSCL) to augment argumentation skills development (ASD). This paper reports on elements identified in literature that should be present in a framework using CSCL to augment ASD. The thematically analysed data gathered during the focus group sessions were used to confirm the structure of the argumentation skills development framework (ASDF), and confirmed that there is a need for a framework to provide guidance in using CSCL to augment ASD. The contribution includes the conceptual ASDF using CSCL, comprising seven elements, that provides a strategy of scaffolded learning for implementation in a graduate course to augment ASD.}, + language = {en-GB}, + urldate = {2022-12-29}, + booktitle = {Intelligent {Computing}}, + publisher = {Springer International Publishing}, + author = {van der Merwe, R. and van Biljon, J. and Pilkington, C.}, + editor = {Arai, Kohei}, + year = {2022}, + doi = {10.1007/978-3-031-10467-1_16}, + note = {Series Title: Lecture Notes in Networks and Systems}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buchteil:e-learning}, + pages = {258--278}, + file = {van der Merwe et al. - 2022 - A Conceptual Framework for the Development of Argu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JGFQLAEU/van der Merwe et al. - 2022 - A Conceptual Framework for the Development of Argu.pdf:application/pdf}, +} + +@article{hosavaranchi_puttaraju_augmenting_2023, + title = {Augmenting {Classical} {Strategic} {Tools} with {Artificial} {Intelligence}: {A} {Systematic} {Review} of {Enhanced} {Decision} - {Making} {Methodologies}}, + volume = {12}, + issn = {23197064}, + shorttitle = {Augmenting {Classical} {Strategic} {Tools} with {Artificial} {Intelligence}}, + url = {https://www.ijsr.net/getabstract.php?paperid=SR23114091158}, + doi = {10.21275/SR23114091158}, + abstract = {This literature review examines the transformation of established strategic management tools through artificial intelligence (AI) integration, focusing on nine fundamental methodologies: SWOT Analysis, BCG Matrix, Porter’s Five Forces, OKRs, Blue Ocean Strategy, Balanced Scorecard, Hoshin Kanri, Agile Strategies, and Digital Transformation. While these frameworks have proven their value over decades, the emergence of AI technologies presents unprecedented opportunities for enhancement. This review synthesizes current research on how AI capabilities—including machine learning, natural language processing, and predictive analytics—can augment these traditional frameworks to improve their effectiveness and adaptability in the modern business landscape. The analysis reveals several key themes: (1) AI’s potential to process vast amounts of data for more comprehensive environmental scanning in SWOT and Porter’s analyses, (2) the use of predictive modeling to dynamically update BCG Matrix classifications and Blue Ocean opportunities, (3) real - time monitoring and adjustment of OKRs and Balanced Scorecard metrics through AI - driven dashboards, and (4) the integration of AI decision support systems in Hoshin Kanri and Agile methodologies. The review also identifies critical gaps in current research, particularly regarding the ethical implications of AI - enhanced strategic decision - making and the need for human oversight in strategic planning processes, contributing to both academic literature and practical application by providing a structured framework for the understanding of how AI can enhance rather than replace traditional strategic tools while highlighting areas requiring further research and development. The findings suggest that successfully integrating AI into these frameworks requires a balanced approach that leverages technological capabilities while preserving the human - centric aspects of strategic decision - making.}, + language = {en-GB}, + number = {11}, + urldate = {2025-02-23}, + journal = {International Journal of Science and Research (IJSR)}, + author = {Hosavaranchi Puttaraju, Karthik}, + month = nov, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU7, Promotion:Relevanz:3}, + pages = {2242--2247}, + file = {Hosavaranchi Puttaraju - 2023 - Augmenting Classical Strategic Tools with Artificial Intelligence A Systematic Review of Enhanced D:/Users/jochenhanisch-johannsen/Zotero/storage/EMZSLK79/Hosavaranchi Puttaraju - 2023 - Augmenting Classical Strategic Tools with Artificial Intelligence A Systematic Review of Enhanced D.pdf:application/pdf}, +} + +@incollection{kersting_algorithmen_2023, + address = {Wiesbaden}, + title = {Algorithmen und {KI} in der {Partizipation}. {Der} {Ansatz} der {Technikfolgenabschätzung}}, + isbn = {978-3-658-31480-4}, + url = {https://link.springer.com/10.1007/978-3-658-31480-4_11-1}, + language = {de-DE}, + urldate = {2024-11-12}, + booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Grunwald, Armin}, + editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid}, + year = {2023}, + doi = {10.1007/978-3-658-31480-4_11-1}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {1--20}, + file = {Grunwald - 2023 - Algorithmen und KI in der Partizipation. Der Ansatz der Technikfolgenabschätzung:/Users/jochenhanisch-johannsen/Zotero/storage/TZDBQ92E/Grunwald - 2023 - Algorithmen und KI in der Partizipation. Der Ansatz der Technikfolgenabschätzung.pdf:application/pdf}, +} + +@incollection{kersting_rolle_2023, + address = {Wiesbaden}, + title = {Die {Rolle} der {Verwaltung} im {Kontext} kommunaler {Online}-{Partizipation}}, + isbn = {978-3-658-31480-4}, + url = {https://link.springer.com/10.1007/978-3-658-31480-4_15-1}, + language = {de-DE}, + urldate = {2024-11-12}, + booktitle = {Handbuch {Digitalisierung} und politische {Beteiligung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Möltgen-Sicking, Katrin and Najemnik, Nicole}, + editor = {Kersting, Norbert and Radtke, Jörg and Baringhorst, Sigrid}, + year = {2023}, + doi = {10.1007/978-3-658-31480-4_15-1}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {1--19}, + file = {Möltgen-Sicking und Najemnik - 2023 - Die Rolle der Verwaltung im Kontext kommunaler Online-Partizipation:/Users/jochenhanisch-johannsen/Zotero/storage/FEMVPXZU/Möltgen-Sicking und Najemnik - 2023 - Die Rolle der Verwaltung im Kontext kommunaler Online-Partizipation.pdf:application/pdf}, +} + +@incollection{uskov_chaotic_2024, + address = {Singapore}, + title = {The {Chaotic} {Presystem}’s {Digital} {Management}}, + volume = {399}, + isbn = {978-981-97-4953-9 978-981-97-4954-6}, + url = {https://link.springer.com/10.1007/978-981-97-4954-6_16}, + abstract = {Recently, there has been an increasing interest in describing chaotic systems and processes that affect almost all spheres of both the world around us and the spheres of functioning of society. The current digital transformation of the functioning of society opens up broad opportunities in this direction. The article deals with issues: The new concept of a presystem is introduced. As a practice application of this notion chaotic presystem models are considered, for example, such as Chaotic logic. The expressive possibilities of chaotic logic are considered. The notion of a quasi—fractal chaotic logic to show the impossibility of controlling chaos from the standpoint of quasi-fractal logic due to the presence of holes in chaotic logic from the standpoint of non—deterministic chaos. To investigate presystem conditional groups’ probability function and conditional digitalization function are introduced. Conditional groups’ function of digitalization can be used to clarify the qualitative side of the forecast and its connection with the quantitative characteristics. The definition of a measurement error, connected with conditional digitalization function is given. As a practice application of this notion the explanation of possible causes of forecasting errors in smart systems/in smart university ranking systems, in financial—economic systems can be got. Also, the following results are presented: The existence an element in a chaotic closed associative presystem at which any connections are impossible to set. The existence a level in a chaotic closed associative quasi-fractal presystem at which connections are impossible to set.}, + language = {en-GB}, + urldate = {2024-10-18}, + booktitle = {Smart {Education} and e-{Learning} 2024}, + publisher = {Springer Nature Singapore}, + author = {Serdyukova, Natalia A. and Serdyukov, Vladimir I. and Kusminova, Olga A. and Shishkina, Svetlana I.}, + editor = {Uskov, Vladimir L. and Howlett, Robert J. and Jain, Lakhmi C.}, + year = {2024}, + doi = {10.1007/978-981-97-4954-6_16}, + note = {Series Title: Smart Innovation, Systems and Technologies}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {185--197}, + file = {Serdyukova et al. - 2024 - The Chaotic Presystem’s Digital Management.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5588E4YC/Serdyukova et al. - 2024 - The Chaotic Presystem’s Digital Management.pdf:application/pdf}, +} + +@article{akinyi_learning_2024, + title = {Learning {Analytics} {Intervention} {Using} {Prompts} and {Feedback} for {Measurement} of e-{Learners}’ {Socially}-{Shared} {Regulated} {Learning}}, + volume = {22}, + copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0}, + issn = {1479-4403}, + url = {https://academic-publishing.org/index.php/ejel/article/view/3253}, + doi = {10.34190/ejel.22.5.3253}, + abstract = {The future of university learning in Sub-Saharan Africa has become increasingly digitally transformed by both eLearning, and learning analytics, post-COVID-19 pandemic. Learning analytics intervention is critical for effective support of socially-shared regulated learning skills, which are crucial for twenty-first-century e-Learners. Socially-shared regulation is the major determinant of successful collaborative e-learning. However, most e-learners lack such skills thereby facing sociocognitive challenges, due to the unavailability of intelligent support during learning. This research aims to investigate and understand the effect of Learning Analytics instructional support using feedback and prompts, on e-learners’ SSRL indicators. A theoretical model was derived from these factors and built from selected features. Both survey data and behavioral trace data were employed in the Learning analytics-based intervention. In this paper, only a segment of the data is discussed. The e-learners’ perceptions and feedback confirmed that Learning Analytics-based interventions using prompts and feedback are effective in promoting SSRL in collaborative e-learning contexts. The findings indicated that the success of SSRLA-based intervention be tied to support from instructors and academic counselors, particularly feedback on previous problems and quizzes. This will improve e-learners’ SSRL skills for quality educational experience, hence motivate e-learners, and help lecturers to identify at-risk learners in web programming problem-based courses. In conclusion, without adequate utilization of the Learning Analytics interventional trace data, critical information about learners’ behavior patterns in terms of their online interactivity with the course activities and their SSRL profiles and strategies cannot be disclosed leading to little improvement of e-Learning interventions.}, + language = {en-GB}, + number = {5}, + urldate = {2024-07-01}, + journal = {Electronic Journal of e-Learning}, + author = {Akinyi, Grace Leah and Oboko, Robert and Muchemi, Lawrence}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Promotion:Relevanz:4, Leraning:Analytics, \#5:Zeitschriftenartikel:e-learning}, + pages = {103--116}, + file = {Akinyi et al. - 2024 - Learning Analytics Intervention Using Prompts and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E2FRS58K/Akinyi et al. - 2024 - Learning Analytics Intervention Using Prompts and .pdf:application/pdf}, +} + +@incollection{hiller_e-portfolio_2024, + address = {Wiesbaden}, + title = {Das {E}-{Portfolio} – oder wie ein bewährtes {Reflexionstool} online zum {Highlight} wurde}, + isbn = {978-3-658-40408-6 978-3-658-40409-3}, + url = {https://link.springer.com/10.1007/978-3-658-40409-3_11}, + language = {de-DE}, + urldate = {2024-03-07}, + booktitle = {Interkulturelle {Kompetenz} online vermitteln}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kasis, Niki and Zillmer-Tantan, Ulrike}, + editor = {Hiller, Gundula Gwenn and Zillmer-Tantan, Ulrike and Fattohi, Reema}, + year = {2024}, + doi = {10.1007/978-3-658-40409-3_11}, + note = {Series Title: Key Competences for Higher Education and Employability}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, E-Portfolio}, + pages = {173--198}, + file = {Kasis und Zillmer-Tantan - 2024 - Das E-Portfolio – oder wie ein bewährtes Reflexion.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9KE55WKW/Kasis und Zillmer-Tantan - 2024 - Das E-Portfolio – oder wie ein bewährtes Reflexion.pdf:application/pdf}, +} + +@article{van_sluijs_predicting_2023, + title = {Predicting time‐management skills from learning analytics}, + issn = {0266-4909, 1365-2729}, + url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12893}, + doi = {10/gs4mfg}, + abstract = {Background: Technological innovations such as Learning Management Systems (LMS) are becoming more and more prevalent in the learning environments of students. Distilling and acting on knowledge gathered from these systems, the field known as learning analytics, allows educators to hone their craft and support students more effectively by providing timely interventions. +Objectives: While most learning analytics studies focus on using LMS data to predict performance, this study instead predicts students' self-reported time-management skills using trace data from the Canvas LMS. This is done for courses at one Dutch technical university with in total 462 students. +Methods: Linear regression and multi-level regression models are constructed using both theory and findings from previous research. The predictions made by these models are compared to previously filled in questionnaire data to validate the results. +Results: Our results show that models can be constructed and time-management can be predicted for individual courses. Furthermore, there are several predictors that are significant in multiple models. However, these models and predictions are not immediately transferable to other courses. +Conclusions: The study therefore emphasizes the need for further research, using multiple sources of data or more theoretically grounded predictors, to investigate the extent of the portability issues with these predictive models. Despite this we were able to predict the students' self-reported time-management skills in multiple different courses using Learning Analytics, and managed to identify multiple consistently predictive trace data variables.}, + language = {en-GB}, + urldate = {2023-11-12}, + journal = {Journal of Computer Assisted Learning}, + author = {Van Sluijs, Maarten and Matzat, Uwe}, + month = oct, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, Leraning:Analytics}, + pages = {jcal.12893}, + file = {Van Sluijs und Matzat - 2023 - Predicting time‐management skills from learning an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BV8MFH7G/Van Sluijs und Matzat - 2023 - Predicting time‐management skills from learning an.pdf:application/pdf}, +} + +@article{flinspach_rise_2023, + title = {Rise of public e-learning opportunities in the context of {COVID}-19 pandemic-induced curtailment of face-to-face courses, exemplified by epidural catheterization on {YouTube}}, + volume = {23}, + issn = {1472-6920}, + doi = {10.1186/s12909-023-04409-8}, + abstract = {BACKGROUND: In the context of the coronavirus pandemic, countless face-to-face events as well as medical trainings were cancelled or moved to online courses, which resulted in increased digitalization in many areas. In the context of medical education, videos provide tremendous benefit for visualizing skills before they are practised. +METHODS: Based on a previous investigation of video material addressing epidural catheterization available on the YouTube platform, we aimed to investigate new content produced in the context of the pandemic. Thus, a video search was conducted in May 2022. +RESULTS: We identified twelve new videos since the pandemic with a significant improvement in the new content in terms of procedural items (p = 0.03) compared to the prepandemic video content. Video content released in the course of the COVID-19 pandemic was more often created by private content creators and were significantly shorter in total runtime than those from university and medical societies (p = 0.04). +CONCLUSION: The profound changes in the learning and teaching of health care education in relation to the pandemic are largely unclear. We reveal improved procedural quality of predominantly privately uploaded content despite a shortened runtime compared to the prepandemic period. This might indicate that technical and financial hurdles to producing instructional videos by discipline experts have decreased. In addition to the teaching difficulties caused by the pandemic, this change is likely to be due to validated manuals on how to create such content. The awareness that medical education needs to be improved has grown, so platforms offer specialized sublevels for high-quality medical videos.}, + language = {en-GB}, + number = {1}, + journal = {BMC medical education}, + author = {Flinspach, Armin N. and Sterz, Jasmina and Neef, Vanessa and Flinspach, Mairen H. and Zacharowski, Kai and Ruesseler, Miriam and Janker, Lena and Raimann, Florian J.}, + month = jun, + year = {2023}, + pmid = {37277758}, + pmcid = {PMC10240447}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:FU5, Krisenreaktion im Bildungsbereich, Promotion:Schlussfolgerung, Teaching, Humans, COVID-19, Education, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Pandemics, Anesthesia, Epidural, Health Education, Instructional film and video, Obstetrics, Social Media, Video Recording}, + pages = {406}, + file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/DWB4W744/Flinspach et al. - 2023 - Rise of public e-learning opportunities in the context of COVID-19 pandemic-induced curtailment of f.pdf:application/pdf}, +} + +@article{holzmann-littig_design_2023, + title = {Design and {Transition} of an {Emergency} {E}-{Learning} {Pathology} {Course} for {Medical} {Students}-{Evaluation} of a {Novel} {Course} {Concept}}, + volume = {13}, + issn = {2254-9625}, + doi = {10.3390/ejihpe13010008}, + abstract = {BACKGROUND: Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training. +METHODS: In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time. +RESULTS: Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students. +CONCLUSION: Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.}, + language = {en-GB}, + number = {1}, + journal = {European Journal of Investigation in Health, Psychology and Education}, + author = {Holzmann-Littig, Christopher and Jedlicska, Nana and Wijnen-Meijer, Marjo and Liesche-Starnecker, Friederike and Schmidt-Bäse, Karen and Renders, Lutz and Weimann, Katja and Konukiewitz, Björn and Schlegel, Jürgen}, + month = jan, + year = {2023}, + pmid = {36661758}, + pmcid = {PMC9858035}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, Krisenreaktion im Bildungsbereich, COVID-19, medical education, \#5:Zeitschriftenartikel:e-learning, e-learning, flipped classroom, pathology, remote education}, + pages = {112--129}, + file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/36EDSTQ4/Holzmann-Littig et al. - 2023 - Design and Transition of an Emergency E-Learning Pathology Course for Medical Students-Evaluation of.pdf:application/pdf}, +} + +@article{kumar_e-learning_2022, + title = {E-learning during the {COVID}-19 {Pandemic} in {Various} {Healthcare} {Institutes} of {India}}, + volume = {14}, + issn = {0976-4879}, + doi = {10.4103/jpbs.jpbs_373_22}, + abstract = {INTRODUCTION: A multicentric study on the benefits and outcomes of e-learning was lacking during the pandemic. This study aimed to find out the participation, satisfaction, and insights of dental and medical undergraduate learners toward digital learning during the COVID-19 pandemic in various healthcare institutes of India. +MATERIAL AND METHODS: A questionnaire-based cross-sectional study was conducted using Google Forms online on e-learning among students from the first to the final year of MBBS and BDS courses in five healthcare institutions. +RESULTS: Most participants (72.7\%) reported cellular data as their mode of internet connection. Seventy point eight percent of participants stated online classes did not affect health. Eyestrain (54.6\%) was the most common, followed by headache and fatigue, whereas only 21.2\% chose obesity and disturbed sleep as a consequence of e-learning. +CONCLUSION: Most students had experience in digital learning, in which the use of smart phones with cellular data was the most common mode of digital learning during the pandemic.}, + language = {en-GB}, + number = {4}, + journal = {Journal of Pharmacy \& Bioallied Sciences}, + author = {Kumar, Surender and Singh, Bishnupati and Mahuli, Amit Vasant and Singh, Ankita and Mahadevan, Vallabh and Ranjan, Madhu}, + year = {2022}, + pmid = {37051420}, + pmcid = {PMC10084998}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, COVID-19, online education, \#5:Zeitschriftenartikel:e-learning, e-learning, medical and dental students, multicentric}, + pages = {196--200}, +} + +@article{tan_rehearsal-based_2023, + title = {Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: {Quasi}-randomized controlled trial}, + volume = {16}, + issn = {1935-9780}, + shorttitle = {Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education}, + doi = {10.1002/ase.2286}, + abstract = {Serious games may resolve problems relating to low motivation in complex medical topics such as anatomy. However, they remain relatively novel introductions to the science of learning, and further research is required to ascertain their benefits. This study describes the overall development and testing of a digital serious boardgame designed to facilitate the rehearsal of musculoskeletal anatomy based on self-determination theory with considerations for the psychological state of Flow. It was hypothesized that students assigned to the intervention game condition would attain higher Flow scores, a measure of engagement and intrinsic motivation, than students assigned to the game-free control, and that the intervention condition would report either superior or non-superior, but not inferior, scores on a surprise recall test. A total of 36 second-year undergraduate medical students participated in the quasi-randomized controlled trial, where the intervention groups went first and randomly drew questions that were mirrored into the control groups. All students were administered an identical 10-question baseline assessment before their interventions, the Short Flow Scale immediately after, and a surprise test four-to-six weeks later. Independent samples t-tests indicated that students of both conditions were of similar baseline knowledge (t = 0.7, p = 0.47), significantly higher Flow scores in the game condition (t = 2.99, p = 0.01), and no significant differences between surprise test scores (t = -0.3, p = 0.75). The game appears to be an appropriate game-based tool for student rehearsal of anatomical education, stemming from a strong theoretical base that facilitates high engagement and intrinsic motivation.}, + language = {en-GB}, + number = {5}, + journal = {Anatomical Sciences Education}, + author = {Tan, Jun Wen and Chong, Darren Kai Siang and Ng, Kian Bee and Car, Lorainne Tudor and Mogali, Sreenivasulu Reddy}, + year = {2023}, + pmid = {37166085}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Bildungstheorien, Learning, Humans, medical education, Education, Medical, Undergraduate, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, e-learning, anatomical education, Anatomy, boardgames, musculoskeletal system, rehearsal, serious games, Video Games}, + pages = {830--842}, + file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/D2D6JG9H/Tan et al. - 2023 - Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical educatio.pdf:application/pdf}, +} + +@article{zhu_ct-based_2024, + title = {{CT}-based radiomics of machine-learning to screen high-risk individuals with kidney stones}, + volume = {52}, + issn = {2194-7236}, + doi = {10.1007/s00240-024-01593-0}, + abstract = {Screening high-risk populations is crucial for the prevention and treatment of kidney stones. Here, we employed radiomics to screen high-risk patients for kidney stones. A total of 513 independent kidneys from our hospital between 2020 and 2022 were randomly allocated to training and validation sets at a 7:3 ratio. Radiomic features were extracted using 3Dslicer software. The least absolute shrinkage and selection operator (LASSO) method was used to select radiomic features from the 107 extracted features, and logistic regression, decision tree, AdaBoost, and support vector machine (SVM) models were subsequently used to construct radiomic feature prediction models. Among these, the logistic regression algorithm demonstrated the best predictive performance and stability. The area under the curve (AUC) of the logistic regression model based on radiomic features was 0.858 in the training cohort and 0.806 in the validation cohort. Furthermore, univariate and multivariate logistic regression analyses were performed to identify the independent risk factors for kidney stones, which were gender and body mass index (BMI). Combining these independent risk factors improved the predictive performance of the model, with AUC values of 0.860 in the training cohort and 0.814 in the validation cohort. Clinical decision curve analysis (DCA) indicated that the radiomic model provided clinical benefit when the probability ranged from 0.2 to 1.0. The radiomic model has a good ability to screen high-risk patients with kidney stones, facilitating early intervention in kidney stone cases and improving patient prognosis.}, + language = {en-GB}, + number = {1}, + journal = {Urolithiasis}, + author = {Zhu, Bo and Nie, Yuxi and Zheng, Sijie and Lin, Shutong and Li, Zhen and Wu, Wenqi}, + month = jun, + year = {2024}, + pmid = {38878124}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Humans, Female, Male, Retrospective Studies, Risk Factors, Adult, \#5:Zeitschriftenartikel:e-learning, Aged, Computed tomography, Kidney Calculi, Kidney stone, Machine learning, Machine Learning, Middle Aged, Prediction model, Radiomics, Risk Assessment, Tomography, X-Ray Computed}, + pages = {91}, +} + +@article{hayes_development_2024, + title = {Development and validation of machine-learning algorithms predicting retention, overdoses, and all-cause mortality among {US} military veterans treated with buprenorphine for opioid use disorder}, + issn = {1545-0848}, + doi = {10.1080/10550887.2024.2363035}, + abstract = {BACKGROUND: Buprenorphine for opioid use disorder (B-MOUD) is essential to improving patient outcomes; however, retention is essential. +OBJECTIVE: To develop and validate machine-learning algorithms predicting retention, overdoses, and all-cause mortality among US military veterans initiating B-MOUD. +METHODS: Veterans initiating B-MOUD from fiscal years 2006-2020 were identified. Veterans' B-MOUD episodes were randomly divided into training (80\%;n = 45,238) and testing samples (20\%;n = 11,309). Candidate algorithms [multiple logistic regression, least absolute shrinkage and selection operator regression, random forest (RF), gradient boosting machine (GBM), and deep neural network (DNN)] were used to build and validate classification models to predict six binary outcomes: 1) B-MOUD retention, 2) any overdose, 3) opioid-related overdose, 4) overdose death, 5) opioid overdose death, and 6) all-cause mortality. Model performance was assessed using standard classification statistics [e.g., area under the receiver operating characteristic curve (AUC-ROC)]. +RESULTS: Episodes in the training sample were 93.0\% male, 78.0\% White, 72.3\% unemployed, and 48.3\% had a concurrent drug use disorder. The GBM model slightly outperformed others in predicting B-MOUD retention (AUC-ROC = 0.72). RF models outperformed others in predicting any overdose (AUC-ROC = 0.77) and opioid overdose (AUC-ROC = 0.77). RF and GBM outperformed other models for overdose death (AUC-ROC = 0.74 for both), and RF and DNN outperformed other models for opioid overdose death (RF AUC-ROC = 0.79; DNN AUC-ROC = 0.78). RF and GBM also outperformed other models for all-cause mortality (AUC-ROC = 0.76 for both). No single predictor accounted for {\textgreater}3\% of the model's variance. +CONCLUSIONS: Machine-learning algorithms can accurately predict OUD-related outcomes with moderate predictive performance; however, prediction of these outcomes is driven by many characteristics.}, + language = {en-GB}, + journal = {Journal of Addictive Diseases}, + author = {Hayes, Corey J. and Bin Noor, Nahiyan and Raciborski, Rebecca A. and Martin, Bradley and Gordon, Adam and Hoggatt, Katherine and Hudson, Teresa and Cucciare, Michael}, + month = jun, + year = {2024}, + pmid = {38946144}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Zeitschriftenartikel:e-learning, buprenorphine, machine-learning algorithms, opioid use disorder, predictive modeling, Veterans}, + pages = {1--18}, +} + +@article{roncal-belzunce_optipharm_2024, + title = {Optipharm: {Enhancing} pharmacological management skills in healthcare students for geriatric care through gamified e-learning}, + volume = {190}, + issn = {1872-8243}, + shorttitle = {Optipharm}, + doi = {10.1016/j.ijmedinf.2024.105535}, + abstract = {BACKGROUND: Complexities in older patient care and frequent polypharmacy requires tailored tools, specific skills and interdisciplinary collaborations. Traditional disease-centered education often overlooks these issues. Despite digital gamification's relevance in health education, limited exploration exists for gamified platforms addressing polypharmacy, especially within comprehensive geriatric assessment (CGA). +OBJECTIVE: This study outlines Optipharm's design, a gamified e-learning tool designed to enhance health students' education in managing polypharmacy among older adults. It also assesses its usability using a validated scale. +METHODS: Optipharm development utilized gamification techniques guided by pedagogical principles. Learning objectives addressed clinical and educational gaps in older adult care. Hosted on a Moodle system, the platform housed a structured clinical case as a SCORM file, a usability scale, a certificate of achievement, and a literature library. Optipharm was assessed by 304 medical students from the University of Navarre, Spain, using the SUS-G-Sp scale. +RESULTS: An immersive gamified e-learning tool simulating clinical practice settings was developed, requiring users to assume the role of healthcare professionals in multidisciplinary outpatient consultations. The interface, with a 2D cartoon-style aesthetic, aligns with learning objectives, integrating engaging storytelling and clear instructions for CGA in Phase 1 and pharmacological optimization in Phase 2. The evaluation of Optipharm's usability revealed very positive perceptions among users, with high agreement rates on usability items. +CONCLUSION: Optipharm represents a pioneering gamified tool designed to simulate clinical scenarios, allowing users to engage as healthcare professionals within multidisciplinary teams and address medication-related challenges in older patients with polypharmacy. It provides a secure, interactive learning environment with clear educational objectives and seamless integration of gamification elements, enhancing users' knowledge and skills in managing complex medication regimens. As a platform for experiential learning and knowledge exchange, Optipharm contributes to shaping the future of health education and fostering a culture of patient-centred care among future healthcare professionals.}, + language = {en-GB}, + journal = {International Journal of Medical Informatics}, + author = {Roncal-Belzunce, Victoria and Gutiérrez-Valencia, Marta and Echeverría-Beistegui, Icíar and Martínez-Velilla, Nicolás}, + month = oct, + year = {2024}, + pmid = {39047675}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Humans, Female, Male, Adult, Students, Medical, \#5:Zeitschriftenartikel:e-learning, Computer-Assisted Instruction, Video Games, Aged, Clinical Competence, E-learning, Gamification, Geriatrics, Healthcare education, Polypharmacy, Usability}, + pages = {105535}, +} + +@article{jankovski_eyes_2017, + title = {The {Eyes} {Have} {It}: {Using} {Eye} {Tracking} {Technology} {To} {Assess} {The} {Usability} {Of} {Learning} {Management} {Systems} {In} {Elementary} {Schools}}, + copyright = {Creative Commons Attribution 4.0, Open Access}, + shorttitle = {The {Eyes} {Have} {It}}, + url = {https://zenodo.org/record/1034181}, + doi = {10.5281/ZENODO.1034181}, + abstract = {Twenty-six students from a sixth grade math class in Upstate New York received guardian approval to participate in a study that gathered data pertaining to student navigation ability, information retrieval ability, and satisfaction in regards to the Learning Management System (LMS) their school utilized. Data collection began with the researchers attending math classes for observation and to conduct cognitive walkthroughs with the students to gather information about their experiences and navigation through the LMS. An eye tracker and the associated eye tracking software were utilized to monitor and detect patterns of eye movements when the students were looking at a device screen. For this study, students were monitored by the eye tracker while they attempted to complete several tasks from the experiment. By measuring the length of time taken by students as they completed tasks on the LMS, quantitative data can be collected and used later in the experiment. After analyzing the time metrics and the eye tracking data produced and feedback given on the questionnaire distributed at the beginning of the experiment, a targeted LMS page was slightly modified in hopes to increase the effectiveness of the page, based on user interface design standards. Well defined organization, accessibility, and usability in an LMS is essential to allow learners to focus to be on their curriculums, and not how to access their assignments. An in-depth analysis of navigation through an LMS will allow for a better understanding of how users interact with the structure of their curriculum in an electronic format. The study described in this paper intended to address the question of whether an LMS used in an elementary school setting can provide users with an interface that optimizes the accessibility and usability of their class materials.}, + language = {en-GB}, + urldate = {2024-07-14}, + author = {Jankovski, Christopher and Schofield, Damian}, + month = oct, + year = {2017}, + note = {Publisher: Zenodo}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#1:Zeitschriftenartikel:learning:management:system, Promotion:01-02, education, Promotion:Eye-Tracking, Promotion:FU1, eye tracking, human computer interaction, learning management systems, usability}, + file = {Jankovski und Schofield - 2017 - The Eyes Have It Using Eye Tracking Technology T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XYVT5HQE/Jankovski und Schofield - 2017 - The Eyes Have It Using Eye Tracking Technology T.pdf:application/pdf}, +} + +@article{gachanja_e-learning_2021, + title = {E-learning in medical education during {COVID}-19 pandemic: experiences of a research course at {Kenya} {Medical} {Training} {College}}, + volume = {21}, + issn = {1472-6920}, + shorttitle = {E-learning in medical education during {COVID}-19 pandemic}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-03050-7}, + doi = {10/gsgh3v}, + abstract = {Background:  E-learning has been widely adopted as a teaching and learning approach in medical education internationally. However, its adoption in low- and middle-income countries is still at an infantile stage. The use of e-learning may help to overcome some of the barriers to access to quality education and provide flexible, low-cost, user-centred, and easily updated learning. To address the need for research education during the COVID-19 pandemic, we developed and implemented an e-learning course for students enrolled in higher diploma courses at the Kenya Medical Training College (KMTC). In this paper, we report our experience teaching the online research course in resource-constrained settings to enable other medical educators, students and institutions in similar settings to understand the most appropriate approaches to incorporating e-learning interventions. +Methods:  This was a cross-sectional study that reviewed the experiences of learners and lecturers on a research course at Kenya Medical Training College. All higher diploma students admitted to the college in the 2020/21 academic year were invited to take part in the study. We also included all lecturers that were involved in the coordination and facilitation of the course. We analysed qualitative and quantitative data that were collected from the e-learning platform, an online course-evaluation form and reports from course lecturers. +Results:  We enrolled 933 students on the online research course. These students had joined 44 higher diploma courses in 11 campuses of the college. The students struggled to complete synchronous e-learning activities on the e-learning platform. Only 53 and 45\% of the students were able to complete the pretest and the posttest, respectively. Four themes were identified through a thematic analysis of qualitative data (1) Students gained research competencies (2) Students appreciated the use of diverse e-learning technologies (3) Students felt overwhelmed by the research course (4) Technological challenges reduce the effectiveness of online learning. +Conclusion:  Our results suggest that e-learning can be used to teach complex courses, such as research in resourceconstrained settings. However, faculty should include more asynchronous e-learning activities to enhance teaching and learning and improve student experiences.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Gachanja, Francis and Mwangi, Nyawira and Gicheru, Wagaki}, + month = dec, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:04-03:3.2, \#5:Zeitschriftenartikel:e-learning}, + pages = {612}, + file = {Gachanja et al. - 2021 - E-learning in medical education during COVID-19 pa.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XQTMHQJ/Gachanja et al. - 2021 - E-learning in medical education during COVID-19 pa.pdf:application/pdf}, +} + +@article{bagheri_effect_2025, + title = {The effect of combined training program on clinical competence and professional commitment of perioperative nursing students in laparoscopic surgery: a quasi-experimental study}, + volume = {25}, + issn = {1472-6920}, + shorttitle = {The effect of combined training program on clinical competence and professional commitment of perioperative nursing students in laparoscopic surgery}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07400-7}, + doi = {10.1186/s12909-025-07400-7}, + abstract = {Background With rapid advancements in medical sciences, minimally invasive surgical techniques such as laparoscopy have replaced traditional open surgeries. Enhancing the clinical competence and professional commitment of operating room nurses can empower nurses and directly impact surgical outcomes and patient safety. +Methods A quasi-experimental pre-test-post-test control group design was employed. Ninety-four students were selected through convenience sampling and randomly allocated to two groups: an intervention group (n = 47) and a control group (n = 47). The intervention group received five sessions for training on laparoscopic surgical principles using E-learning, video demonstrations, and participatory methods. The control group received training using lectures and PowerPoint presentation. Data was collected using a demographic questionnaire, perceived perioperative competence scale- revised (PPCS-R), and the nursing professional commitment scale (NPCS), before and two weeks after the intervention. +Results There was no significant difference in the mean scores of clinical competence and professional commitment between the two groups at baseline (P {\textgreater} 0.05). After the intervention, the mean score of clinical competence in the intervention group was significantly higher than the control group (p = 0.005). However, there was no significant difference in the mean score of professional commitment between the two groups after the intervention (P = 0.261). +Conclusion Using a combined learning approach in laparoscopic surgery led to a significant increase in the clinical skills of nursing students, resulting in improved performance in the clinical setting. However, to further generalize the results, similar studies with larger sample sizes and in different educational settings are recommended.}, + language = {en-GB}, + number = {1}, + urldate = {2025-06-03}, + journal = {BMC Medical Education}, + author = {Bagheri, Majid and Adelmanesh, Yaser and Alizadeh, Amirali and Sadeghi Meymand, Shiva and Amiri, Azadeh and Khaki, Sahar}, + month = jun, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, \#5:Zeitschriftenartikel:e-learning}, + pages = {817}, + file = {Bagheri et al. - 2025 - The effect of combined training program on clinical competence and professional commitment of periop:/Users/jochenhanisch-johannsen/Zotero/storage/6LIWQ8NL/Bagheri et al. - 2025 - The effect of combined training program on clinical competence and professional commitment of periop.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}, +} + +@book{leibniz-institut_fur_bildungsforschung_und_bildungsinformation_dipf_kunstliche_2023, + title = {Künstliche {Intelligenz} in der {Hochschulbildung}. {Chancen} und {Grenzen} des {KI}-gestützten {Lernens} und {Lehrens}}, + copyright = {Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 4.0 International}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=26427}, + abstract = {Higher education teaching contexts are becoming increasingly interested in the use of artificial intelligence. Individualized learning paths give students and lecturers new opportunities for learning and teaching. The volume, however, also covers the risks that follow: There must be clear boundaries when it comes to privacy or ethical issues. To enable a multidisciplinary view of the new issues raised by the application of AI in the university context, the volume's authors adopt various vantage points. (Editors)}, + language = {de-DE}, + urldate = {2023-04-16}, + editor = {{Leibniz-Institut für Bildungsforschung und Bildungsinformation (DIPF)}}, + collaborator = {Schmohl, Tobias and Watanabe, Alice and Schelling, Kathrin}, + year = {2023}, + note = {Artwork Size: 283 pages +Publisher: transcript : Bielefeld}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Computer science, Digitale Bildung, Digitalisierung, Digitalization, Hochschullehre, Informatics, Informatik, Technological development, Technologische Entwicklung, University lecturing, University teaching, Ethik, Hochschule, Technologie, Technology, Higher education lecturing, Bildungsforschung, Educational research, Pädagogik, Pedagogics, Sciences of education, Promotion:01-02, Training method, Academic sector, Academic studies, Male student, Student, Studium, Universität, University, Hochschulbildung, Education, Higher education, University level of education, Medien, Artificial intelligence, Learning Analytics, \#6:Buch:Bildung:Technologie, Acceptance, Akzeptanz, Chatten, Computer game, Computerspiel, Higher education institute, Multidisziplinarität, Schreibkompetenz, Technik, Technology uses in education, Wissenschaftliches Schreiben, Writing ability}, + file = {null - 2023 - Künstliche Intelligenz in der Hochschulbildung. Ch.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZNNYFHU9/null - 2023 - Künstliche Intelligenz in der Hochschulbildung. Ch.pdf:application/pdf}, +} + +@article{de_leeuw_9-step_2019, + title = {A 9-{Step} {Theory}- and {Evidence}-{Based} {Postgraduate} {Medical} {Digital} {Education} {Development} {Model}: {Empirical} {Development} and {Validation}}, + volume = {5}, + url = {http://mededu.jmir.org/2019/2/e13004/}, + doi = {10.2196/13004}, + abstract = {Background: Digital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education. Objective: Our objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE. Methods: Previously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature. Results: The final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE. Conclusions: Our 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.}, + number = {2}, + journal = {JMIR Med Educ}, + author = {de Leeuw, Robert and Scheele, Fedde and Walsh, Kieran and Westerman, Michiel}, + month = jul, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Bildungstheorien, Promotion:Argumentation, Digitale Bildung, Lernsystemarchitektur, Promotion:FU3, distance education, \#5:Zeitschriftenartikel:e-learning, design model, education, distance, education, medical, instructional design, models, educational}, + pages = {e13004}, + file = {de Leeuw et al. - 2019 - A 9-Step Theory- and Evidence-Based Postgraduate M.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4M9G67W7/de Leeuw et al. - 2019 - A 9-Step Theory- and Evidence-Based Postgraduate M.pdf:application/pdf}, +} + +@article{darici_webcam-basiertes_2023, + title = {Webcam-basiertes {Eye}-{Tracking} zur {Messung} von visueller {Expertise} bei {Medizinstudierenden} in einem {Online}-{Histologiekurs}}, + volume = {40}, + issn = {366-50 17}, + abstract = {Ziel: Visuelle Expertisespielt einewichtige RollebeiderProzessierung vonBildern, wiesiehäufiginderRadiologie oderHistologie vorkommen. Dogus Darici1 CarstenReissner 1 Studien zeigen, dasssichmitzunehmender visueller ExpertisedieAu- MarkusMissler 1 genbewegungen derUntersuchenden verändern. DieEntwicklungen im Webcam-Eye-Trackingermöglichen seiteiniger Zeitdenkostengünstigen undflächendeck enden Einsatz dieser Methode. Dievorliegende Studie 1Westfälische- WilhelmsUniversität,Institut für untersuchtedieQualität dieser Technologie ineinem Histologie-Kurs imSommer semester2021. AnatomieandNeurobiologie, Münster,Deutschland Methoden: AnzweiZeitpunkt enwurdenMedizinstudierende imdritten Semestergebeten,eineReihehistologischer Präparatezubeurteilen. Währenddessen wurdenihreAugenbe wegungen aufgezeichnetund gemeinsam mitderPerformanz, sowiebehavioralen Parametermittels Varianzanalysen undmultipler Regressionsmodelle analysiert. Ergebnisse: DieErgebnisse zeigten,dassWebcam-Ey e-Tracking qualitativ hochwertigeDatenliefernkann(mittlere Genauigkeit=115.7 px±31.1).Außerdemspiegelt enAugenbe wegungen dieFähigk eitder Teilnehmenden wider,relevanteBildbereiche zufinden (Fixationsanzahl relevanterBereiche=6.96±1 .56vs.irrelevanterBereiche =4.50±1 .25). Schließlich konntendieAugenbe wegungen derTeilnehmenden deren Leistung vorhersagen (R2 adj=0.39, p{\textless}0.001). Diskussion: Diese Studie unterstützt denEinsatz vonWebcam-Ey eTracking Technologie zurErfassung vonvisueller Expertise.Daauch dieAkzeptanz hoch war,werdenmögliche Implementierungsoptionen diskutiert.}, + language = {de-DE}, + number = {5}, + journal = {GMS Journal for Medical Education}, + author = {Darici, Dogus and Reissner, Carsten and Missler, Markus}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:01-02, Promotion:Eye-Tracking}, + pages = {13--25}, + file = {Darici et al. - 2023 - Webcam-basiertesEye-TrackingzurMessung vonvisuelle.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4IVI7WS/Darici et al. - 2023 - Webcam-basiertesEye-TrackingzurMessung vonvisuelle.pdf:application/pdf}, +} + +@article{tanoubi_vergleich_2021, + title = {Vergleich der visuellen {Wahrnehmung} in {Abhängigkeit} von der {Leistung} unter {Verwendung} der {Eye}-{Tracking}-{Technologie} in realitätsnahen {Simulationen}}, + volume = {11}, + issn = {2076-328X}, + url = {https://www.mdpi.com/2076-328X/11/3/31}, + doi = {10.3390/bs11030031}, + abstract = {Introduction: We used eye-tracking technology to explore the visual perception of clinicians during a high-fidelity simulation scenario. We hypothesized that physicians who were able to successfully manage a critical situation would have a different visual focus compared to those who failed. Methods: A convenience sample of 18 first-year emergency medicine residents were enrolled voluntarily to participate in a high-fidelity scenario involving a patient in shock with a 3rd degree atrioventricular block. Their performance was rated as pass or fail and depended on the proper use of the pacing unit. Participants were wearing pre-calibrated eye-tracking glasses throughout the 9-min scenario and infrared (IR) markers installed in the simulator were used to define various Areas of Interest (AOI). Total View Duration (TVD) and Time to First Fixation (TFF) by the participants were recorded for each AOI and the results were used to produce heat maps. Results: Twelve residents succeeded while six failed the scenario. The TVD for the AOI containing the pacing unit was significantly shorter (median [quartile]) for those who succeeded compared to the ones who failed (42 [31–52] sec vs. 70 [61–90] sec, p = 0.0097). The TFF for the AOI containing the ECG and vital signs monitor was also shorter for the participants who succeeded than for those who failed (22 [6–28] sec vs. 30 [27–77] sec, p = 0.0182). Discussion: There seemed to be a connection between the gaze pattern of residents in a high-fidelity bradycardia simulation and their performance. The participants who succeeded looked at the monitor earlier (diagnosis). They also spent less time fixating the pacing unit, using it promptly to address the bradycardia. This study suggests that eye-tracking technology could be used to explore how visual perception, a key information-gathering element, is tied to decision-making and clinical performance.}, + language = {de-DE}, + number = {3}, + urldate = {2024-01-27}, + journal = {Behavioral Sciences}, + author = {Tanoubi, Issam and Tourangeau, Mathieu and Sodoké, Komi and Perron, Roger and Drolet, Pierre and Bélanger, Marie-Ève and Morris, Judy and Ranger, Caroline and Paradis, Marie-Rose and Robitaille, Arnaud and Georgescu, Mihai}, + month = mar, + year = {2021}, + keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:01-02, Promotion:Eye-Tracking}, + pages = {31}, + file = {Tanoubi et al. - 2021 - Vergleich der visuellen Wahrnehmung in Abhängigkei.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZGD3R674/Tanoubi et al. - 2021 - Vergleich der visuellen Wahrnehmung in Abhängigkei.pdf:application/pdf}, +} + +@incollection{dilling_informelle_2022, + address = {Wiesbaden}, + title = {Informelle {Diagnostik} mittels digitalem {Eye} {Tracking} – {Fallanalyse} am {Beispiel} der {Division}}, + isbn = {978-3-658-36763-3 978-3-658-36764-0}, + url = {https://link.springer.com/10.1007/978-3-658-36764-0_10}, + language = {de-DE}, + urldate = {2022-05-14}, + booktitle = {Neue {Perspektiven} auf mathematische {Lehr}-{Lernprozesse} mit digitalen {Medien}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Götze, Daniela and Seidel, Nicole}, + editor = {Dilling, Frederik and Pielsticker, Felicitas and Witzke, Ingo}, + year = {2022}, + doi = {10.1007/978-3-658-36764-0_10}, + note = {Series Title: MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Promotion:01-02, Promotion:Eye-Tracking}, + pages = {209--226}, + file = {Götze und Seidel - 2022 - Informelle Diagnostik mittels digitalem Eye Tracki.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9G22B8N6/Götze und Seidel - 2022 - Informelle Diagnostik mittels digitalem Eye Tracki.pdf:application/pdf}, +} + +@article{hunter_influence_2025, + title = {The {Influence} of {Student} {Personality} {Traits} on {Satisfaction} and {Success} in {Online} {Education} in {Higher} {Education}: {A} {Systematic} {Review}}, + volume = {9}, + abstract = {Online learning is a growing area in occupational therapy education. It is important for faculty to use the modality of online learning to understand the influence of student personality traits, defined as relatively stable characteristics that influence thinking and behavior, on student satisfaction and success in graduate level programs. By understanding the influence of personality traits, faculty can better develop online materials that are flexible enough to support individuals who may have a higher risk of low satisfaction and success. There has been plentiful research in the areas of education and psychology assessing the influence of personality on the online learning experience. The goal of this systematic review was to collect, evaluate, and synthesize this literature to provide guidance to faculty working in or developing online courses or programs in occupational therapy. This systematic review was conducted according to the Cochrane Collaboration methodology and reporting is consistent with the PRISMA guidelines. The article search included January 2000 through June 2024. After duplicates were removed 848 articles remained, ultimately 99 were eligible for a full text review, and 23 were included in the three themes which were synthesized based on design and type of online education. The review highlights what is currently known related to the influence of personality type on online education. The information can be used to help sensitize educators to the influence different personality types can have when teaching online courses.}, + language = {en-GB}, + number = {2}, + journal = {Journal of Occupational Therapy Education}, + author = {Hunter, Elizabeth G and Niblock, Jayna and Barefoot, Samantha and Miller, Jackson and Hughes, Jason and Kite, Lydia and Scarletto, Edith}, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Dissertation:2.2.4}, + pages = {1--40}, + file = {Hunter et al. - 2025 - The Influence of Student Personality Traits on Satisfaction and Success in Online Education in Highe:/Users/jochenhanisch-johannsen/Zotero/storage/GDGFYX25/Hunter et al. - 2025 - The Influence of Student Personality Traits on Satisfaction and Success in Online Education in Highe.pdf:application/pdf}, +} + +@article{pohlmann-rother_wer_2023, + series = {Themenheft}, + title = {Wer besucht ein mediendidaktisches {Seminar} und wer profitiert davon? {Ergebnisse} einer wissenschaftlichen {Begleitstudie} zu den mediendidaktischen Überzeugungen von {Lehramtsstudierenden}}, + issn = {1424-3636, 1424-3636}, + abstract = {The promotion of media pedagogical competence of prospective teachers is considered a central task of university teacher education. However, courses in this field are usually not compulsory for students and the success of such learning opportunities is hardly explored empirically. This paper presents a quantitative scientific study of a media didactic seminar. In this seminar, students of elementary school didactics develop innovative teaching materials, specifically ebooks for beginning readers with very heterogeneous learning conditions. The accompanying study follows a pretest-posttest design (N = 99). In addition, students in a comparison group (N = 103) who chose a seminar without a digital focus were surveyed. The study focuses on media didactic beliefs as a central and actionable area of media pedagogical competence. The results show a selection effect: It is primarily the students who already have comparatively positive beliefs about the use of digital media in elementary school teaching that choose the media didactic seminar. These beliefs can be significantly changed in a positive direction by attending the seminar. The changes are particularly large among those students who were comparatively reluctant to use digital media when seminar started. The results point to the importance and potential impact of media didactic courses and allow the derivation of implications for their curricular anchoring and content design in the first phase of teacher training. Finally, the delimiting potential of the seminar concept is discussed with regard to digitally learning processes in the classroom as well as the different phases of teacher education.}, + language = {de-DE}, + number = {53}, + journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung}, + author = {Pohlmann-Rother, Sanna and Kindermann, Katharina}, + editor = {Ade, Larissa and Breiwe, René and Dehmel, Lukas and {Karsten D. Wolf} and Rummler, Klaus and Dander, Valentin and Grünberger, Nina and Schiefner-Rohs, Mandy}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU3}, + file = {Pohlmann-Rother und Kindermann - 2023 - Wer besucht ein mediendidaktisches Seminar und wer.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Y97D6ATP/Pohlmann-Rother und Kindermann - 2023 - Wer besucht ein mediendidaktisches Seminar und wer.pdf:application/pdf}, +} + +@article{delsignore_test-enhanced_2016, + title = {Test-{Enhanced} {E}-{Learning} {Strategies} in {Postgraduate} {Medical} {Education}: {A} {Randomized} {Cohort} {Study}}, + volume = {18}, + url = {http://www.jmir.org/2016/11/e299/}, + doi = {10.2196/jmir.6199}, + abstract = {Background: The optimal design of pedagogical strategies for e-learning in graduate and postgraduate medical education remains to be determined. Video-based e-learning use is increasing, with initial research suggesting that taking short breaks while watching videos (independent of answering test questions) may improve learning by focusing attention on the content presented. Interspersed test questions may also improve knowledge acquisition and retention. Objective: To examine the effect of interspersed test questions and periodic breaks on immediate knowledge acquisition and retention at 6 months by pediatric residents engaged in video-based e-learning. Methods: First- and second-year pediatric residents were randomized to 1 of the following 3 groups: viewing the complete video uninterrupted (full video), viewing the video interrupted with unrelated logic puzzles (logic puzzles), or viewing the video interrupted with brief comprehension test questions (short answer questions). Residents answered pre- and post-tests before and after video viewing, followed by a retention test at 6 months. Primary outcome included comparison of the change in test scores between groups. Results: A total of 49 residents completed the initial testing session. All 3 learning groups had comparable mean increases in immediate knowledge gain, but with no significant differences between groups (F2,46=0.35, P=.71). Thirty-five residents completed retention testing with comparable degrees of knowledge retention in the full video and short answer test questions groups (P{\textless}.001), but no significant change in the logic puzzles group (F1,32=2.44, P=.13). Conclusions: Improved knowledge gain was not demonstrated among residents answering interspersed questions or completing logic puzzles during interrupted online video viewing when compared with residents viewing uninterrupted video content. However, residents who either participated in uninterrupted video viewing or answered interspersed questions during interrupted video viewing demonstrated significant knowledge retention at 6 months.}, + number = {11}, + journal = {J Med Internet Res}, + author = {DelSignore, A. Lisa and Wolbrink, A. Traci and Zurakowski, David and Burns, P. Jeffrey}, + month = nov, + year = {2016}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, medical education, distance learning, \#5:Zeitschriftenartikel:e-learning, computer-assisted instruction, educational measurement, retention}, + pages = {e299}, + file = {DelSignore et al. - 2016 - Test-Enhanced E-Learning Strategies in Postgraduat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4LHKILUX/DelSignore et al. - 2016 - Test-Enhanced E-Learning Strategies in Postgraduat.pdf:application/pdf}, +} + +@article{hurley_evaluation_2019, + title = {Evaluation of an {E}-{Learning} {Training} {Program} to {Support} {Implementation} of a {Group}-{Based}, {Theory}-{Driven}, {Self}-{Management} {Intervention} {For} {Osteoarthritis} and {Low}-{Back} {Pain}: {Pre}-{Post} {Study}}, + volume = {21}, + url = {https://www.jmir.org/2019/3/e11123/}, + doi = {10.2196/11123}, + abstract = {Background: By adaptation of the face-to-face physiotherapist-training program previously used in the Self-management of Osteoarthritis and Low back pain through Activity and Skills (SOLAS) feasibility trial, an asynchronous, interactive, Web-based, e-learning training program (E-SOLAS) underpinned by behavior and learning theories was developed. Objective: This study investigated the effect of the E-SOLAS training program on relevant outcomes of effective training and implementation. Methods: Thirteen physiotherapists from across Ireland were trained via E-SOLAS by using mixed methods, and seven physiotherapists progressed to implementation of the 6-week group-based SOLAS intervention. The effectiveness of E-SOLAS was evaluated using the Kirkpatrick model at the levels of reaction (physiotherapist engagement and satisfaction with E-SOLAS training methods and content), learning (pre- to posttraining changes in physiotherapists? confidence and knowledge in delivering SOLAS content and self-determination theory-based communication strategies, administered via a SurveyMonkey questionnaire), and behavior (fidelity to delivery of SOLAS content using physiotherapist-completed weekly checklists). During implementation, five physiotherapists audio recorded delivery of one class, and the communication between physiotherapists and clients was assessed using the Health Care Climate Questionnaire (HCCQ), the Controlling Coach Behaviour Scale (CCBS), and an intervention-specific measure (ISM; 7-point Likert scale). A range of implementation outcomes were evaluated during training and delivery (ie, acceptability, appropriateness, feasibility, fidelity, and sustainability of E-SOLAS) using a posttraining feedback questionnaire and individual semistructured telephone interviews. Results: With regard to their reaction, physiotherapists (n=13) were very satisfied with E-SOLAS posttraining (median 5.0; interquartile range 1.0; min-max 4.0-5.0) and completed training within 3-4 weeks. With regard to learning, there were significant increases in physiotherapists? confidence and knowledge in delivery of all SOLAS intervention components (P{\textless}.05). Physiotherapists? confidence in 7 of 10 self-determination theory-based communication strategies increased (P{\textless}.05), whereas physiotherapists? knowledge of self-determination theory-based strategies remained high posttraining (P{\textgreater}.05). In terms of behavior, physiotherapists delivered SOLAS in a needs supportive manner (HCCQ: median 5.2, interquartile range 1.3, min-max 3.7-5.8; CCBS: median 6.6, interquartile range 1.0, min-max 5.6-7.0; ISM: median 4.5, interquartile range 1.2, min-max 2.8-4.8). Fidelity scores were high for SOLAS content delivery (total \%mean fidelity score 93.5\%; SD 4.9\%). The posttraining questionnaire and postdelivery qualitative interviews showed that physiotherapists found E-SOLAS acceptable, appropriate, feasible, and sustainable within primary care services to support the implementation of the SOLAS intervention. Conclusions: This study provides preliminary evidence of the effectiveness, acceptability, and feasibility of an e-learning program to train physiotherapists to deliver a group-based self-management complex intervention in primary care settings, which is equivalent to face-to-face training outcomes and would support inclusion of physiotherapists in a definitive trial of SOLAS.}, + number = {3}, + journal = {J Med Internet Res}, + author = {Hurley, A. Deirdre and Keogh, Alison and Mc Ardle, Danielle and Hall, M. Amanda and Richmond, Helen and Guerin, Suzanne and Magdalinski, Tara and Matthews, James}, + month = mar, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, Digitale Bildung, evaluation, implementation, effectiveness, digital learning, \#5:Zeitschriftenartikel:e-learning, program evaluation, low-back pain, osteoarthritis, physiotherapy, technology-enhanced learning}, + pages = {e11123}, + file = {Hurley et al. - 2019 - Evaluation of an E-Learning Training Program to Su.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5I633GKF/Hurley et al. - 2019 - Evaluation of an E-Learning Training Program to Su.pdf:application/pdf}, +} + +@article{liaw_finding_2019, + title = {Finding the {Right} {Blend} of {Technologically} {Enhanced} {Learning} {Environments}: {Randomized} {Controlled} {Study} of the {Effect} of {Instructional} {Sequences} on {Interprofessional} {Learning}}, + volume = {21}, + url = {http://www.jmir.org/2019/5/e12537/}, + doi = {10.2196/12537}, + abstract = {Background: With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. Objective: The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students? learning outcomes on interprofessional competencies. Methods: A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities?Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)?after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students? learning outcomes on interprofessional competencies. Results: A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P{\textless}.05) and attitudes (P{\textless}.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found (P=.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower (P{\textless}.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1\%) selected the instructional sequence ?WI-VR-SE? as their top preference. Conclusions: This study shows that the instructional sequence of a blended learning approach can have a significant impact on students? learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students? learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.}, + number = {5}, + journal = {J Med Internet Res}, + author = {Liaw, Ying Sok and Tan, Kiat Khoon and Wu, Ting Ling and Tan, Chee Seng and Choo, Hyekyung and Yap, John and Lim, Mui Sok and Wong, Lilian and Ignacio, Jeanette}, + month = may, + year = {2019}, + keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, Bildung, Multimedia, \#8:Zeitschriftenartikel:blended:learning, constructivism, instructional sequence, interprofessional learning, technologically-enhanced learning, virtual reality, web-based instruction}, + pages = {e12537}, + file = {Liaw et al. - 2019 - Finding the Right Blend of Technologically Enhanced Learning Environments Randomized Controlled Stu:/Users/jochenhanisch-johannsen/Zotero/storage/D7F7NDJV/Liaw et al. - 2019 - Finding the Right Blend of Technologically Enhanced Learning Environments Randomized Controlled Stu.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{de_leeuw_consensus_2018, + title = {Consensus on {Quality} {Indicators} of {Postgraduate} {Medical} {E}-{Learning}: {Delphi} {Study}}, + volume = {4}, + url = {http://mededu.jmir.org/2018/1/e13/}, + doi = {10.2196/mededu.9365}, + abstract = {Background: The progressive use of e-learning in postgraduate medical education calls for useful quality indicators. Many evaluation tools exist. However, these are diversely used and their empirical foundation is often lacking. Objective: We aimed to identify an empirically founded set of quality indicators to set the bar for ?good enough? e-learning. Methods: We performed a Delphi procedure with a group of 13 international education experts and 10 experienced users of e-learning. The questionnaire started with 57 items. These items were the result of a previous literature review and focus group study performed with experts and users. Consensus was met when a rate of agreement of more than two-thirds was achieved. Results: In the first round, the participants accepted 37 items of the 57 as important, reached no consensus on 20, and added 15 new items. In the second round, we added the comments from the first round to the items on which there was no consensus and added the 15 new items. After this round, a total of 72 items were addressed and, of these, 37 items were accepted and 34 were rejected due to lack of consensus. Conclusions: This study produced a list of 37 items that can form the basis of an evaluation tool to evaluate postgraduate medical e-learning. This is, to our knowledge, the first time that quality indicators for postgraduate medical e-learning have been defined and validated. The next step is to create and validate an e-learning evaluation tool from these items.}, + number = {1}, + journal = {JMIR Med Educ}, + author = {de Leeuw, Adrianus Robert and Walsh, Kieran and Westerman, Michiel and Scheele, Fedde}, + month = apr, + year = {2018}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, Bildung, Digitale Bildung, Promotion:FU4b, distance education, \#5:Zeitschriftenartikel:e-learning, education, distance, education, medical, education, medical, continuing, postgraduate medical education, quality indicators, quality tool}, + pages = {e13}, + file = {de Leeuw et al. - 2018 - Consensus on Quality Indicators of Postgraduate Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/685YVZ4C/de Leeuw et al. - 2018 - Consensus on Quality Indicators of Postgraduate Me.pdf:application/pdf}, +} + +@article{taveira-gomes_what_2016, + title = {What {Are} {We} {Looking} for in {Computer}-{Based} {Learning} {Interventions} in {Medical} {Education}? {A} {Systematic} {Review}}, + volume = {18}, + url = {http://www.jmir.org/2016/8/e204/}, + doi = {10.2196/jmir.5461}, + abstract = {Background: Computer-based learning (CBL) has been widely used in medical education, and reports regarding its usage and effectiveness have ranged broadly. Most work has been done on the effectiveness of CBL approaches versus traditional methods, and little has been done on the comparative effects of CBL versus CBL methodologies. These findings urged other authors to recommend such studies in hopes of improving knowledge about which CBL methods work best in which settings. Objective: In this systematic review, we aimed to characterize recent studies of the development of software platforms and interventions in medical education, search for common points among studies, and assess whether recommendations for CBL research are being taken into consideration. Methods: We conducted a systematic review of the literature published from 2003 through 2013. We included studies written in English, specifically in medical education, regarding either the development of instructional software or interventions using instructional software, during training or practice, that reported learner attitudes, satisfaction, knowledge, skills, or software usage. We conducted 2 latent class analyses to group articles according to platform features and intervention characteristics. In addition, we analyzed references and citations for abstracted articles. Results: We analyzed 251 articles. The number of publications rose over time, and they encompassed most medical disciplines, learning settings, and training levels, totaling 25 different platforms specifically for medical education. We uncovered 4 latent classes for educational software, characteristically making use of multimedia (115/251, 45.8\%), text (64/251, 25.5\%), Web conferencing (54/251, 21.5\%), and instructional design principles (18/251, 7.2\%). We found 3 classes for intervention outcomes: knowledge and attitudes (175/212, 82.6\%), knowledge, attitudes, and skills (11.8\%), and online activity (12/212, 5.7\%). About a quarter of the articles (58/227, 25.6\%) did not hold references or citations in common with other articles. The number of common references and citations increased in articles reporting instructional design principles (P=.03), articles measuring online activities (P=.01), and articles citing a review by Cook and colleagues on CBL (P=.04). There was an association between number of citations and studies comparing CBL versus CBL, independent of publication date (P=.02). Conclusions: Studies in this field vary highly, and a high number of software systems are being developed. It seems that past recommendations regarding CBL interventions are being taken into consideration. A move into a more student-centered model, a focus on implementing reusable software platforms for specific learning contexts, and the analysis of online activity to track and predict outcomes are relevant areas for future research in this field.}, + number = {8}, + journal = {J Med Internet Res}, + author = {Taveira-Gomes, Tiago and Ferreira, Patrícia and Taveira-Gomes, Isabel and Severo, Milton and Ferreira, Maria Amélia}, + month = aug, + year = {2016}, + note = {ZSCC: 0000071}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, Promotion:FU3, medical education, systematic review, b-learning, computer-based learning, internet-based learning}, + pages = {e204}, + file = {Taveira-Gomes et al. - 2016 - What Are We Looking for in Computer-Based Learning.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9LK7SC5B/Taveira-Gomes et al. - 2016 - What Are We Looking for in Computer-Based Learning.pdf:application/pdf}, +} + +@article{chan_how_2017, + title = {How the ?{Understanding} {Research} {Evidence}? {Web}-{Based} {Video} {Series} {From} the {National} {Collaborating} {Centre} for {Methods} and {Tools} {Contributes} to {Public} {Health} {Capacity} to {Practice} {Evidence}-{Informed} {Decision} {Making}: {Mixed}-{Methods} {Evaluation}}, + volume = {19}, + url = {http://www.jmir.org/2017/9/e286/}, + doi = {10.2196/jmir.6958}, + abstract = {Background: The National Collaborating Centre for Methods and Tools (NCCMT) offers workshops and webinars to build public health capacity for evidence-informed decision-making. Despite positive feedback for NCCMT workshops and resources, NCCMT users found key terms used in research papers difficult to understand. The Understanding Research Evidence (URE) videos use plain language, cartoon visuals, and public health examples to explain complex research concepts. The videos are posted on the NCCMT website and YouTube channel. Objective: The first four videos in the URE web-based video series, which explained odds ratios (ORs), confidence intervals (CIs), clinical significance, and forest plots, were evaluated. The evaluation examined how the videos affected public health professionals? practice. A mixed-methods approach was used to examine the delivery mode and the content of the videos. Specifically, the evaluation explored (1) whether the videos were effective at increasing knowledge on the four video topics, (2) whether public health professionals were satisfied with the videos, and (3) how public health professionals applied the knowledge gained from the videos in their work. Methods: A three-part evaluation was conducted to determine the effectiveness of the first four URE videos. The evaluation included a Web-based survey, telephone interviews, and pretest and posttests, which evaluated public health professionals? experience with the videos and how the videos affected their public health work. Participants were invited to participate in this evaluation through various open access, public health email lists, through informational flyers and posters at the Canadian Public Health Association (CPHA) conference, and through targeted recruitment to NCCMT?s network. Results: In the Web-based surveys (n=46), participants achieved higher scores on the knowledge assessment questions from watching the OR (P=.04), CI (P=.04), and clinical significance (P=.05) videos but not the forest plot (P=.12) video, as compared with participants who had not watched the videos. The pretest and posttest (n=124) demonstrated that participants had a better understanding of forest plots (P{\textless}.001) and CIs (P{\textless}.001) after watching the videos. Due to small sample size numbers, there were insufficient pretest and posttest data to conduct meaningful analyses on the clinical significance and OR videos. Telephone interview participants (n=18) thought the videos? use of animation, narration, and plain language was appropriate for people with different levels of understanding and learning styles. Participants felt that by increasing their understanding of research evidence, they could develop better interventions and design evaluations to measure the impact of public health initiatives. Conclusions: Overall, the results of the evaluation showed that watching the videos resulted in an increase in knowledge, and participants had an overall positive experience with the URE videos. With increased competence in using the best available evidence, professionals are empowered to contribute to decisions that can improve health outcomes of communities.}, + number = {9}, + journal = {J Med Internet Res}, + author = {Chan, Linda and Mackintosh, Jeannie and Dobbins, Maureen}, + month = sep, + year = {2017}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Digitale Bildung, computer-assisted instruction, continuing education, evidence-based practice, public health, capacity building, public health practice}, + pages = {e286}, +} + +@article{loescher_web-based_2019, + title = {Web-{Based} {Skin} {Cancer} {Prevention} {Training} for {Massage} {Therapists}: {Protocol} for the {Massage} {Therapists} {Skin} {Health} {Awareness}, {Referral}, and {Education} {Study}}, + volume = {8}, + url = {http://www.researchprotocols.org/2019/5/e13480/}, + doi = {10.2196/13480}, + abstract = {Background: Skin cancer, the most common cancer in the United States, is costly and potentially deadly. Its burden can be reduced by early detection and prevention activities. The scope of skin cancer requires going beyond traditional health care providers to promote risk reduction. Partnering with the nonbiomedical workforce, such as massage therapists (MTs), may reach more individuals at risk. MTs see much of their clients? skin and are amenable to performing skin cancer risk reduction activities during massage appointments. Objective: The objective of this study is to describe the Massage Therapists Skin Health Awareness, Referral, and Education protocol, presenting an overview of our systematic approach to developing rigorous e-training for MTs to enable them to be partners in skin cancer risk reduction. We also describe procedures for usability and feasibility testing of the training. Methods: We developed an integrated electronic learning system that includes electronic training (e-training) technology, simulated client interactions, online data collection instruments, and in-person assessment of MTs? application of their training. Results: A total of 20 participants nationally scored the e-training as high for usability and satisfaction. We have screened an additional 77 MTs in Arizona for interest and eligibility, and currently have 37 enrolled participants, of whom 32 have completed the Web-based training. Conclusions: The structured and rigorous development approach for this skin cancer risk reduction and brief behavioral intervention e-training for MTs begins to fill a gap in skin cancer risk reduction research. Iterative usability testing of our asynchronous Web-based training resulted in positive participant response. Our e-training approach offers greater learner accessibility, increased convenience, and greater scalability than the few existing programs and has the potential to reach many MTs nationally. International Registered Report Identifier (IRRID): DERR1-10.2196/13480}, + number = {5}, + journal = {JMIR Res Protoc}, + author = {Loescher, J. Lois and Heslin, M. Kelly and Szalacha, A. Laura and Silva, E. Graciela and Muramoto, L. Myra}, + month = may, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Digitale Bildung, Promotion:FU3, Promotion:Relevanz:3, skin cancer, health education, primary prevention, web-based learning, massage therapists, secondary prevention, Jofqeh-viggij-1jepmo, massage}, + pages = {e13480}, + file = {Loescher et al. - 2019 - Web-Based Skin Cancer Prevention Training for Mass.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FNULV48R/Loescher et al. - 2019 - Web-Based Skin Cancer Prevention Training for Mass.pdf:application/pdf}, +} + +@article{bientzle_association_2019, + title = {Association of {Online} {Learning} {Behavior} and {Learning} {Outcomes} for {Medical} {Students}: {Large}-{Scale} {Usage} {Data} {Analysis}}, + volume = {5}, + url = {http://mededu.jmir.org/2019/2/e13529/}, + doi = {10.2196/13529}, + abstract = {Background: Digital learning environments have become very common in the training of medical professionals, and students often use such platforms for exam preparation. Multiple choice questions (MCQs) are a common format in medical exams and are used by students to prepare for said exams. Objective: We aimed to examine whether particular learning activities contributed more strongly than others to users? exam performance. Methods: We analyzed data from users of an online platform that provides learning materials for medical students in preparation for their final exams. We analyzed whether the number of learning cards viewed and the number of MCQs taken were positively related to learning outcomes. We also examined whether viewing learning cards or answering MCQs was more effective. Finally, we tested whether taking individual notes predicted learning outcomes, and whether taking notes had an effect after controlling for the effects of learning cards and MCQs. Our analyses from the online platform Amboss are based on user activity data, which supplied the number of learning cards studied and test questions answered. We also included the number of notes from each of those 23,633 users who had studied at least 200 learning cards and had answered at least 1000 test exam questions in the 180 days before their state exam. The activity data for this analysis was collected retrospectively, using Amboss archival usage data from April 2014 to April 2017. Learning outcomes were measured using the final state exam scores that were calculated by using the answers voluntarily entered by the participants. Results: We found correlations between the number of cards studied (r=.22; P{\textless}.001) and the number of test questions that had been answered (r=.23; P{\textless}.001) with the percentage of correct answers in the learners? medical exams. The number of test questions answered still yielded a significant effect, even after controlling for the number of learning cards studied using a hierarchical regression analysis (?=.14; P{\textless}.001; ?R2=.017; P{\textless}.001). We found a negative interaction between the number of learning cards and MCQs, indicating that users with high scores for learning cards and MCQs had the highest exam scores. Those 8040 participants who had taken at least one note had a higher percentage of correct answers (80.94\%; SD=7.44) than those who had not taken any notes (78.73\%; SD=7.80; t23631=20.95; P{\textless}.001). In a stepwise regression, the number of notes the participants had taken predicted the percentage of correct answers over and above the effect of the number of learning cards studied and of the number of test questions entered in step one (?=.06; P{\textless}.001; ?R2=.004; P{\textless}.001). Conclusions: These results show that online learning platforms are particularly helpful whenever learners engage in active elaboration in learning material, such as by answering MCQs or taking notes.}, + number = {2}, + journal = {JMIR Med Educ}, + author = {Bientzle, Martina and Hircin, Emrah and Kimmerle, Joachim and Knipfer, Christian and Smeets, Ralf and Gaudin, Robert and Holtz, Peter}, + month = aug, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, learning outcomes, big data analytics, Jofqeh-viggij-1jepmo, learning engagement, medical online learning platform, writing notes}, + pages = {e13529}, + file = {Bientzle et al. - 2019 - Association of Online Learning Behavior and Learni.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8MMFR6HW/Bientzle et al. - 2019 - Association of Online Learning Behavior and Learni.pdf:application/pdf}, +} + +@inproceedings{al-anqoudi_traditional_2023, + title = {Traditional {Vs} {Non}-{Traditional} {Assessment} {Activities} as {Learning} {Indicators} of {Student} {Learning}: {Teachers}' {Perceptions}}, + shorttitle = {Traditional {Vs} {Non}-{Traditional} {Assessment} {Activities} as {Learning} {Indicators} of {Student} {Learning}}, + url = {https://ieeexplore.ieee.org/document/10305928}, + doi = {10.1109/LWMOOCS58322.2023.10305928}, + abstract = {In online settings, some teachers express reservations about relying only on traditional assessments (e.g., tests, assignments, exams, etc.) as trustworthy instruments to evaluate students' understanding of the content accurately. A previous qualitative study revealed that the richness of online environments has allowed teachers to use traditional assessments (anything contributing to the final grade) and non-traditional assessment-based activities (not factored into the final grade but useful in gauging student knowledge) to assess their students' learning status. This study aims to compare the perceived accuracy of both types of assessment activities as indicators of student learning. A total of 124 participants engaged in online teaching completed a self-report instrument. The results revealed a significant difference in teachers' perceptions of the accuracy of traditional assessment activities (M = 3.16; SD =. 442) compared to non-traditional assessment activities (M = 3.05, SD =. 521), t (122) = -2.64, p =. 009 with small effect size (eta =. 02). No significant gender differences were observed in the perceptions of the accuracy of either assessment activities type. The most commonly employed traditional assessment activities were “final exams” (85.5\%) and “individual assignments” (83.9\%). In comparison, the most common non-traditional assessment methods to evaluate students' knowledge were “questions on previously taught content” (79.8\%) and “asking students questions about current content during the lecture” (79\%). A one-way analysis of variance revealed no significant differences in perceptions of the accuracy of traditional and non-traditional assessment activities among teachers with varying years of experience (up to 10 years, 11–15 years, and 16+ years). The findings suggest that certain non-traditional assessment activities can also be as accurate as traditional learning activities. Moreover, non-assessment-related activities are perceived to be effective learning indicators. This study has implications for academic institutions and educators interested in supplementing traditional approaches to assessing student learning with non-traditional methods.}, + urldate = {2024-06-19}, + booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})}, + author = {Al-Anqoudi, Maha and Ada, Mireilla Bikanga and McQuistin, Stephen and Ntarmos, Nikos and Parkinson, Jack and Moshfeghi, Yashar}, + month = oct, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU3, Promotion:Relevanz:3, Education, Online learning, \#4:Konferenz-Paper:MOOC, accuracy of assessments, Analysis of variance, assessments, Computer aided instruction, Discussion forums, Distance learning, Electronic learning, Instruments, learning activities}, + pages = {1--6}, + file = {Al-Anqoudi et al. - 2023 - Traditional Vs Non-Traditional Assessment Activiti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L6NFYBUL/Al-Anqoudi et al. - 2023 - Traditional Vs Non-Traditional Assessment Activiti.pdf:application/pdf}, +} + +@inproceedings{elan_ev_professionalisierung_2014, + address = {Oldenburg}, + series = {Digitale {Medien} in der {Hochschullehre}}, + title = {Professionalisierung der {Beratung} zum {Einsatz} digitaler {Medien} in der {Lehre}: {Das} {Weiterbildungskonzept} "{Hochschuldidaktische} {Beratung}"}, + volume = {2}, + copyright = {Deutsches Urheberrecht}, + shorttitle = {{TeachingTrends14}}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=18458}, + abstract = {Das Lernen und Lehren mit digitalen Medien an Hochschulen hat stark an Bedeutung gewonnen und wird durch aktuelle Programme des BMBF wie den "Qualitätspakt Lehre" oder "Aufstieg durch Bildung - offene Hochschulen" weiter gefördert. Digitale Medien können einen wichtigen Beitrag für hochschuldidaktische Innovation, für mehr Durchlässigkeit und die weitere Öffnung der Hochschulen für neue Zielgruppen leisten. In diesem Sammelband zum ELAN e.V.-Kongress "TEACHINGTRENDS14: Offen für neue Wege: Digitale Medien in der Hochschule" werden empirische Ergebnisse, Beispiele und Erfahrungsberichte zur Umsetzung und Integration didaktischer und technologischer Trends in der Hochschullehre in den Blick genommen. Schwerpunkte bilden hierbei digitale Medien für das forschende Lernen, heterogene Zielgruppen sowie neue Bildungstechnologien und Medienkompetenz. (Verlag)}, + language = {de-DE}, + urldate = {2023-02-17}, + booktitle = {Teaching {Trends} 2014. {Offen} für neue {Wege}: {Digitale} {Medien} in der {Hochschule}}, + publisher = {Waxmann Verlag GmbH}, + author = {Tjettmers, Stephan and Beckmann, Majana and Krüger, Marc and Steffen, Ralf and Dräger, Susanne and Rhein, Rüdiger and Bott, Oliver J.}, + editor = {{ELAN e.V.} and Zawacki-Richter, Olaf and Kergel, David and Kleinefeld, Norbert and Muckel, Petra and Stöter, Joachim and Brinkmann, Katrin}, + year = {2014}, + note = {Publisher: Waxmann}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bildungstheorien, Promotion:Argumentation, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Educational Environment, Hochschule, Learning environment, Promotion:FU6, Kompetenz, University didactics, Academic studies, Studium, Hochschulbildung, Heterogeneity, Heterogenität, Digitale Medien:Bildungsinformatik, Media competence, Media skills, Lernumgebung, Studierender, Target group, Zielgruppe, Informations- und Kommunikationstechnologie, Computer based training, Computer-aided instruction, Computer-assisted instruction, Computerunterstützter Unterricht, Lower Saxony, Niedersachsen, Programmed instruction, \#6:Konferenz-Paper:Bildung:Technologie}, + pages = {249--263}, + file = {Tjettmers et al. - 2014 - Professionalisierung der Beratung zum Einsatz digi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PRW3AHML/Tjettmers et al. - 2014 - Professionalisierung der Beratung zum Einsatz digi.pdf:application/pdf}, +} + +@article{pascoe_taking_2018, + title = {Taking {Constructivism} {One} {Step} {Further}: {Post} {Hoc} {Analysis} of a {Student}-{Created} {Wiki}}, + volume = {4}, + url = {http://mededu.jmir.org/2018/1/e16/}, + doi = {10.2196/mededu.9197}, + abstract = {Background: Wiki platform use has potential to improve student learning by improving engagement with course material. A student-created wiki was established to serve as a repository of study tools for students in a medical school curriculum. There is a scarcity of information describing student-led creation of wikis in medical education. Objective: The aim is to characterize website traffic of a student-created wiki and evaluate student perceptions of usage via a short anonymous online survey. Methods: Website analytics were used to track visitation statistics to the wiki and a survey was distributed to assess ease of use, interest in contributing to the wiki, and suggestions for improvement. Results: Site traffic data indicated high usage, with a mean of 315 (SD 241) pageviews per day from July 2011 to March 2013 and 74,317 total user sessions. The mean session duration was 1.94 (SD 1.39) minutes. Comparing Fall 2011 to Fall 2012 sessions revealed a large increase in returning visitors (from 12,397 to 20,544, 65.7\%) and sessions via mobile devices (831 to 1560, 87.7\%). The survey received 164 responses; 88.0\% (162/184) were aware of the wiki at the time of the survey. On average, respondents felt that the wiki was more useful in the preclinical years (mean 2.73, SD 1.25) than in the clinical years (mean 1.88, SD 1.12; P{\textless}.001). Perceived usefulness correlated with the percent of studying for which the respondent used electronic resources (Spearman ?=.414, P{\textless}.001). Conclusions: Overall, the wiki was a highly utilized, although informal, part of the curriculum with much room for improvement and future exploration.}, + number = {1}, + journal = {JMIR Med Educ}, + author = {Pascoe, Michael and Monroe, Forrest and Macfarlane, Helen}, + month = jun, + year = {2018}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, medical education, analytics, constructivist learning, wiki}, + pages = {e16}, +} + +@article{liaw_effectiveness_2016, + title = {Effectiveness of a {Web}-{Based} {Simulation} in {Improving} {Nurses}? {Workplace} {Practice} {With} {Deteriorating} {Ward} {Patients}: {A} {Pre}- and {Postintervention} {Study}}, + volume = {18}, + url = {http://www.jmir.org/2016/2/e37/}, + doi = {10.2196/jmir.5294}, + abstract = {Background: Nurses play an important role in detecting patients with clinical deterioration. However, the problem of nurses failing to trigger deteriorating ward patients still persists despite the implementation of a patient safety initiative, the Rapid Response System. A Web-based simulation was developed to enhance nurses? role in recognizing and responding to deteriorating patients. While studies have evaluated the effectiveness of the Web-based simulation on nurses? clinical performance in a simulated environment, no study has examined its impact on nurses? actual practice in the clinical setting. Objective: The objective of this study was to evaluate the impact of Web-based simulation on nurses' recognition of and response to deteriorating patients in clinical settings. The outcomes were measured across all levels of Kirkpatrick?s 4-level evaluation model with clinical outcome on triggering rates of deteriorating patients as the primary outcome measure. Methods: A before-and-after study was conducted on two general wards at an acute care tertiary hospital over a 14-month period. All nurses from the two study wards who undertook the Web-based simulation as part of their continuing nursing education were invited to complete questionnaires at various time points to measure their motivational reaction, knowledge, and perceived transfer of learning. Clinical records on cases triggered by ward nurses from the two study wards were evaluated for frequency and types of triggers over a period of 6 months pre- and 6 months postintervention. Results: The number of deteriorating patients triggered by ward nurses in a medical general ward increased significantly (P{\textless}.001) from pre- (84/937, 8.96\%) to postintervention (91/624, 14.58\%). The nurses reported positively on the transfer of learning (mean 3.89, SD 0.49) from the Web-based simulation to clinical practice. A significant increase (P{\textless}.001) on knowledge posttest score from pretest score was also reported. The nurses also perceived positively their motivation (mean 3.78, SD 0.56) to engage in the Web-based simulation. Conclusions: This study provides evidence on the effectiveness of Web-based simulation in improving nursing practice when recognizing and responding to deteriorating patients. This educational tool could be implemented by nurse educators worldwide to address the educational needs of a large group of hospital nurses responsible for patients in clinical deterioration.}, + number = {2}, + journal = {J Med Internet Res}, + author = {Liaw, Ying Sok and Wong, Fun Lai and Lim, Ping Eunice Ya and Ang, Leng Sophia Bee and Mujumdar, Sandhya and Ho, Yin Jasmine Tze and Mordiffi, Zubaidah Siti and Ang, Kim Emily Neo}, + month = feb, + year = {2016}, + keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, online learning, nursing education, nursing practice, clinical deterioration, transfer of learning}, + pages = {e37}, +} + +@article{liaw_designing_2015, + title = {Designing and {Evaluating} an {Interactive} {Multimedia} {Web}-{Based} {Simulation} for {Developing} {Nurses}? {Competencies} in {Acute} {Nursing} {Care}: {Randomized} {Controlled} {Trial}}, + volume = {17}, + url = {http://www.jmir.org/2015/1/e5/}, + doi = {10.2196/jmir.3853}, + abstract = {Background: Web-based learning is becoming an increasingly important instructional tool in nursing education. Multimedia advancements offer the potential for creating authentic nursing activities for developing nursing competency in clinical practice. Objective: This study aims to describe the design, development, and evaluation of an interactive multimedia Web-based simulation for developing nurses? competencies in acute nursing care. Methods: Authentic nursing activities were developed in a Web-based simulation using a variety of instructional strategies including animation video, multimedia instructional material, virtual patients, and online quizzes. A randomized controlled study was conducted on 67 registered nurses who were recruited from the general ward units of an acute care tertiary hospital. Following a baseline evaluation of all participants? clinical performance in a simulated clinical setting, the experimental group received 3 hours of Web-based simulation and completed a survey to evaluate their perceptions of the program. All participants were re-tested for their clinical performances using a validated tool. Results: The clinical performance posttest scores of the experimental group improved significantly (P{\textless}.001) from the pretest scores after the Web-based simulation. In addition, compared to the control group, the experimental group had significantly higher clinical performance posttest scores (P{\textless}.001) after controlling the pretest scores. The participants from the experimental group were satisfied with their learning experience and gave positive ratings for the quality of the Web-based simulation. Themes emerging from the comments about the most valuable aspects of the Web-based simulation include relevance to practice, instructional strategies, and fostering problem solving. Conclusions: Engaging in authentic nursing activities using interactive multimedia Web-based simulation can enhance nurses? competencies in acute care. Web-based simulations provide a promising educational tool in institutions where large groups of nurses need to be trained in acute nursing care and accessibility to repetitive training is essential for achieving long-term retention of clinical competency.}, + number = {1}, + journal = {J Med Internet Res}, + author = {Liaw, Ying Sok and Wong, Fun Lai and Chan, Wai-Chi Sally and Ho, Yin Jasmine Tze and Mordiffi, Zubaidah Siti and Ang, Leng Sophia Bee and Goh, Sun Poh and Ang, Kim Emily Neo}, + month = jan, + year = {2015}, + keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Multimedia, deterioration, acute nursing care, authentic learning, clinical competency, instructional strategies}, + pages = {e5}, +} + +@article{de_gagne_microlearning_2019, + title = {Microlearning in {Health} {Professions} {Education}: {Scoping} {Review}}, + volume = {5}, + url = {http://mededu.jmir.org/2019/2/e13997/}, + doi = {10.2196/13997}, + abstract = {Background: Microlearning, the acquisition of knowledge or skills in the form of small units, is endorsed by health professions educators as a means of facilitating student learning, training, and continuing education, but it is difficult to define in terms of its features and outcomes. Objective: This review aimed to conduct a systematic search of the literature on microlearning in health professions education to identify key concepts, characterize microlearning as an educational strategy, and evaluate pedagogical outcomes experienced by health professions students. Methods: A scoping review was performed using the bibliographic databases PubMed (MEDLINE), CINAHL, Education Resources Information Center, EMBASE, PsycINFO, Education Full Text (HW Wilson), and ProQuest Dissertations and Theses Global. A combination of keywords and subject headings related to microlearning, electronic learning, or just-in-time learning combined with health professions education was used. No date limits were placed on the search, but inclusion was limited to materials published in English. Pedagogical outcomes were evaluated according to the 4-level Kirkpatrick model. Results: A total of 3096 references were retrieved, of which 17 articles were selected after applying the inclusion and exclusion criteria. Articles that met the criteria were published between 2011 and 2018, and their authors were from a range of countries, including the United States, China, India, Australia, Canada, Iran, Netherlands, Taiwan, and the United Kingdom. The 17 studies reviewed included various health-related disciplines, such as medicine, nursing, pharmacy, dentistry, and allied health. Although microlearning appeared in a variety of subject areas, different technologies, such as podcast, short messaging service, microblogging, and social networking service, were also used. On the basis of Buchem and Hamelmann?s 10 microlearning concepts, each study satisfied at least 40\% of the characteristics, whereas all studies featured concepts of maximum time spent less than 15 min as well as content aggregation. According to our assessment of each article using the Kirkpatrick model, 94\% (16/17) assessed student reactions to the microlearning (level 1), 82\% (14/17) evaluated knowledge or skill acquisition (level 2), 29\% (5/17) measured the effect of the microlearning on student behavior (level 3), and no studies were found at the highest level. Conclusions: Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions students in performing procedures, retaining knowledge, studying, and engaging in collaborative learning. However, downsides to microlearning include pedagogical discomfort, technology inequalities, and privacy concerns. Future research should look at higher-level outcomes, including benefits to patients or practice changes. The findings of this scoping review will inform education researchers, faculty, and academic administrators on the application of microlearning, pinpoint gaps in the literature, and help identify opportunities for instructional designers and subject matter experts to improve course content in didactic and clinical settings.}, + number = {2}, + journal = {JMIR Med Educ}, + author = {De Gagne, Chang Jennie and Park, Kate Hyeyoung and Hall, Katherine and Woodward, Amanda and Yamane, Sandra and Kim, Suk Sang}, + month = jul, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, online learning, distance learning, mobile applications, Web 2.0, active learning, health occupations students}, + pages = {e13997}, +} + +@article{rat_development_2018, + title = {Development of a {Web}-{Based} {Formative} {Self}-{Assessment} {Tool} for {Physicians} to {Practice} {Breaking} {Bad} {News} ({BRADNET})}, + volume = {4}, + url = {http://mededu.jmir.org/2018/2/e17/}, + doi = {10.2196/mededu.9551}, + abstract = {Background: Although most physicians in medical settings have to deliver bad news, the skills of delivering bad news to patients have been given insufficient attention. Delivering bad news is a complex communication task that includes verbal and nonverbal skills, the ability to recognize and respond to patients? emotions and the importance of considering the patient?s environment such as culture and social status. How bad news is delivered can have consequences that may affect patients, sometimes over the long term. Objective: This project aimed to develop a Web-based formative self-assessment tool for physicians to practice delivering bad news to minimize the deleterious effects of poor way of breaking bad news about a disease, whatever the disease. Methods: BReaking bAD NEws Tool (BRADNET) items were developed by reviewing existing protocols and recommendations for delivering bad news. We also examined instruments for assessing patient-physician communications and conducted semistructured interviews with patients and physicians. From this step, we selected specific themes and then pooled these themes before consensus was achieved on a good practices communication framework list. Items were then created from this list. To ensure that physicians found BRADNET acceptable, understandable, and relevant to their patients? condition, the tool was refined by a working group of clinicians familiar with delivering bad news. The think-aloud approach was used to explore the impact of the items and messages and why and how these messages could change physicians? relations with patients or how to deliver bad news. Finally, formative self-assessment sessions were constructed according to a double perspective of progression: a chronological progression of the disclosure of the bad news and the growing difficulty of items (difficulty concerning the expected level of self-reflection). Results: The good practices communication framework list comprised 70 specific issues related to breaking bad news pooled into 8 main domains: opening, preparing for the delivery of bad news, communication techniques, consultation content, attention, physician emotional management, shared decision making, and the relationship between the physician and the medical team. After constructing the items from this list, the items were extensively refined to make them more useful to the target audience, and one item was added. BRADNET contains 71 items, each including a question, response options, and a corresponding message, which were divided into 8 domains and assessed with 12 self-assessment sessions. The BRADNET Web-based platform was developed according to the cognitive load theory and the cognitive theory of multimedia learning. Conclusions: The objective of this Web-based assessment tool was to create a ?space? for reflection. It contained items leading to self-reflection and messages that introduced recommended communication behaviors. Our approach was innovative as it provided an inexpensive distance-learning self-assessment tool that was manageable and less time-consuming for physicians with often overwhelming schedules.}, + number = {2}, + journal = {JMIR Med Educ}, + author = {Rat, Anne-Christine and Ricci, Laetitia and Guillemin, Francis and Ricatte, Camille and Pongy, Manon and Vieux, Rachel and Spitz, Elisabeth and Muller, Laurent}, + month = jul, + year = {2018}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Digitale Bildung, health communication, physician-patient relationship, bad news disclosure}, + pages = {e17}, + file = {Rat et al. - 2018 - Development of a Web-Based Formative Self-Assessme.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XKVQUWV5/Rat et al. - 2018 - Development of a Web-Based Formative Self-Assessme.pdf:application/pdf}, +} + +@article{lukaschek_applicability_2019, + title = {Applicability of {Motivational} {Interviewing} for {Chronic} {Disease} {Management} in {Primary} {Care} {Following} a {Web}-{Based} {E}-{Learning} {Course}: {Cross}-{Sectional} {Study}}, + volume = {6}, + url = {http://mental.jmir.org/2019/4/e12540/}, + doi = {10.2196/12540}, + abstract = {Background: Motivational interviewing (MI) is an established communication method for enhancing intrinsic motivation for changing health behavior. E-learning can reduce the cost and time involved in providing continuing education and can be easily integrated into individual working arrangements and the daily routines of medical professionals. Thus, a Web-based course was devised to familiarize health professionals with different levels of education and expertise with MI techniques for patients with chronic conditions. Objective: The aim of this study was to report participants? opinion on the practicality of MI (as learned in the course) in daily practice, stratified by the level of education. Methods: Participants (N=607) of the MI Web-based training course evaluated the course over 18 months, using a self-administered questionnaire. The evaluation was analyzed descriptively and stratified for the level of education (medical students, physicians in specialist training [PSTs], and general practitioners [GPs]). Results: Participants rated the applicability of the skills and knowledge gained by the course as positive (medical students: 94\% [79/84] good; PSTs: 88.6\% [109/123] excellent; and GPs: 51.3\% [182/355] excellent). When asked whether they envisage the use of MI in the future, 79\% (67/84) of the students stated to a certain extent, 88.6\% (109/123) of the PSTs stated to a great extent, and 38.6\% (137/355) of GPs stated to a great extent. Participants acknowledged an improvement of communication skills such as inviting (medical students: 85\% [72/84]; PSTs: 90.2\% [111/123]; GPs: 37.2\% [132/355]) and encouraging (medical students: 81\% [68/84]; PSTs: 45.5\% [56/123]; GPs: 36.3\% [129/355]) patients to talk about behavior change and conveying respect for patient?s choices (medical students: 72\% [61/84]; PSTs: 50.0\% [61/123]; GPs: 23.4\% [83/355]). Conclusions: Participants confirmed the practicality of MI. However, the extent to which the practicality of MI was acknowledged as well as its expected benefits depended on the individual?s level of education/expertise.}, + number = {4}, + journal = {JMIR Ment Health}, + author = {Lukaschek, Karoline and Schneider, Nico and Schelle, Mercedes and Kirk, Bak Ulrik and Eriksson, Tina and Kunnamo, Ilkka and Rochfort, Andr�e and Collins, Claire and Gensichen, Jochen}, + month = apr, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Digitale Bildung, Promotion:FU3, primary care, disease management, web-based learning, motivational interviewing, health behavior change}, + pages = {e12540}, + file = {Lukaschek et al. - 2019 - Applicability of Motivational Interviewing for Chr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UL63PUC6/Lukaschek et al. - 2019 - Applicability of Motivational Interviewing for Chr.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{meinert_examining_2019, + title = {Examining {Cost} {Measurements} in {Production} and {Delivery} of {Three} {Case} {Studies} {Using} {E}-{Learning} for {Applied} {Health} {Sciences}: {Cross}-{Case} {Synthesis}}, + volume = {21}, + url = {https://www.jmir.org/2019/6/e13574/}, + doi = {10.2196/13574}, + abstract = {Background: The World Health Report (2006) by the World Health Organization conveys that a significant increase is needed in global health care resourcing to meet the current and future demand for health professionals. Electronic learning (e-Learning) presents a possible opportunity to change and optimize training by providing a scalable means for instruction, thus reducing the costs for training health professionals and providing patient education. Research literature often suggests that a benefit of e-Learning is its cost-effectiveness compared with face-to-face instruction, yet there is limited evidence with respect to the comparison of design and production costs with other forms of instruction or the establishment of standards pertaining to budgeting for these costs. Objective: To determine the potential cost favorability of e-Learning in contrast to other forms of learning, there must first be an understanding of the components and elements for building an e-Learning course. Without first taking this step, studies lack the essential financial accounting rigor for course planning and have an inconsistent basis for comparison. This study aimed to (1) establish standard ingredients for the cost of e-Learning course production and (2) determine the variance instructional design has on the production costs of e-Learning courses. Methods: This study made use of a cross-case method among 3 case studies using mixed methods, including horizontal budget variance calculation and qualitative interpretation of responses from course designers for budget variance using total quality management themes. The different implementation-specific aspects of these cases were used to establish common principles in the composition of budgets in the production and delivery of an applied health professional e-Learning course. Results: A total of 2 case studies reported significant negative budget variances caused by issues surrounding underreporting of personnel costs, inaccurate resource task estimation, lack of contingency planning, challenges in third-party resource management, and the need to update health-related materials that became outdated during course production. The third study reported a positive budget variance because of the cost efficiency derived from previous implementation, the strong working relationship of the course project team, and the use of iterative project management methods. Conclusions: This research suggests that the delivery costs of an e-Learning course could be underestimated or underreported and identifies factors that could be used to better control budgets. Through consistent management of factors affecting the cost of course production, further research could be undertaken using standard economic evaluation methods to evaluate the advantages of using e-Learning.}, + number = {6}, + journal = {J Med Internet Res}, + author = {Meinert, Edward and Alturkistani, Abrar and Foley, A. Kimberley and Brindley, David and Car, Josip}, + month = jun, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU3, education, online learning, distance education, online education, professional education, costs and cost analysis, economics}, + pages = {e13574}, + file = {Meinert et al. - 2019 - Examining Cost Measurements in Production and Deli.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X56JDGKA/Meinert et al. - 2019 - Examining Cost Measurements in Production and Deli.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{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{wlodarczyk_enhancing_2017, + title = {Enhancing {Doctors}? {Competencies} in {Communication} {With} and {Activation} of {Older} {Patients}: {The} {Promoting} {Active} {Aging} ({PRACTA}) {Computer}-{Based} {Intervention} {Study}}, + volume = {19}, + url = {http://www.jmir.org/2017/2/e45/}, + doi = {10.2196/jmir.6948}, + abstract = {Background: Demographic changes over the past decades call for the promotion of health and disease prevention for older patients, as well as strategies to enhance their independence, productivity, and quality of life. Objective: Our objective was to examine the effects of a computer-based educational intervention designed for general practitioners (GPs) to promote active aging. Methods: The Promoting Active Aging (PRACTA) study consisted of a baseline questionnaire, implementation of an intervention, and a follow-up questionnaire that was administered 1 month after the intervention. A total of 151 primary care facilities (response rate 151/767, 19.7\%) and 503 GPs (response rate 503/996, 50.5\%) agreed to participate in the baseline assessment. At the follow-up, 393 GPs filled in the questionnaires (response rate, 393/503, 78.1\%), but not all of them took part in the intervention. The final study group of 225 GPs participated in 3 study conditions: e-learning (knowledge plus skills modelling, n=42), a pdf article (knowledge only, n=89), and control (no intervention, n=94). We measured the outcome as scores on the Patients Expectations Scale, Communication Scale, Attitude Toward Treatment and Health Scale, and Self-Efficacy Scale. Results: GPs participating in e-learning demonstrated a significant rise in their perception of older patients? expectations for disease explanation (Wald ?2=19.7, P{\textless}.001) and in perception of motivational aspect of older patients? attitude toward treatment and health (Wald ?2=8.9, P=.03) in comparison with both the control and pdf article groups. We observed additional between-group differences at the level of statistical trend. GPs participating in the pdf article intervention demonstrated a decline in self-assessed communication, both at the level of global scoring (Wald ?2=34.5, P{\textless}.001) and at the level of 20 of 26 specific behaviors (all P{\textless}.05). Factors moderating the effects of the intervention were the number of patients per GP and the facility?s organizational structure. Conclusions: Both methods were suitable, but in different areas and under different conditions. The key benefit of the pdf article intervention was raising doctors? reflection on limitations in their communication skills, whereas e-learning was more effective in changing their perception of older patients? proactive attitude, especially among GPs working in privately owned facilities and having a greater number of assigned patients. Although we did not achieve all expected effects of the PRACTA intervention, both its forms seem promising in terms of enhancing the competencies of doctors in communication with and activation of older patients.}, + number = {2}, + journal = {J Med Internet Res}, + author = {Wlodarczyk, Dorota and Chyli?ska, Joanna and Lazarewicz, Magdalena and Rzadkiewicz, Marta and Jaworski, Mariusz and Adamus, Miroslawa and Haugan, G�rill and Lillefjell, Monica and Espnes, Arild Geir}, + month = feb, + year = {2017}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Digitale Bildung, Promotion:FU4b, Sozialpsychologie, \#5:Zeitschriftenartikel:e-learning, health communication, active aging, professional competence, general practioners, health services for the aged, seniors? attitude toward treatment and health, seniors? expectations}, + pages = {e45}, + file = {Wlodarczyk et al. - 2017 - Enhancing Doctors Competencies in Communication W.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7RSBLAQD/Wlodarczyk et al. - 2017 - Enhancing Doctors Competencies in Communication W.pdf:application/pdf}, +} + +@article{de_leeuw_development_2019, + title = {Development of an {Instructional} {Design} {Evaluation} {Survey} for {Postgraduate} {Medical} {E}-{Learning}: {Content} {Validation} {Study}}, + volume = {21}, + url = {https://www.jmir.org/2019/8/e13921/}, + doi = {10.2196/13921}, + abstract = {Background: E-Learning has taken a firm place in postgraduate medical education. Whereas 10 years ago it was promising, it now has a definite niche and is clearly here to stay. However, evaluating the effect of postgraduate medical e-learning (PGMeL) and improving upon it can be complicated. While the learning aims of e-learning are evaluated, there are no instruments to evaluate the instructional design of PGMeL. Such an evaluation instrument may be developed by following the Association for Medical Education in Europe (AMEE) 7-step process. The first 5 steps of this process were previously performed by literature reviews, focus group discussion, and an international Delphi study. Objective: This study will continue with steps 6 and 7 and answer the research question: Is a content-validated PGMeL evaluation survey useful, understandable, and of added value for creators of e-learning? Methods: There are five phases in this study: creating a survey from 37 items (phase A); testing readability and question interpretation (phase B); adjusting, rewriting, and translating surveys (phase C); gathering completed surveys from three PGMeL modules (phase D); and holding focus group discussions with the e-learning authors (phase E). Phase E was carried out by presenting the results of the evaluations from phase D, followed by a group discussion. There are four groups of participants in this study. Groups A and B are experienced end users of PGMeL and participated in phase B. Group C are users who undertook e-learning and were asked to complete the survey in phase D. Group D are the authors of the e-learning modules described above. Results: From a list of 36 items, we developed a postgraduate Medical E-Learning Evaluation Survey (MEES). Seven residents participated in the phase B group discussion: 4 items were interpreted differently, 3 were not readable, and 2 items were double. The items from phase B were rewritten and, after adjustment, understood correctly. The MEES was translated into Dutch and again pilot-tested. All items were clear and were understood correctly. The MEES version used for the evaluation contained 3 positive domains (motivation, learning enhancers, and real-world translation) and 2 negative domains (barriers and learning discouragers), with 36 items in those domains, 5 Likert scale questions of 1 to 10, and 5 open questions asking participants to give their own comments in each domain. Three e-learning modules were evaluated from July to November 2018. There were a total of 158 responses from a Dutch module, a European OB/GYN (obstetrics and gynecology) module, and a surgical module offered worldwide. Finally, 3 focus group discussions took place with a total of 10 participants. Usefulness was much appreciated, understandability was good, and added value was high. Four items needed additional explanation by the authors, and a Creators? Manual was written at their request. Conclusions: The MEES is the first survey to evaluate the instructional design of PGMeL and was constructed following all 7 steps of the AMEE. This study completes the design of the survey and shows its usefulness and added value to the authors. It finishes with a final, publicly available survey that includes a Creators? Manual. We briefly discuss the number of responses needed and conclude that more is better; in the end, however, one has to work with what is available. The next steps would be to see whether improvement can be measured by using the MEES and continue to work on the end understandability in different languages and cultural groups.}, + number = {8}, + journal = {J Med Internet Res}, + author = {de Leeuw, Adrianus Robert and Westerman, Michiel and Walsh, Kieran and Scheele, Fedde}, + month = aug, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, Bildung, Digitale Bildung, Lernsystemarchitektur, Promotion:FU3, evaluation, distance education, \#5:Zeitschriftenartikel:e-learning, postgraduate medical education, survey}, + pages = {e13921}, + file = {de Leeuw et al. - 2019 - Development of an Instructional Design Evaluation .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CQZUKYQW/de Leeuw et al. - 2019 - Development of an Instructional Design Evaluation .pdf:application/pdf}, +} + +@article{stegmann_digitaler_2022, + series = {Themenheft}, + title = {Digitaler {Wandel} des {Schulunterrichts} durch professionelle {Lerngemeinschaften}: {Der} {Einsatz} von {Multiplikatoren} zur {Etablierung} von {Lerngemeinschaften}}, + issn = {1424-3636, 1424-3636}, + abstract = {Numerous studies provide evidence that successful implementation of innovation as well as learning of students benefit from teacher collaboration. Such collaboration often takes place as part of so-called Professional Learning Communities (PLC). PLCs are communities of learners that continuously do research with the goal of further improvement at three levels: individual, community, and institution. All members of PLC learn from and with each other through collaborative work to reach a joint goal. An open issue in research on PLC is, however, to what extent an intensive collaboration with Science can be compensated by facilitation through specifically trained multiplicators. To what extent can multiplicators place the scientific content and facilitate the collaboration within a PLC? To answer these research questions, PLCs on digitalization of teaching STEM in school were founded in 2020/2021 at three Bavarian secondary schools (two Mittelschulen, one Realschule). The results of the conducted interview study suggest, that multiplicators can successfully establish PLCs. However, not all functions of scientific PLC members can be equally compensated. To fulfill the needs of the PLC, additional multiplicators with focus on STEM didactics (e. g., heads of STEM subjects from the schools themselves) may be trained to support the subject-related work on material for teaching with digital media.}, + language = {de-DE}, + number = {49}, + journal = {MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung}, + author = {Stegmann, Karsten and Kastorff, Tamara and Poluektova, Ilona and Berger, Sonja and Kosiol, Timo and Reith, Sabrina and Förtsch, Christian and Rutkowski, Annemarie and Mohr, Matthias and Lindermayer, Christian and Aufleger, Monika and Traub, Dagmar and Haldenwang, Vera and Ufer, Stefan and Neuhaus, Birgit Jana and Bannert, Maria and Oechslein, Karin and Lindner, Martin and Nerdel, Claudia and Fischer, Frank and Gräsel, Cornelia}, + editor = {Hasselkuß, Marco and Heinemann, Anna and Endberg, Manuela and Gageik, Lisa}, + month = jul, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Bildungstheorien, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning}, + pages = {21}, + file = {Stegmann et al. - 2022 - Digitaler Wandel des Schulunterrichts durch profes.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AGIYFYTL/Stegmann et al. - 2022 - Digitaler Wandel des Schulunterrichts durch profes.pdf:application/pdf}, +} + +@article{stolakis_wie_2023, + title = {Wie sehen {Kinder} digitale {Medien}? {Vorschlag} und {Diskussion} einer spielbasierten {Methode} für {Forschung} und {Praxis}}, + volume = {24}, + abstract = {In diesem Beitrag wird eine Methode zur Eruierung der Perspektiven von Kindern auf digitale Medien in der Kindertageseinrichtung sowie auf ihre Mediennutzung in der Familie vorgestellt. Hierzu wurde auf ein dialoggestütztes Gruppeninterview zurückgegriffen, das durch einen Kitarundgang und spielerische Elemente in Form eines Memo-Spiels ergänzt wurde. Der Fokus des Beitrags liegt auf der Beschreibung der Methode. Diese soll für den Einsatz in der Praxis zur Verfügung gestellt werden mit dem Ziel, dass Fachkräfte mit den Kindern zum Thema Medien ins Gespräch kommen und auf dieser Basis deren Perspektiven in ihre pädagogische Planung einbeziehen, indem sie ihr eigenes medienpädagogisches Handeln reflektieren und ggf. anpassen. Erste Erprobungen bestätigten die Praxistauglichkeit, es wurde aber auch deutlich, dass je nach Situation flexible Anpassungen sinnvoll sein können und darauf zu achten ist, dass die Auswertung im Rahmen der zeitlichen Ressourcen der Fachkräfte leistbar ist.}, + language = {de-DE}, + number = {3}, + journal = {Forum: Qualitative Sozialforschung}, + author = {Stolakis, Anja and Schmitt, Annette and Borke, Jörn and Fischer, Luisa and Simon, Eric and Hohmann, Sven}, + month = sep, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU6, ⛔ No DOI found}, + pages = {30}, + file = {Stolakis et al. - 2023 - Wie sehen Kinder digitale Medien Vorschlag und Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9HBG8MID/Stolakis et al. - 2023 - Wie sehen Kinder digitale Medien Vorschlag und Di.pdf:application/pdf}, +} + +@article{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 = {\#4:Zeitschriftenartikel:MOOC, Bewertungsmethoden, Charité:Promotion, computer-assisted instruction, Forschungsansätze, learning, online learning, Promotion:Argumentation, Promotion:FU5, Promotion:Literaturanalyse, Promotion:Relevanz:4}, + 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{kononowicz_virtual_2015, + title = {Virtual {Patients} in a {Behavioral} {Medicine} {Massive} {Open} {Online} {Course} ({MOOC}): {A} {Case}-{Based} {Analysis} of {Technical} {Capacity} and {User} {Navigation} {Pathways}}, + volume = {1}, + url = {http://mededu.jmir.org/2015/2/e8/}, + doi = {10.2196/mededu.4394}, + abstract = {Background: Massive open online courses (MOOCs) have been criticized for focusing on presentation of short video clip lectures and asking theoretical multiple-choice questions. A potential way of vitalizing these educational activities in the health sciences is to introduce virtual patients. Experiences from such extensions in MOOCs have not previously been reported in the literature. Objective: This study analyzes technical challenges and solutions for offering virtual patients in health-related MOOCs and describes patterns of virtual patient use in one such course. Our aims are to reduce the technical uncertainty related to these extensions, point to aspects that could be optimized for a better learner experience, and raise prospective research questions by describing indicators of virtual patient use on a massive scale. Methods: The Behavioral Medicine MOOC was offered by Karolinska Institutet, a medical university, on the EdX platform in the autumn of 2014. Course content was enhanced by two virtual patient scenarios presented in the OpenLabyrinth system and hosted on the VPH-Share cloud infrastructure. We analyzed web server and session logs and a participant satisfaction survey. Navigation pathways were summarized using a visual analytics tool developed for the purpose of this study. Results: The number of course enrollments reached 19,236. At the official closing date, 2317 participants (12.1\% of total enrollment) had declared completing the first virtual patient assignment and 1640 (8.5\%) participants confirmed completion of the second virtual patient assignment. Peak activity involved 359 user sessions per day. The OpenLabyrinth system, deployed on four virtual servers, coped well with the workload. Participant survey respondents (n=479) regarded the activity as a helpful exercise in the course (83.1\%). Technical challenges reported involved poor or restricted access to videos in certain areas of the world and occasional problems with lost sessions. The visual analyses of user pathways display the parts of virtual patient scenarios that elicited less interest and may have been perceived as nonchallenging options. Analyzing the user navigation pathways allowed us to detect indications of both surface and deep approaches to the content material among the MOOC participants. Conclusions: This study reported on first inclusion of virtual patients in a MOOC. It adds to the body of knowledge by demonstrating how a biomedical cloud provider service can ensure technical capacity and flexible design of a virtual patient platform on a massive scale. The study also presents a new way of analyzing the use of branched virtual patients by visualization of user navigation pathways. Suggestions are offered on improvements to the design of virtual patients in MOOCs.}, + number = {2}, + urldate = {2024-06-16}, + journal = {JMIR Medical Education}, + author = {Kononowicz, A. Andrzej and Berman, H. Anne and Stathakarou, Natalia and McGrath, Cormac and Barty?ski, Tomasz and Nowakowski, Piotr and Malawski, Maciej and Zary, Nabil}, + month = sep, + year = {2015}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC, education, medical, computer-assisted instruction, medical informatics applications}, + pages = {e8}, + file = {Kononowicz et al. - 2015 - Virtual Patients in a Behavioral Medicine Massive .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N5QVHBQM/Kononowicz et al. - 2015 - Virtual Patients in a Behavioral Medicine Massive .pdf:application/pdf}, +} + +@article{alturkistani_data_2019, + title = {Data {Collection} {Approaches} to {Enable} {Evaluation} of a {Massive} {Open} {Online} {Course} {About} {Data} {Science} for {Continuing} {Education} in {Health} {Care}: {Case} {Study}}, + volume = {5}, + url = {http://mededu.jmir.org/2019/1/e10982/}, + doi = {10.2196/10982}, + abstract = {Background: This study presents learner perceptions of a pilot massive open online course (MOOC). Objective: The objective of this study was to explore data collection approaches to help inform future MOOC evaluations on the use of semistructured interviews and the Kirkpatrick evaluation model. Methods: A total of 191 learners joined 2 course runs of a limited trial of the MOOC. Moreover, 7 learners volunteered to be interviewed for the study. The study design drew on semistructured interviews of 2 learners transcribed and analyzed using Braun and Clark?s method for thematic coding. This limited participant set was used to identify how the Kirkpatrick evaluation model could be used to evaluate further implementations of the course at scale. Results: The study identified several themes that could be used for further analysis. The themes and subthemes include learner background (educational, professional, and topic significance), MOOC learning (learning achievement and MOOC application), and MOOC features (MOOC positives, MOOC negatives, and networking). There were insufficient data points to perform a Kirkpatrick evaluation. Conclusions: Semistructured interviews for MOOC evaluation can provide a valuable in-depth analysis of learners? experience of the course. However, there must be sufficient data sources to complete a Kirkpatrick evaluation to provide for data triangulation. For example, data from precourse and postcourse surveys, quizzes, and test results could be used to improve the evaluation methodology.}, + number = {1}, + journal = {JMIR Med Educ}, + author = {Alturkistani, Abrar and Majeed, Azeem and Car, Josip and Brindley, David and Wells, Glenn and Meinert, Edward}, + month = apr, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:FU5, education, online learning, \#4:Zeitschriftenartikel:MOOC, online education, teaching, education, distance, MOOC, massive open online course}, + pages = {e10982}, + file = {Alturkistani et al. - 2019 - Data Collection Approaches to Enable Evaluation of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVRVVKSV/Alturkistani et al. - 2019 - Data Collection Approaches to Enable Evaluation of.pdf:application/pdf}, +} + +@article{wendland_design-thinking-orientierte_2024, + series = {Spezial {HT2023}}, + title = {Design-{Thinking}-orientierte {Konzeption} von {OER} in einer {Kultur} der {Digitalität}}, + issn = {1618-8543}, + abstract = {Die Transformation unserer Lebens- und Arbeitswelt in eine sog. „Kultur der Digitalität“ beschreibt den Übergang einer Welt in eine Kultur, in welcher nicht nur das Einbinden von Machine Learning (z.B. in Form von generativen künstlichen Intelligenzen), sondern vor allem das disziplinübergreifende und selbstverantwortliche Vernetzen und Interagieren von Fachkräften eine zentrale Rolle einnehmen. Zur Vermittlung solcher Kompetenzen an beruflichen Schulen empfiehlt sich das Design Thinking Konzept als Lehr-Lernansatz, welches wiederum bereits in der Lehrkräftebildung an der BUW im Sinne einer fachgerechten Konzeption von Open Educational Resources von den Autoren in einer universitären Lehrveranstaltung für berufliche Fachrichtungen erprobt wurde und den Kontext der folgenden Ausarbeitungen bildet. Im Rahmen der Hochschultage Berufliche Bildung im März 2023 haben die Autoren (Veranstalter der Fachtagung „Mediendesign u. Medientechnik“) dementsprechend zunächst in Form von drei Fachvorträgen die Begriffe und Bezugsgrößen der „Kultur der Digitalität“, des „Design Thinking“ als Lehr-Lernansatz sowie der erziehungswissenschaftlich-allgemeindidaktischen Reflexionen zu Open Educational Resources (vor dem Hintergrund einer zukunftsorientierten Qualifizierung von Bildungspersonal) in einen zielgerichteten Sinnzusammenhang gesetzt, um im Anschluss einen praxiszentrierten Workshop zur methodengerechten und kreativen Konzeption von Open Educational Resources anzuleiten.}, + language = {de-DE}, + journal = {Berufs- und Wirtschaftspädagogik - online}, + author = {Wendland, Sebastian and Heiland, Thomas and Wolters}, + editor = {Gerholz, Karl-Heinz and Annen, Silvia and Braches-Chyrek, Rita and Hufnagl, Julia and Wagner, Anne}, + month = jan, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU4b, Design Thinking}, + pages = {24}, + file = {Wendland et al. - 2024 - Design-Thinking-orientierte Konzeption von OER in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UGRB6CUQ/Wendland et al. - 2024 - Design-Thinking-orientierte Konzeption von OER in .pdf:application/pdf}, +} + +@inproceedings{thompson_analyzing_2023, + title = {Analyzing {Learner} {Trends} in a {Series} of {Online} {Courses}}, + url = {https://ieeexplore.ieee.org/document/10306217}, + doi = {10.1109/LWMOOCS58322.2023.10306217}, + abstract = {In open-access online courses, learners have a wide range of prior experience. Unlike traditional programs, open online courses have no way of enforcing required prerequisites. This contributes to varied learner experiences and low course completion rates. In this paper, we investigate how learners approach available courses to determine if learner behavior aligns with the intended sequence set by course designers. This is a crucial step in understanding learner needs and creating compelling content that serves them.}, + urldate = {2024-06-19}, + booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})}, + author = {{Thompson} and {Armstrong} and {Kotwicki}}, + month = oct, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning, Behavioral sciences, completion rates, enrollment, Finishing, learner experience, learner trends, Market research, online courses, prerequisites, scaffolding, Time factors, Timing}, + pages = {1--5}, + file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/3FB8ACJW/10306217.html:text/html}, +} + +@inproceedings{eicher_making_2023, + title = {Making the {Grade}: {Assessments} at {Scale} in a {Large} {Online} {Graduate} {Program}}, + shorttitle = {Making the {Grade}}, + url = {https://ieeexplore.ieee.org/document/10305926}, + doi = {10.1109/LWMOOCS58322.2023.10305926}, + abstract = {The Trap of Routine Assessment refers to the risk that over time, schools become overly focused on those skills that are easy to automatically assess in order to achieve large-scale, rapid feedback. In this research, we look at an at-scale graduate program in computer science that has achieved scale, and we examine whether scale was largely achieved due to Routine Assessment, due to sophisticated automatic evaluation, or due to scaling more traditional approaches to assessment, such as human grading. To do this, we harvested syllabi from 52 classes in the program to see what types of assignments students complete as part of their enrollment, and we survey the teaching assistants responsible for administering those courses to understand how those assignments are evaluated. Combining this with historical data on course grades and enrollments, we derive a snapshot of the average student's experience in the program, what assignments they complete, and where their evaluation comes from. In the end, we note that the program's scale has largely been achieved by streamlining the ability to generate more traditional assessment and evaluation, with the large fraction of student work continuing to be open-ended and human-evaluated.}, + urldate = {2024-06-19}, + booktitle = {2023 {IEEE} {Learning} with {MOOCS} ({LWMOOCS})}, + author = {Eicher, Bobbie Lynn and Joyner, David A.}, + month = oct, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Computer science, Education, Surveys, \#4:Konferenz-Paper:MOOC, Computer aided instruction, Electronic learning}, + pages = {1--6}, + file = {IEEE Xplore Abstract Record:/Users/jochenhanisch-johannsen/Zotero/storage/5SU8BKSU/10305926.html:text/html}, +} + +@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{egilsdottir_configuration_2021, + title = {Configuration of {Mobile} {Learning} {Tools} to {Support} {Basic} {Physical} {Assessment} in {Nursing} {Education}: {Longitudinal} {Participatory} {Design} {Approach}}, + volume = {9}, + url = {https://mhealth.jmir.org/2021/1/e22633}, + doi = {10.2196/22633}, + abstract = {Background: As many students in higher education are skilled users of mobile technology, mobile learning (mLearning) can be a promising educational strategy to enhance their learning experience. mLearning might also be well suited for nursing students as they navigate between multiple learning contexts in their educational curriculum. As an educational strategy, mLearning may also reduce challenges caused by the theory-practice gap in nursing by supporting skills and knowledge transfer between the university and clinical settings. As the introduction of basic physical assessment skills (B-PASs) into Norwegian bachelor?s degree education in nursing occurred quite recently, there is a lack of competence in supervision and teaching in both university and clinical settings. As such, mLearning appears to be a good strategy to support student B-PAS learning and knowledge transfer across learning contexts. Objective: This study aims to explore and elicit the perspectives of students regarding the way in which a selection of digital learning resources supports B-PAS learning and application in clinical rotation, which of the selected digital learning resources are beneficial to include in a suite of mLearning tools, and how the selected digital learning resources could support the transfer of skills and knowledge from the academic to clinical context. Methods: We used a longitudinal participatory design approach to co-design a suite of mLearning tools. The co-design processes took place in several workshops (WSs) over a period of 3 months: 2 WSs with first-year students (n=6), 3 WSs with second-year students (n=6), and 3 WSs with third-year students (n=8). The students evaluated several digital learning resources in both academic and clinical contexts. The digital learning resources included digital simulation with virtual patients, massive open online courses, and multimedia learning material. In the co-design WS, the potential and benefits of these digital learning resources for the learning and application of B-PASs were explored. Results: The students reported that the digital learning resources stimulated learning in 7 different ways. They also emphasized the importance of including all selected and tested digital learning resources. Moreover, students supported the inclusion of additional learning material, such as multiple-choice tests and written assignments, aimed at providing feedback and contributing to knowledge development. Conclusions: The co-design processes and collaboration with the nursing students provided insight into how a suite of mLearning tools may support the learning and application of B-PASs and human bioscience knowledge in clinical rotation. From the students? perspective, one of the strengths of the suite of mLearning tools was the range of content, as this met a broader range of student learning preferences regarding learning B-PASs. The suite of mLearning tools contributes to and supports skills training and knowledge transfer between multiple learning contexts.}, + number = {1}, + journal = {JMIR Mhealth Uhealth}, + author = {Egilsdottir, �sp H. and Heyn, G�nterberg Lena and Brembo, Andreas Espen and Byermoen, R�land Kirsten and Moen, Anne and Eide, Hilde}, + month = jan, + year = {2021}, + keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, mobile phone, learning, clinical competence, mobile application, physical examination, education, clinical, education, nursing, nursing skills, students, nursing}, + pages = {e22633}, +} + +@article{li_learning_2015, + title = {Learning {Clinical} {Procedures} {Through} {Internet} {Digital} {Objects}: {Experience} of {Undergraduate} {Students} {Across} {Clinical} {Faculties}}, + volume = {1}, + url = {http://mededu.jmir.org/2015/1/e1/}, + doi = {10.2196/mededu.3866}, + abstract = {Background: Various digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students? acquisition of clinical competence. Objective: This study aimed to understand the experience of undergraduate students across clinical disciplines?medicine, dentistry, and nursing?in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning. Methods: Mid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong?Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups. Results: Among 439 respondents, 97.5\% (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7\%) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0\%) and dental students (43/96, 45\%) having learned them this way (both P{\textless}.001). Three-quarters (341/439, 77.7\%) of students accessed DLOs through public search engines, whereas 93.2\% (409/439) accessed them by watching YouTube videos. Students often shared DLOs with classmates (277/435, 63.7\%), but rarely discussed them with teachers (54/436, 12.4\%). The accuracy, usefulness, and importance of Internet DLOs were rated as 6.85 (SD 1.48), 7.27 (SD 1.53), and 7.13 (SD 1.72), respectively, out of a high score of 10. Conclusions: Self-exploration of DLOs in the unrestricted Internet environment is extremely common among current e-generation learners and was regarded by students across clinical faculties as an important supplement to their formal learning in the planned curriculum. This trend calls for a transformation of the educator?s role from dispensing knowledge to guidance and support.}, + number = {1}, + journal = {JMIR Medical Education}, + author = {Li, Yan Tse and Gao, Xiaoli and Wong, Kin and Tse, Kwan Christine Shuk and Chan, Yee Ying}, + month = apr, + year = {2015}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, nursing, distance learning, medicine, clinical skills, dentistry}, + pages = {e1}, +} + +@article{torous_creating_2015, + title = {Creating a {Pilot} {Educational} {Psychiatry} {Website}: {Opportunities}, {Barriers}, and {NextSteps}}, + volume = {1}, + url = {http://mededu.jmir.org/2015/2/e14/}, + doi = {10.2196/mededu.4580}, + abstract = {Background: While medical students and residents may be utilizing websites as online learning resources, medical trainees and educators now have the opportunity to create such educational websites and digital tools on their own. However, the process and theory of building educational websites for medical education have not yet been fully explored. Objective: To understand the opportunities, barriers, and process of creating a novel medical educational website. Methods: We created a pilot psychiatric educational website to better understand the options, opportunities, challenges, and processes involved in the creation of a psychiatric educational website. We sought to integrate visual and interactive Web design elements to underscore the potential of such Web technology. Results: A pilot website (PsychOnCall) was created to demonstrate the potential of Web technology in medical and psychiatric education. Conclusions: Creating an educational website is now technically easier than ever before, and the primary challenge no longer is technology but rather the creation, validation, and maintenance of information for such websites as well as translating text-based didactics into visual and interactive tools. Medical educators can influence the design and implementation of online educational resources through creating their own websites and engaging medical students and residents in the process.}, + number = {2}, + journal = {JMIR Medical Education}, + author = {Torous, John and O'Connor, Ryan and Franzen, Jamie and Snow, Caitlin and Boland, Robert and Kitts, Robert}, + month = nov, + year = {2015}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Internet, Online, Psychiatry, Website}, + pages = {e14}, +} + +@article{watanabe_tech-savvy_2022, + title = {The tech-savvy university: {The} implications of {AI}-supported learning for the traditional education {missionDie} technologieverliebte {Hochschule}: {Was} folgt aus dem {KI}-gestützten {Lernen} für den traditionellen {Bildungsauftrag}}, + volume = {17}, + shorttitle = {The tech-savvy university}, + url = {https://zfhe.at/index.php/zfhe/article/view/1682}, + doi = {10/gq6pn9}, + abstract = {Multiple implementation initiatives and pilot projects have focused on a researchdriven integration of Artificial Intelligence (AI)-supported teaching and learning into concrete educational contexts (BUNDESREGIERUNG, 2018; 2021). However, there is currently less discussion about how AI in higher education is compatible with academic tasks regarding the design of individual teaching-learning interactions and cross-university goals. This paper addresses this research desideratum by classifying higher education tasks of according to discourses on educational theory and then relating these to AI-supported learning and teaching. Furthermore, the paper pleads for the creation of educational goals (e.g., knowledge building or personality formation) in AI applications on the one hand, and the establishment of techonology-free zones in teaching on the other hand.}, + language = {de-DE}, + urldate = {2022-11-05}, + journal = {Zeitschrift für Hochschulentwicklung (ZFHE)}, + author = {Watanabe, Alice and Schmohl, Tobias}, + month = oct, + year = {2022}, + note = {Publisher: Verlag der Technischen Universität Graz \& Verein Forum neue Medien in der Lehre Austria}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU3}, + pages = {149--166}, + file = {Watanabe und Schmohl - The tech-savvy university The implications of AI-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZNCGDIKA/Watanabe und Schmohl - The tech-savvy university The implications of AI-.pdf:application/pdf}, +} + +@article{douma_e-learning_2017, + title = {An {E}-{Learning} {Module} to {Improve} {Nongenetic} {Health} {Professionals}? {Assessment} of {Colorectal} {Cancer} {Genetic} {Risk}: {Feasibility} {Study}}, + volume = {3}, + url = {http://mededu.jmir.org/2017/2/e24/}, + doi = {10.2196/mededu.7173}, + abstract = {Background: Nongenetic health providers may lack the relevant knowledge, experience, and communication skills to adequately detect familial colorectal cancer (CRC), despite a positive attitude toward the assessment of history of cancer in a family. Specific training may enable them to more optimally refer patients to genetic counseling. Objective: The aim of this study was to develop an e-learning module for gastroenterologists and surgeons (in training) aimed at improving attitudes, knowledge, and comprehension of communication skills, and to assess the feasibility of the e-learning module for continued medical education of these specialists. Methods: A focus group helped to inform the development of a training framework. The e-learning module was then developed, followed by a feasibility test among a group of surgeons-in-training (3rd- and 4th-year residents) and then among gastroenterologists, using pre- and posttest questionnaires. Results: A total of 124 surgeons-in-training and 14 gastroenterologists participated. The e-learning was positively received (7.5 on a scale of 1 to 10). Between pre- and posttest, attitude increased significantly on 6 out of the 10 items. Mean test score showed that knowledge and comprehension of communication skills improved significantly from 49\% to 72\% correct at pretest to 67\% to 87\% correct at posttest. Conclusions: This study shows the feasibility of a problem-based e-learning module to help surgeons-in-training and gastroenterologists in recognizing a hereditary predisposition in patients with CRC. The e-learning led to improvements in attitude toward the assessment of cancer family history, knowledge on criteria for referral to genetic counseling for CRC, and comprehension of communication skills.}, + number = {2}, + journal = {JMIR Med Educ}, + author = {Douma, Lea Kirsten Freya and Aalfs, M. Cora and Dekker, Evelien and Tanis, J. Pieter and Smets, M. Ellen}, + month = dec, + year = {2017}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Bildung, Multimedia, Promotion:FU4b, education, \#5:Zeitschriftenartikel:e-learning, health communication, genetic testing, adenomatous polyposis coli, colorectal neoplasms, colorectal, neoplasms, hereditary nonpolyposis, feasibility studies, gastroenterology, professional}, + pages = {e24}, + file = {Douma et al. - 2017 - An E-Learning Module to Improve Nongenetic Health .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KMZJ573P/Douma et al. - 2017 - An E-Learning Module to Improve Nongenetic Health .pdf:application/pdf}, +} + +@article{bond_design_2017, + title = {Design and {Implementation} of a {Novel} {Web}-{Based} {E}-{Learning} {Tool} for {Education} of {Health} {Professionals} on the {Antibiotic} {Vancomycin}}, + volume = {19}, + url = {http://www.jmir.org/2017/3/e93/}, + doi = {10.2196/jmir.6971}, + abstract = {Background: Traditional approaches to health professional education are being challenged by increased clinical demands and decreased available time. Web-based e-learning tools offer a convenient and effective method of delivering education, particularly across multiple health care facilities. The effectiveness of this model for health professional education needs to be explored in context. Objectives: The study aimed to (1) determine health professionals? experience and knowledge of clinical use of vancomycin, an antibiotic used for treatment of serious infections caused by methicillin-resistant Staphylococcus aureus (MRSA) and (2) describe the design and implementation of a Web-based e-learning tool created to improve knowledge in this area. Methods: We conducted a study on the design and implementation of a video-enhanced, Web-based e-learning tool between April 2014 and January 2016. A Web-based survey was developed to determine prior experience and knowledge of vancomycin use among nurses, doctors, and pharmacists. The Vancomycin Interactive (VI) involved a series of video clips interspersed with question and answer scenarios, where a correct response allowed for progression. Dramatic tension and humor were used as tools to engage users. Health professionals? knowledge of clinical vancomycin use was obtained from website data; qualitative participant feedback was also collected. Results: From the 577 knowledge survey responses, pharmacists (n=70) answered the greatest number of questions correctly (median score 4/5), followed by doctors (n=271; 3/5) and nurses (n=236; 2/5; P{\textless}.001). Survey questions on target trough concentration (75.0\%, 433/577) and rate of administration (64.9\%, 375/577) were answered most correctly, followed by timing of first level (49\%, 283/577), maintenance dose (41.9\%, 242/577), and loading dose (38.0\%, 219/577). Self-reported ?very? and ?reasonably? experienced health professionals were also more likely to achieve correct responses. The VI was completed by 163 participants during the study period. The rate of correctly answered VI questions on first attempt was 65\% for nurses (n=63), 68\% for doctors (n=86), and 82\% for pharmacists (n=14; P{\textless}.001), reflecting a similar pattern to the knowledge survey. Knowledge gaps were identified for loading dose (39.2\% correct on first attempt; 64/163), timing of first trough level (50.3\%, 82/163), and subsequent trough levels (47.9\%, 78/163). Of the 163 participants, we received qualitative user feedback from 51 participants following completion of the VI. Feedback was predominantly positive with themes of ?entertaining,? ?engaging,? and ?fun? identified; however, there were some technical issues identified relating to accessibility from different operating systems and browsers. Conclusions: A novel Web-based e-learning tool was successfully developed combining game design principles and humor to improve user engagement. Knowledge gaps were identified that allowed for targeting of future education strategies. The VI provides an innovative model for delivering Web-based education to busy health professionals in different locations.}, + number = {3}, + journal = {J Med Internet Res}, + author = {Bond, Evan Stuart and Crowther, P. Shelley and Adhikari, Suman and Chubaty, J. Adriana and Yu, Ping and Borchard, P. Jay and Boutlis, Steven Craig and Yeo, Winston Wilfred and Miyakis, Spiros}, + month = mar, + year = {2017}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, medical education, nursing education, \#5:Zeitschriftenartikel:e-learning, continuing education, pharmacy education, survey methods, anti-bacterial agents, vancomycin}, + pages = {e93}, + file = {Bond et al. - 2017 - Design and Implementation of a Novel Web-Based E-L.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9Z5HLI76/Bond et al. - 2017 - Design and Implementation of a Novel Web-Based E-L.pdf:application/pdf}, +} + +@article{de_ruijter_effectiveness_2018, + title = {The {Effectiveness} of a {Computer}-{Tailored} {E}-{Learning} {Program} for {Practice} {Nurses} to {Improve} {Their} {Adherence} to {Smoking} {Cessation} {Counseling} {Guidelines}: {Randomized} {Controlled} {Trial}}, + volume = {20}, + url = {http://www.jmir.org/2018/5/e193/}, + doi = {10.2196/jmir.9276}, + abstract = {Background: Improving practice nurses? (PN) adherence to smoking cessation counseling guidelines will benefit the quality of smoking cessation care and will potentially lead to higher smoking abstinence rates. However, support programs to aid PNs in improving their guideline uptake and adherence do not exist yet. Objective: The aim of this study was to assess the effects of a novel computer-tailored electronic learning (e-learning) program on PNs? smoking cessation guideline adherence. Methods: A Web-based randomized controlled trial (RCT) was conducted in which an intervention group (N=147) with full access to the e-learning program for 6 months was compared with a control group (N=122) without access. Data collection was fully automated at baseline and 6-month follow-up via online questionnaires, assessing PNs? demographics, work-related factors, potential behavioral predictors based on the I-Change model, and guideline adherence. PNs also completed counseling checklists to retrieve self-reported counseling activities for each consultation with a smoker (N=1175). To assess the program?s effectiveness in improving PNs? guideline adherence (ie, overall adherence and adherence to individual counseling guideline steps), mixed linear and logistic regression analyses were conducted, thus accommodating for the smokers being nested within PNs. Potential effect moderation by work-related factors and behavioral predictors was also examined. Results: After 6 months, 121 PNs in the intervention group (82.3\%, 121/147) and 103 in the control group (84.4\%, 103/122) completed the follow-up questionnaire. Mixed linear regression analysis revealed that counseling experience moderated the program?s effect on PNs? overall guideline adherence (beta=.589; 95\% CI 0.111-1.068; PHolm-Bonferroni =.048), indicating a positive program effect on adherence for PNs with a more than average level of counseling experience. Mixed logistic regression analyses regarding adherence to individual guideline steps revealed a trend toward moderating effects of baseline levels of behavioral predictors and counseling experience. More specifically, for PNs with less favorable scores on behavioral predictors (eg, low baseline self-efficacy) and high levels of counseling experience, the program significantly increased adherence. Conclusions: Results from our RCT showed that among PNs with more than average counseling experience, the e-learning program resulted in significantly better smoking cessation guideline adherence. Experienced PNs might have been better able to translate the content of our e-learning program into practically applicable counseling strategies compared with less experienced colleagues. Less favorable baseline levels of behavioral predictors among PNs possibly contributed to this effect, as there was more room for improvement by consulting the tailored content of the e-learning program. To further substantiate the effectiveness of e-learning programs on guideline adherence by health care professionals (HCPs), it is important to assess how to support a wider range of HCPs. Trial Registration: Netherlands Trial Register NTR4436; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=4436 (Archived by WebCite at http://www.webcitation.org/6zJQuSRq0)}, + number = {5}, + journal = {J Med Internet Res}, + author = {de Ruijter, Dennis and Candel, Math and Smit, Suzanne Eline and de Vries, Hein and Hoving, Ciska}, + month = may, + year = {2018}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU4b, online learning, \#5:Zeitschriftenartikel:e-learning, smoking cessation, randomized controlled trial, advanced practice nursing, guideline adherence}, + pages = {e193}, + file = {de Ruijter et al. - 2018 - The Effectiveness of a Computer-Tailored E-Learnin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XIQ7YNGT/de Ruijter et al. - 2018 - The Effectiveness of a Computer-Tailored E-Learnin.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{autenrieth_ki-meta-modell_2023, + title = {Das {KI}-{Meta}-{Modell}. {Handlungsleitende} {Strukturen} für den {Umgang} mit künstlicher {Intelligenz} im {Bildungsbereich}}, + volume = {3}, + copyright = {Creative Commons Namensnennung - Nicht kommerziell 4.0 International}, + issn = {2748-2022}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=28646}, + doi = {10.25656/01:28646}, + abstract = {Während ihres gesamten Lebenszyklus, von der initialen Datensammlung über die Phasen der Modellierung bis hin zu ihrer weitreichenden Implementierung im täglichen Leben, ist künstliche Intelligenz (KI) fest in einem soziotechnologischen Kontext verankert. Dieser Kontext stellt sich nicht bloß als passiver Akteur dar, der sich bedingungslos den Anforderungen der KI unterwirft. Stattdessen prägen Data Scientists, Bürger*innen, Wirtschaftsunternehmen, Bildungseinrichtungen, staatliche Institutionen sowie NGOs durch ihre spezifischen Rollen und Kompetenzen die Modalitäten, wie und in welchem Maße KI realisiert und angewendet wird. Die Evolution künstlicher Intelligenz findet dabei nicht außerhalb eines rechtlichen Rahmens statt. Gesetzliche, ökonomische und soziale Konstrukte definieren einen normativen gesellschaftlichen Rahmen, innerhalb dessen KI operiert. Die Ausformung dieses Rahmens und die resultierenden Implikationen für die technologische Fortentwicklung sind handlungsleitend für diesen Beitrag.}, + language = {de-DE}, + number = {2}, + urldate = {2024-02-10}, + journal = {tedu technik - education: Fachzeitschrift für Unterrichtspraxis und Unterrichtsforschung im allgemeinbildenden Technikunterricht}, + author = {Autenrieth, Daniel and Nickel, Stefanie}, + collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}}, + year = {2023}, + note = {Publisher: Pädagogische Hochschule Schwäbisch Gmünd : Schwäbisch Gmünd}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Deutschland, Germany, Promotion:FU4b, Educational Environment, Learning environment, On line, Male student, Student, Gesellschaft, Society, Handlung, Education, Interdisciplinarity, Interdisziplinarität, Modell, Artificial intelligence, Künstliche Intelligenz, Lernumgebung, Beispiel, Baden-Württemberg, \#3:Zeitschriftenartikel:online:Lernumgebung, Diaries, Tagebuch, Online courses, Online-Kurs, Erziehung, Schul- und Bildungswesen, Kurzfilm, Schwäbisch Gmünd, Schwaebisch Gmuend}, + pages = {14--20}, + file = {Autenrieth und Nickel - 2023 - Das KI-Meta-Modell. Handlungsleitende Strukturen f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3XUHY565/Autenrieth und Nickel - 2023 - Das KI-Meta-Modell. Handlungsleitende Strukturen f.pdf:application/pdf}, +} + +@article{kolski_nutzung_2015, + title = {Nutzung und {Zukunft} von {Wiki}-{Systemen} in der veterinärmedizinischen {Lehre} – {Eine} {Umfrage} unter {Dozierenden} im deutschsprachigen {Raum}}, + volume = {5}, + issn = {1860-3572}, + abstract = {Objectives: Wiki systems are becoming increasingly important in university teaching. Not much is known about the opinion of lecturers of veterinary medicine regarding the active participation of students in teaching, their opinion on wiki systems and their motivation to use them in courses and to improve the quality of information. The objective of the present study was to evaluate how lecturers of veterinary medicine estimate learning management systems and the production of text or material by students in courses, if they rate wiki systems as an appropriate tool for teaching, if they would use wiki systems for their courses and if they are willing to improve the quality of information. +Methods: The data collection was carried out as an online survey using a five-point Likert scale. Lecturers of veterinary medicine in Germany, Austria and Switzerland were contacted (n=approx. 1700) out of which 139 completed (8.2\%) the survey. +Results: Most lecturers use LMS and consider it to be suitable for providing course material. Half of all respondents indicated that they believe that students achieve greater learning success by developing their own learning material. In courses 23.0\% of their students develop own materials. The majority of lecturers considered wiki systems as an appropriate and complementary tool for teaching (53.6\%). A collection of wiki articles is seen as useful (56.6\%), particularly when experts review the contents. One third of the lecturers would use wiki systems for the creation of material by students, but 82.5\% have not yet used them in teaching. One third is willing to participate in the review of articles with regard to their quality. +Conclusion: The results show that many lecturers are willing to use veterinary wiki systems and that they regard them useful for teaching. According to the opinion of the majority of lecturers, the creation of material by students can lead to greater learning success and wiki systems are suitable for this purpose. We are about to develop strategies to support the implementation of wiki systems into veterinary education and a peer review system supported by lecturers. In a further project the actual learning success provided by the active use of wiki-systems by students will be evaluated.}, + language = {de-DE}, + number = {2}, + journal = {GMS Journal for Medical Education}, + author = {Kolski, Darius and {Wolfgang Heuwieser} and Arlt, Sebastian}, + year = {2015}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit, Bildung, Multimedia}, + pages = {8--15}, + file = {Kolski et al. - 2015 - Nutzung und Zukunft von Wiki-Systemen in der veter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AUNXLUYY/Kolski et al. - 2015 - Nutzung und Zukunft von Wiki-Systemen in der veter.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}, +} + +@inproceedings{elan_ev_agiles_2014, + address = {Oldenburg}, + series = {Digitale {Medien} in der {Hochschullehre}}, + title = {Agiles {Lernen} mit {Just}-in-{Time}-{Teaching}. {Adaptive} {Lehre} vor dem {Hintergrund} von {Konstruktivismus} und intrinsischer {Motivation}}, + volume = {2}, + copyright = {Deutsches Urheberrecht}, + shorttitle = {{TeachingTrends14}}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=18458}, + abstract = {Das Lernen und Lehren mit digitalen Medien an Hochschulen hat stark an Bedeutung gewonnen und wird durch aktuelle Programme des BMBF wie den "Qualitätspakt Lehre" oder "Aufstieg durch Bildung - offene Hochschulen" weiter gefördert. Digitale Medien können einen wichtigen Beitrag für hochschuldidaktische Innovation, für mehr Durchlässigkeit und die weitere Öffnung der Hochschulen für neue Zielgruppen leisten. In diesem Sammelband zum ELAN e.V.-Kongress "TEACHINGTRENDS14: Offen für neue Wege: Digitale Medien in der Hochschule" werden empirische Ergebnisse, Beispiele und Erfahrungsberichte zur Umsetzung und Integration didaktischer und technologischer Trends in der Hochschullehre in den Blick genommen. Schwerpunkte bilden hierbei digitale Medien für das forschende Lernen, heterogene Zielgruppen sowie neue Bildungstechnologien und Medienkompetenz. (Verlag)}, + language = {de-DE}, + urldate = {2023-02-17}, + booktitle = {Teaching {Trends} 2014 {Offen} für neue {Wege}: {Digitale} {Medien} in der {Hochschule}}, + publisher = {Waxmann Verlag GmbH}, + author = {Meissner, Barbara and Stenger, Hans-Jürgen}, + editor = {{ELAN e.V.} and Zawacki-Richter, Olaf and Kergel, David and Kleinefeld, Norbert and Muckel, Petra and Stöter, Joachim and Brinkmann, Katrin}, + year = {2014}, + note = {Publisher: Waxmann}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Systemanpassung, Bildungstheorien, Bildung, Multimedia, Deutschland, Digitale Bildung, Germany, Hochschullehre, University lecturing, University teaching, Educational Environment, Hochschule, Learning environment, FernUni-Hagen:MABM:Master-Arbeit, Kompetenz, University didactics, Academic studies, Studium, Hochschulbildung, Heterogeneity, Heterogenität, Digitale Medien:Bildungsinformatik, Media competence, Media skills, Lernumgebung, Studierender, Target group, Zielgruppe, Informations- und Kommunikationstechnologie, Computer based training, Computer-aided instruction, Computer-assisted instruction, Computerunterstützter Unterricht, Lower Saxony, Niedersachsen, Programmed instruction, \#6:Konferenz-Paper:Bildung:Technologie}, + pages = {121--136}, + file = {Meissner und Stenger - 2014 - Adaptive Lehre vor dem Hintergrund von Konstruktiv.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CRP8SDF4/Meissner und Stenger - 2014 - Adaptive Lehre vor dem Hintergrund von Konstruktiv.pdf:application/pdf}, +} + +@article{pargmann_electronic_2024, + title = {Electronic didactic assistance ({EDDA}) for lesson planning based on artificial intelligence: functionality, areas of application and research perspectives}, + volume = {38}, + issn = {09315020}, + shorttitle = {Electronic didactic assistance ({EDDA}) for lesson planning based on artificial intelligence}, + url = {https://www.vep-landau.de/produkt/empirische-paedagogik-2024-38-1-kap-6-digital/}, + doi = {10.62350/WLQO3003}, + abstract = {The use of AI systems is rapidly gaining importance both in the professional world and in vocational education and training. As a result, (prospective) teachers are required to take a closer look at AI and its application for teaching and learning processes. This article focuses on the potential of AI to assist teachers in designing lessons based on the fundamentals and functions of AI. We explore the question of how an AI-based learning platform can be designed to help develop lesson planning skills. The AI platform EDDA will be presented, which can be used to analyze lesson plans and materials during studies, in the preparatory service and in teaching practice. EDDA provides feedback on the implementation of selected didactic criteria of lesson planning and provides information for reflection and further development of lesson plans. EDDA also provides an infrastructure for further research into teaching and learning with AI. + , + Der Einsatz von KI-Systemen gewinnt sowohl in der Berufswelt als auch in der Berufsbildung rasant an Bedeutung. In der Folge sind (angehende) Lehrkräfte gefordert, sich tiefergehend mit KI sowie deren Anwendung bei der Gestaltung von Lehr-Lern-Prozessen auseinanderzusetzen. Der Beitrag fokussiert auf Basis der Grundlagen und Funktionsweisen von KI die Potentiale von KI als Assistenz für Lehrkräfte bei der Unterrichtsgestaltung. Es wird der Frage nachgegangen, wie eine KI-basierte Lernplattform zur Unterstützung der Unterrichtsplanungskompetenz konzipiert werden kann. Vorgestellt wird dabei das KI-Projekt EDDA, das für die Analyse von Unterrichtsentwürfen und -materialien im Studium, im Vorbereitungsdienst und in der schulischen Berufstätigkeit eingesetzt werden kann. EDDA stellt Rückmeldungen zur Umsetzung ausgewählter didaktischer Merkmale der Unterrichtsplanung bereit und liefert Hinweise zur Reflexion und Weiterentwicklung der Entwürfe. Zudem bietet EDDA eine Infrastruktur für weitere Forschungen zum Lehren und Lernen mit KI.}, + language = {de-DE}, + number = {1}, + urldate = {2024-07-31}, + journal = {Empirische Pädagogik}, + author = {Pargmann, Julia and Leube, Anna and Berding, Florian and Riebenbauer, Elisabeth and Rebmann, Karin and Slopinski, Andreas and Gillert, Michael}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU3, \#2:Zeitschriftenartikel:online:Lernplattform}, + pages = {118--146}, + file = {Pargmann et al. - 2024 - Electronic didactic assistance (EDDA) for lesson p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XWUJ9QCH/Pargmann et al. - 2024 - Electronic didactic assistance (EDDA) for lesson p.pdf:application/pdf}, +} + +@article{jones_evaluation_2021, + title = {Evaluation of a {Novel} e-{Learning} {Program} for {Physiotherapists} to {Manage} {Knee} {Osteoarthritis} via {Telehealth}: {Qualitative} {Study} {Nested} in the {PEAK} ({Physiotherapy} {Exercise} and {Physical} {Activity} for {Knee} {Osteoarthritis}) {Randomized} {Controlled} {Trial}}, + volume = {23}, + issn = {1438-8871}, + shorttitle = {Evaluation of a {Novel} e-{Learning} {Program} for {Physiotherapists} to {Manage} {Knee} {Osteoarthritis} via {Telehealth}}, + url = {https://www.jmir.org/2021/4/e25872}, + doi = {10.2196/25872}, + abstract = {Background: The delivery of physiotherapy via telehealth could provide more equitable access to services for patients. Videoconference-based telehealth has been shown to be an effective and acceptable mode of service delivery for exercise-based interventions for chronic knee pain; however, specific training in telehealth is required for physiotherapists to effectively and consistently deliver care using telehealth. The development and evaluation of training programs to upskill health care professionals in the management of osteoarthritis (OA) has also been identified as an important priority to improve OA care delivery.}, + language = {en-GB}, + number = {4}, + urldate = {2021-12-12}, + journal = {Journal of Medical Internet Research}, + author = {Jones, Sarah E and Campbell, Penny K and Kimp, Alexander J and Bennell, Kim and Foster, Nadine E and Russell, Trevor and Hinman, Rana S}, + month = apr, + year = {2021}, + note = {ZSCC: 0000004}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Digitale Bildung, education, telehealth, qualitative, osteoarthritis, physiotherapy, exercise, pain, knee}, + pages = {e25872}, + file = {Jones et al. - 2021 - Evaluation of a Novel e-Learning Program for Physi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KMCYSNU7/Jones et al. - 2021 - Evaluation of a Novel e-Learning Program for Physi.pdf:application/pdf}, +} + +@article{du_plessis_taking_2021, + title = {Taking a {Leap} of {Faith}: {A} {Study} of {Abruptly} {Transitioning} an {Undergraduate} {Medical} {Education} {Program} to {Distance}-{Learning} {Owing} to the {COVID}-19 {Pandemic}}, + volume = {7}, + issn = {2369-3762}, + shorttitle = {Taking a {Leap} of {Faith}}, + url = {https://mededu.jmir.org/2021/3/e27010}, + doi = {10.2196/27010}, + abstract = {The COVID-19 pandemic has forced universities worldwide to immediately transition to distance-learning. Although numerous studies have investigated the effect of the COVID-19 pandemic on universities in the Middle East, none have reflected on the process through which medical education programs for health professions underwent this transition. This study aimed to elucidate the rapid transition to distance-learning of an undergraduate medical program at the College of Medicine, Mohammad Bin Rashid University of Medicine and Health Sciences (Dubai, United Arab Emirates), owing to the COVID-19 pandemic. An action research approach constituted the foundation of this collaborative effort that involved investigations, reflections, and improvements of practice, through ongoing cycles of planning, acting, observing, and reflecting. Efforts of transitioning to distance-learning were grouped into four interrelated aspects: supporting faculty members in delivering the program content, managing curriculum changes, engaging with the students to facilitate distance-learning experiences, and conducting web-based assessments. Challenges included the high perceived uncertainty, need for making ad hoc decisions, lack of experiential learning and testing of clinical skills, and blurring of work-life boundaries. Our preliminary findings show the successful generation of a strong existing digital base, future prospects for innovation, and a cohesive team that was key to agility, rapid decision-making, and program implementation.}, + language = {en-GB}, + number = {3}, + urldate = {2021-12-12}, + journal = {JMIR Medical Education}, + author = {Du Plessis, Stefan S and Otaki, Farah and Zaher, Shroque and Zary, Nabil and Inuwa, Ibrahim and Lakhtakia, Ritu}, + month = jul, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Digitale Bildung, Krisenreaktion im Bildungsbereich, COVID-19, medical education, teaching, learning, pandemic, change management, action research, curriculum content, curriculum delivery}, + pages = {e27010}, + file = {Du Plessis et al. - 2021 - Taking a Leap of Faith A Study of Abruptly Transi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SD2PJATB/Du Plessis et al. - 2021 - Taking a Leap of Faith A Study of Abruptly Transi.pdf:application/pdf}, +} + +@article{khaldi_gamification_2023, + title = {Gamification of e-learning in higher education: a systematic literature review}, + volume = {10}, + issn = {2196-7091}, + shorttitle = {Gamification of e-learning in higher education}, + url = {https://slejournal.springeropen.com/articles/10.1186/s40561-023-00227-z}, + doi = {10.1186/s40561-023-00227-z}, + abstract = {In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.}, + language = {en-GB}, + number = {1}, + urldate = {2024-07-08}, + journal = {Smart Learning Environments}, + author = {Khaldi, Amina and Bouzidi, Rokia and Nader, Fahima}, + month = jan, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, \#5:Zeitschriftenartikel:e-learning}, + pages = {10}, + file = {Khaldi et al. - 2023 - Gamification of e-learning in higher education a .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PUGE4S4E/Khaldi et al. - 2023 - Gamification of e-learning in higher education a .pdf:application/pdf}, +} + +@article{kim_online_2022, + title = {Online learning performance and engagement during the {COVID}-19 pandemic: {Application} of the dual-continua model of mental health}, + volume = {13}, + issn = {1664-1078}, + shorttitle = {Online learning performance and engagement during the {COVID}-19 pandemic}, + url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2022.932777/full}, + doi = {10.3389/fpsyg.2022.932777}, + abstract = {The COVID-19 pandemic has led to an abrupt transition from face-to-face learning to online learning, which has also affected the mental health of college students. In this study, we examined the relationship between students’ adjustment to online learning and their mental health by using the Dual-Continua Model. The model assumes that mental disorder and mental well-being are related yet distinct factors of mental health. For this purpose, 2,933 college students completed an online survey around the beginning of the Fall semester of 2020 ( + N + = 1,724) and the Spring semester of 2021 ( + N + = 1,209). We assessed participants’ mental well-being, mental disorders, and academic distress by means of the online survey. In addition, we incorporated grades and log data accumulated in the Learning Management System (LMS) as objective learning indicators of academic achievement and engagement in online learning. Results revealed that two dimensions of mental health (i.e., mental well-being and mental disorder) were independently associated with all objective and subjective online learning indicators. Specifically, languishing (i.e., low levels of mental well-being) was negatively associated with student engagement derived from LMS log data and academic achievement and was positively associated with self-reported academic distress even after we controlled for the effects of mental disorder. In addition, mental disorder was negatively related to student engagement and academic achievement and was positively related to academic distress even after we controlled for the effects of mental well-being. These results remained notable even when we controlled for the effects of sociodemographic variables. Our findings imply that applying the Dual-Continua Model contributes to a better understanding of the relationship between college students’ mental health and their adaptation to online learning. We suggest that it is imperative to implement university-wide interventions that promote mental well-being and alleviate psychological symptoms for students’ successful adjustment to online learning.}, + language = {en-GB}, + urldate = {2024-06-28}, + journal = {Frontiers in Psychology}, + author = {Kim, Jinwon and Moon, Kibum and Lee, Jiye and Jeong, Yaewon and Lee, Seungjin and Ko, Young-gun}, + month = jul, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system}, + pages = {932777}, + file = {Kim et al. - 2022 - Online learning performance and engagement during .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Q668HNDR/Kim et al. - 2022 - Online learning performance and engagement during .pdf:application/pdf}, +} + +@article{aksoy_performance_2019, + title = {Performance {Monitoring} via {Functional} {Near} {Infrared} {Spectroscopy} for {Virtual} {Reality} {Based} {Basic} {Life} {Support} {Training}}, + volume = {13}, + issn = {1662-453X}, + url = {https://www.frontiersin.org/article/10.3389/fnins.2019.01336/full}, + doi = {10.3389/fnins.2019.01336}, + abstract = {The use of serious game tools in training of medical professions is steadily growing. However, there is a lack of reliable performance assessment methods to evaluate learner’s outcome. The aim of this study is to determine whether functional near infrared spectroscopy (fNIRS) can be used as an additional tool for assessing the learning outcome of virtual reality (VR) based learning modules. The hypothesis is that together with an improvement in learning outcome there would be a decrease in the participants’ cerebral oxygenation levels measured from the prefrontal cortex (PFC) region and an increase of participants’ serious gaming results. To test this hypothesis, the subjects were recruited and divided into four groups with different combinations of prior virtual reality experience and prior Basic Life Support (BLS) knowledge levels. A VR based serious gaming module for teaching BLS and 16-Channel fNIRS system were used to collect data from the participants. Results of the participants’ scores acquired from the serious gaming module were compared with fNIRS measures on the initial and final training sessions. Kruskal Wallis test was run to determine any significant statistical difference between the groups and Mann–Whitney U test was utilized to obtain pairwise comparisons. BLS training scores of the participants acquired from VR based serious game’s the learning management system and fNIRS measurements revealed decrease in use of resources from the PFC, but increase in behavioral performance. Importantly, brain-based measures can provide an additional quantitative metric for trainee’s expertise development and can assist the medical simulation instructors.}, + language = {en-GB}, + urldate = {2024-06-28}, + journal = {Frontiers in Neuroscience}, + author = {Aksoy, Emin and Izzetoglu, Kurtulus and Baysoy, Engin and Agrali, Atahan and Kitapcioglu, Dilek and Onaral, Banu}, + month = dec, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Promotion:FU4b}, + pages = {1336}, + file = {Aksoy et al. - 2019 - Performance Monitoring via Functional Near Infrare.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9962G7XE/Aksoy et al. - 2019 - Performance Monitoring via Functional Near Infrare.pdf:application/pdf}, +} + +@inproceedings{trudzinski_erste_2023, + title = {Erste {Erfahrungen} zum {Einsatz} eines {E}-learning {Angebotes} zur {Verbesserung} der {Weaning}-{Kompetenz} im {Rahmen} der {PRiVENT}-{Intervention}}, + volume = {77}, + copyright = {Georg Thieme Verlag Rüdigerstraße 14, 70469 Stuttgart, Germany}, + url = {http://www.thieme-connect.de/DOI/DOI?10.1055/s-0043-1761014}, + doi = {10.1055/s-0043-1761014}, + abstract = {Thieme E-Books \& E-Journals}, + language = {de-DE}, + urldate = {2023-03-19}, + booktitle = {Pneumologie}, + publisher = {Georg Thieme Verlag}, + author = {Trudzinski, F. and Schubert-Haack, J. and Neetz, B. and Tanck, K. and Iberl, G. and Müeller, M. and Kempa, A. and Neurohr, C. and Forstner, J. and Ghiani, A. and Andritschky, C. and Schneider, A. and Rheinhold, A. and Gehrig, P. and Szecsenyi, J. and Herth, F.}, + month = mar, + year = {2023}, + note = {ISSN: 0934-8387, 1438-8790 +Issue: S 01 +Journal Abbreviation: Pneumologie}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Bildung, Multimedia, Promotion:FU6, \#5:Konferenz-Paper:e-learning}, + pages = {Po 274}, + file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/7Z92H6D5/s-0043-1761014.html:text/html;Trudzinski et al. - 2023 - Erste Erfahrungen zum Einsatz eines E-learning Ang.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QCVVUA5E/Trudzinski et al. - 2023 - Erste Erfahrungen zum Einsatz eines E-learning Ang.pdf:application/pdf}, +} + +@article{sghaier_development_2022, + title = {Development of an intelligent system based on metaverse learning for students with disabilities}, + volume = {9}, + issn = {2296-9144}, + url = {https://www.frontiersin.org/articles/10.3389/frobt.2022.1006921/full}, + doi = {10.3389/frobt.2022.1006921}, + abstract = {Due to the coronavirus-2019 pandemic, people have had to work and study using the Internet such that the strengthened metaverse has become a part of the lives of people worldwide. The advent of technology linking the real and virtual worlds has facilitated the transmission of spatial audio and haptics to allow the metaverse to offer multisensory experiences in diverse fields, especially in teaching. The main idea of the proposed project is the development of a simple intelligent system for meta-learning. The suggested system should be self-configurable according to the different users of the metaverse. We aimed to design and create a virtual learning environment using Open Simulator based on a 3D virtual environment and simulation of the real-world environment. We then connected this environment to a learning management system (Moodle) through technology for 3D virtual environments (Sloodle) to allow the management of students, especially those with different abilities, and followed up on their activities, tests, and exams. This environment also has the advantage of storing educational content. We evaluated the performance of the Open Simulator in both standalone and grid modes based on the login times. The result showed times the standalone and grid modes of 12 s and 16 s, which demonstrated the robustness of the proposed platform. We also tested the system on 50 disabled learners, according to the + t + -test of independent samples. A test was conducted in the mathematics course, in which the students were divided into two equal groups (n = 25 each) to take the test traditionally and using the chair test tool, which is one of the most important tools of the Sloodle technology. According to the results, the null hypothesis was rejected, and we accepted the alternative hypothesis that demonstrated a difference in achievement between the two groups.}, + language = {en-GB}, + urldate = {2024-06-28}, + journal = {Frontiers in Robotics and AI}, + author = {Sghaier, Souhir and Elfakki, Abir Osman and Alotaibi, Abdullah Alhumaidi}, + month = dec, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Promotion:FU3}, + pages = {1006921}, + file = {Sghaier et al. - 2022 - Development of an intelligent system based on meta.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M74S8LX5/Sghaier et al. - 2022 - Development of an intelligent system based on meta.pdf:application/pdf}, +} + +@article{gicheru_identifying_2023, + title = {Identifying the need to institutionalize digital equity among faculty: the experience of the {Kenya} {Medical} {Training} {College}}, + volume = {8}, + issn = {2504-284X}, + shorttitle = {Identifying the need to institutionalize digital equity among faculty}, + url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1252842/full}, + doi = {10.3389/feduc.2023.1252842}, + abstract = {Background: The use of digital tools and applications in health professions education is increasing exponentially, however this has the potential to increase the digital inequities with the resulting effect of vulnerable groups facing an increased risk of digital exclusion. It is therefore important to approach digitalization with contextual determinants of the intended and unintended impact in mind. We present a perspective paper on digital equity, informed by lessons learnt at the Kenya Medical Training College (KMTC). +Methods: Using a case description methodology, we examined routine educational data collected from faculty at KMTC in November 2022. This included quantitative and qualitative data on access, ownership, utilization, confidence and skills to create, share, and exchange knowledge on the institution’s learning management system. We used these factors as the conceptual framework for understanding how faculty adopt digitalization in health professions education. +Results: 306 faculty responded to the survey (response rate 27.8\%) of whom 90.8 and 75.2\% had personal laptops at home and at work and 75.9\% had internet at work. 53.4\% (n  =  163) knew they had accounts created on the institution’s learning management system (LMS) majority of whom had basic skills and were able to perform skills such as logging in and accessing learning resources. However, a minority had advanced skills needed for teaching and learning in the LMS. +Conclusion: Medical education institutions in LMICs need to adopt programs to enhance digital literacy and monitoring of access, utilization and self-efficacy across all learner and faculty groups, to ensure that digital technologies reduce rather than exacerbate existing inequities.}, + language = {en-GB}, + urldate = {2024-06-28}, + journal = {Frontiers in Education}, + author = {Gicheru, Wagaki and Mwangi, Nyawira}, + month = nov, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Promotion:Relevanz:4, Promotion:FU5, \#1:Zeitschriftenartikel:learning:management:system}, + pages = {1252842}, + file = {Gicheru und Mwangi - 2023 - Identifying the need to institutionalize digital e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WASMMLSP/Gicheru und Mwangi - 2023 - Identifying the need to institutionalize digital e.pdf:application/pdf}, +} + +@incollection{hugl_skill_2004, + address = {Wiesbaden}, + title = {Skill {Transformation} und {Kompetenzentwicklung} als {Treiber} von {Strategie}, {Implementierung} und {Innovation}}, + isbn = {978-3-8244-8199-6 978-3-322-81837-9}, + url = {http://link.springer.com/10.1007/978-3-322-81837-9_12}, + abstract = {Ausge16st von einer wesentlichen und umfangreichen Neuausrichtung der Geschaftsstrategie verbunden mit einem signifikanten Paradigmenwechsel waren im Bereich Enterprise Networks der Siemens AG weltweit etwa 18.000 Mitarbeiter zu schulen. Der klassische Schulungsbetrieb kann diese Aufgabe ohne erheblichen Aufwand an Mitteln und Zeit nicht schaffen. Hier war eine neue Schulungsmethode erforderlich. Mit dem web-based e-Learning konnte ein Konzept gefunden und realisiert werden, welches schnell, kostengiinstig und mit laufend aktuellem Lehrinhalt ausgestattet, den Mitarbeitern bereit gestellt wurde. Der Beitrag befasst sich mit der Geschaftsstrategie, den Lerninhalten, dem Qualifizierungskonzept und der Planung und Umsetzung des web-based eLearning-Projektes.}, + language = {de-DE}, + urldate = {2023-11-07}, + booktitle = {Virtuelle {Personalentwicklung}}, + publisher = {Deutscher Universitätsverlag}, + author = {Pruner, Günter}, + editor = {Hugl, Ulrike and Laske, Stephan}, + year = {2004}, + doi = {10.1007/978-3-322-81837-9_12}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {257--282}, + file = {Pruner - 2004 - Skill Transformation und Kompetenzentwicklung als .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7369XQVV/Pruner - 2004 - Skill Transformation und Kompetenzentwicklung als .pdf:application/pdf}, +} + +@incollection{frey_geowikilmu_2021, + address = {Berlin, Heidelberg}, + title = {{GEOWiki}@{LMU} – ein interaktives und interdisziplinäres {E}-{Learning}-{Tool} zur {Vermittlung} praxisnaher {Lehrinhalte}}, + isbn = {978-3-662-62912-3 978-3-662-62913-0}, + url = {https://link.springer.com/10.1007/978-3-662-62913-0_15}, + language = {de-DE}, + urldate = {2023-11-04}, + booktitle = {Innovative {Lehre} an der {Hochschule}}, + publisher = {Springer Berlin Heidelberg}, + author = {Aßbichler, Donjá and Eckmeier, Eileen and Dühnforth, Miriam and Küppers, Ulrich}, + editor = {Frey, Dieter and Uemminghaus, Monika}, + year = {2021}, + doi = {10.1007/978-3-662-62913-0_15}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning}, + pages = {147--148}, + file = {Aßbichler et al. - 2021 - GEOWiki@LMU – ein interaktives und interdisziplinä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U8PJQMEV/Aßbichler et al. - 2021 - GEOWiki@LMU – ein interaktives und interdisziplinä.pdf:application/pdf}, +} + +@incollection{samsonovich_principles_2021, + address = {Cham}, + title = {Principles of {Design} of a {Learning} {Management} {System} for {Development} of {Economic} {Skills} for {Nuclear} {Engineering} {Education}}, + volume = {1310}, + isbn = {978-3-030-65595-2 978-3-030-65596-9}, + url = {http://link.springer.com/10.1007/978-3-030-65596-9_6}, + abstract = {The dramatic changes in education that we face in 2020 and which are the result of the accelerating digital revolution indicate the need to develop new tools for education and training. Leading universities are developing their own Learning Management Systems (LMS) based on information and Internet technologies. However, in higher education there are certain educational tasks in the interdisciplinary field. One of them is the task of successfully developing atomic engineering education. In this article, we present the basic design principles and architecture features of a specific LMS for the development of economic skills for education in the field of nuclear technology.}, + language = {en-GB}, + urldate = {2023-11-22}, + booktitle = {Brain-{Inspired} {Cognitive} {Architectures} for {Artificial} {Intelligence}: {BICA}*{AI} 2020}, + publisher = {Springer International Publishing}, + author = {Baryshev, Gennady and Putilov, Aleksandr and Smirnov, Dmitriy and Tsyganov, Aleksandr and Chervyakov, Vladimir}, + editor = {Samsonovich, Alexei V. and Gudwin, Ricardo R. and Simões, Alexandre Da Silva}, + year = {2021}, + doi = {10.1007/978-3-030-65596-9_6}, + note = {Series Title: Advances in Intelligent Systems and Computing}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#1:Buchteil:learning:management:system}, + pages = {40--48}, + file = {Baryshev et al. - 2021 - Principles of Design of a Learning Management Syst.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZZUX2CP9/Baryshev et al. - 2021 - Principles of Design of a Learning Management Syst.pdf:application/pdf}, +} + +@incollection{schmidberger_beste_2022, + address = {Wiesbaden}, + title = {Das {Beste} aus zwei {Welten}: {Die} {Kombination} von {Design} {Thinking} und {Service} {Learning}}, + isbn = {978-3-658-36950-7 978-3-658-36951-4}, + shorttitle = {Das {Beste} aus zwei {Welten}}, + url = {https://link.springer.com/10.1007/978-3-658-36951-4_15}, + abstract = {The authors explore the similarities and differences that characterise the concepts of Design Thinking and Service Learning, the importance of both rising over the last years. Comparing the two concepts, it can be argued that the focus of Service Learning activities is to inspire intrinsic learning within students. Design Thinking, on the other hand, follows a more rational and systematic approach with the aim to facilitate extrinsic project results. The authors propose a framework of linking the two concepts and argue that their combination at the correct steps can add even more value to the beneficiaries of the activities.}, + language = {de-DE}, + urldate = {2022-08-21}, + booktitle = {Design {Thinking} im {Bildungsmanagement}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Pferzinger, Manfred and Mesicek, Roman H. and Bachner, Christine}, + editor = {Schmidberger, Iris and Wippermann, Sven and Stricker, Tobias and Müller, Ulrich}, + year = {2022}, + doi = {10.1007/978-3-658-36951-4_15}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#1:Buchteil:learning:management:system}, + pages = {229--238}, + file = {Pferzinger et al. - 2022 - Das Beste aus zwei Welten Die Kombination von Des.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6JGGRVIX/Pferzinger et al. - 2022 - Das Beste aus zwei Welten Die Kombination von Des.pdf:application/pdf}, +} + +@article{bu_so_2024, + title = {“{So} we brought these players together”: a qualitative study of educators’ experiences to analyze the challenges of creating an e-learning program for neuropalliative care}, + volume = {24}, + issn = {1472-6920}, + shorttitle = {“{So} we brought these players together”}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05437-8}, + doi = {10.1186/s12909-024-05437-8}, + abstract = {Background  In recent years, the subspecialty of neuropalliative care has emerged with the goal of improving the quality of life of patients suffering from neurological disease, though gaps remain in neuropalliative care education and training. E-learning has been described as a way to deliver interactive and facilitated lower-cost learning to address global gaps in medical care. We describe here the development of a novel, international, hybrid, and asynchronous curriculum with both self-paced modules and class-based lectures on neuropalliative care topics designed for the neurologist interested in palliative care, the palliative care physician interested in caring for neurological patients, and any other physician or advanced care providers interested in neuropalliative care. Methods  The course consisted of 12 modules, one per every four weeks, beginning July 2022. Each module is based on a case and relevant topics. Course content was divided into three streams (Neurology Basics, Palliative Care Basics, and Neuropalliative Care Essentials) of which two were optional and one was mandatory, and consisted of classroom sessions, webinars, and an in-person skills session. Evaluation of learners consisted of multiple choice questions and written assignments for each module. Evaluation of the course was based on semi-structured qualitative interviews conducted with both educator and learner, the latter of which will be published separately. Audio files were transcribed and underwent thematic analysis. For the discussion of the results, Khan’s e-learning framework was used. Results  Ten of the 12 participating educators were interviewed. Of the educators, three identified as mid-career and seven as senior faculty, ranging from six to 33 years of experience. Nine of ten reported an academic affiliation and all reported association with a teaching hospital. Themes identified from the educators’ evaluations were: bridging the global gap, getting everybody on board, defining the educational scope, investing extensive hours of voluntary time and resources, benefiting within and beyond the curriculum, understanding the learner’s experience, creating a community of shared learning, adapting future teaching and learning strategies, and envisioning long term sustainability.}, + language = {en-GB}, + number = {1}, + urldate = {2024-05-14}, + journal = {BMC Medical Education}, + author = {Bu, Julia and DeSanto-Madeya, Susan and Lugassy, Mara and Besbris, Jessica and Bublitz, Sarah and Kramer, Neha M. and Gursahani, Roop and Lau, Winnie and Kim, Estella and Rhee, John Y. and Paal, Piret}, + month = may, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, \#5:Zeitschriftenartikel:e-learning}, + pages = {524}, + file = {Bu et al. - 2024 - “So we brought these players together” a qualitat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJLHXFN8/Bu et al. - 2024 - “So we brought these players together” a qualitat.pdf:application/pdf}, +} + +@article{imani-goghary_effect_2023, + title = {Effect of blended-learning in promoting clinical skills of nursing students}, + volume = {12}, + issn = {2783-3852}, + url = {https://jmdc.skums.ac.ir/Article/jmdc-1148}, + doi = {10.34172/jmdc.1148}, + abstract = {Background and aims: Before the COVID-19 epidemic, the main part of university education was presented in traditional form, but nowadays, E-learning and blended learning evolve in students’ education. This study was conducted to determine the effectiveness of blended learning in promoting the clinical skills of nursing students. +Methods: In this quasi-experimental study, 76 nursing students in the Sirjan School of Medical Sciences were entered through the census method in 2019 and 2020. They were allocated to intervention (n = 36) and control (n = 40) groups based on their academic year. Those who entered university in 2017 (control group) revived standard education, while the students of 2018 (intervention group) received blended clinical training, which included podcasts, vodcasts (40\%), and standard training in the clinical courses of adult-geriatric nursing three and critical care nursing. Students’ performance was evaluated through an Objective Structured Clinical Examination (OSCE) method. Data were collected using a researchermade checklist after assessing its validity and reliability. Data were analyzed using descriptive and analytical statistics (chi-square, independent sample t test, and paired t test) by SPSS-19. +Results: There was not any significant difference between the scores of clinical skills in the control group before (2.15 ± 0.48) and after (2.44 ± 0.29) the intervention (P = 0.58), but there were significant differences between the scores of clinical skills in the intervention group before (2.28 ± 0.31) and after (3.22 ± 0.16) the intervention and also between the scores of the two groups, in all subscales after the intervention (P {\textless} 0.001). +Conclusion: The study results highlighted the need for using blended-learning methods and appropriate technology to help nursing students achieve their clinical skill learning goals in clinical settings.}, + language = {en-GB}, + number = {2}, + urldate = {2024-01-10}, + journal = {Journal of Multidisciplinary Care}, + author = {Imani-Goghary, Zahra and Alavi-Arjas, Fatemeh and Balvardi, Mohadeseh and Beigmoradi, Samira}, + month = jun, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning}, + pages = {63--67}, + file = {Imani-Goghary et al. - 2023 - Effect of blended-learning in promoting clinical s.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3GA7CY9E/Imani-Goghary et al. - 2023 - Effect of blended-learning in promoting clinical s.pdf:application/pdf}, +} + +@article{reilly_tracking_2023, + title = {Tracking transdisciplinary skills in the design of online courses: {A} design-based research study}, + volume = {204}, + issn = {03601315}, + shorttitle = {Tracking transdisciplinary skills in the design of online courses}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131523001446}, + doi = {10.1016/j.compedu.2023.104867}, + abstract = {This design-based research (DBR) study was conducted to identify the type of learning activities and assessments that are responsible for fostering transdisciplinary skills (t-skills) in higher ed­ ucation online courses. T-skills are transferable skills that apply across the disciplines and that have been identified as needed for life and career success in the 21st century. The study addressed two major research questions: (1) “To what extent does the intervention - a new outcomes table aid in tracking transdisciplinary skills in the design of online courses?” and (2) “What design principles guide the development of learning activities and assessments that foster t-skills?” To address the first question, the researchers developed a design intervention, an outcomes mapping protocol, that was used to map t-skills in 75 unique online courses and deployed the learning outcomes feature of the learning management system to generate learning outcomes analytics on t-skills. The new mapping process captured not only the intended disciplinary goals (what was taught) but also the competencies fostered by the learning design (how the curriculum was taught). To address the second question, the researchers asked learners in these 75 courses to select the top skill resulting from the online course they had just completed and to reflect in writing how the learning activities or assessments in that online course had helped them foster the t-skill they selected. We then coded the learners’ feedback into design principles. The theoretical outcomes of this DBR study constitute refined active learning design principles that tie the development of t-skills to active learning methods. The practical outcome of this DBR provides a new instructional design process for instructors, designers, and administrators to effectively map t-skills across any semester-based curriculum.}, + language = {en-GB}, + urldate = {2023-11-22}, + journal = {Computers \& Education}, + author = {Reilly, Christiane and Reeves, Thomas C.}, + month = oct, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system}, + pages = {104867}, + file = {Reilly und Reeves - 2023 - Tracking transdisciplinary skills in the design of.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B5BRIY9R/Reilly und Reeves - 2023 - Tracking transdisciplinary skills in the design of.pdf:application/pdf}, +} + +@inproceedings{quakulinski_anwendung_2023, + address = {Bonn}, + title = {Anwendung von {Process} {Mining} zur kontinuierlichen {Lernpfadidentifikation} in {Lernmanagementsystemen}}, + isbn = {978-3-88579-732-6}, + url = {https://dl.gi.de/handle/20.500.12116/42194}, + doi = {10/gsn7n3}, + abstract = {Learning Analytics Anwendungen, die mittels Process Mining die Lernpfade von Studierenden identifizieren, machen dies meist nach Kursabschluss auf den vollständigen Daten. Von diesen gewonnenen Kenntnissen und eventuell folgenden Kursanpassungen profitieren jedoch frühestens die Teilnehmenden der nächsten Kursdurchführung. Lehrenden bereits während der Kursdurchführung Einsichten zu geben bietet die Möglichkeit frühzeitig auf eventuelle Probleme zu reagieren. Studierende können ihren eigenen Lernpfad reflektieren und bei Bedarf anpassen. In diesem Beitrag wird eine Anwendung vorgestellt welche einmal täglich die als xAPI Statements gesammelten Daten der letzten 24 Stunden aus dem Lernmanagementsystem Moodle analysiert und die Lernpfade der einzelnen Kurse erweitert. Um eine skalierende Lösung bereitzustellen, werden Techniken des Streaming Process Minings angewandt.}, + language = {de-DE}, + urldate = {2023-09-05}, + publisher = {Gesellschaft für Informatik e.V.}, + author = {Quakulinski, Lars and Judel, Sven and Wagner, Miriam and Schroeder, Ulrik}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Bildung, Multimedia, Lernsystemarchitektur, Learning Analytics, \#1:Konferenz-Paper:learning:management:system, Educational Process Mining, Streaming Process Mining, xAPI}, + file = {Quakulinski et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/43QDLX8D/Quakulinski et al. - 2023 - TextConference Paper.pdf:application/pdf}, +} + +@book{arnold_handbuch_2018, + address = {Bielefeld}, + edition = {5. Aufl.}, + series = {{UTB} {Erwachsenbildung}, {Weiterbildung}}, + title = {Handbuch {E}-{Learning}}, + isbn = {978-3-8252-4965-6}, + language = {de-DE}, + number = {4965}, + publisher = {Bertelsmann Verlag GmbH \& Co. KG}, + author = {Arnold, Patricia and Kilian, Lars and Thillosen, Anne and Zimmer, Gerhard}, + year = {2018}, + note = {ZSCC: 0000001}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#5:Buch:e-learning}, + file = {Table of Contents PDF:/Users/jochenhanisch-johannsen/Zotero/storage/UHYN67NY/Fleige et al. - 2018 - Programm- Und Angebotsentwicklung in Der Erwachsen.pdf:application/pdf}, +} + +@article{rosenthal_video-based_2024, + title = {Video-based classroom insights: {Promoting} self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning}, + volume = {52}, + issn = {0340-4099, 2520-873X}, + shorttitle = {Video-based classroom insights}, + url = {https://link.springer.com/10.1007/s42010-023-00189-8}, + doi = {10.1007/s42010-023-00189-8}, + abstract = {Abstract + + Despite the significance of self-regulated learning as an important educational goal, teachers face difficulties in fostering students’ skills in self-regulated learning (SRL). Teachers exhibit variability in their capacity to foster SRL. There is no guarantee that students consistently benefit from their teachers’ promotion of SRL. This study aims to address this issue by examining (1) how teachers promote SRL, (2) the relationship between teachers’ professional competences and their promotion of SRL, and (3) the association between teachers’ promotion of SRL and students’ SRL. Data from + N +  = 54 teachers and their + N +  = 823 lower secondary school students were analysed using online questionnaires, knowledge tests, and video recordings. The analysed video data reveals that teachers foster SRL predominantly implicitly, invest most of the time in promoting metacognitive strategies and primarily design learning environments that foster student support. Overall, only a few significant correlations were found between teachers’ professional competences and their promotion of SRL. Further, the results indicate no clear correlation pattern between teachers’ promotion and students’ skills in SRL. Further research should shed more light on the relationship between teachers’ promotion of SRL and students’ SRL to better understand whether and how they might be related. + + , + Zusammenfassung + + Trotz der Bedeutung des selbstregulierten Lernens (SRL) als wichtiges Bildungsziel, haben Lehrkräfte Schwierigkeiten, die Fähigkeiten der Schüler:innen zum SRL zu fördern. Lehrkräfte zeigen unterschiedliche Fähigkeiten, selbstreguliertes Lernen zu fördern. Es ist nicht garantiert, dass Schüler:innen von der Förderung des selbstregulierten Lernens durch ihre Lehrkräfte profitieren. Daher untersucht diese Studie (1) wie Lehrkräfte SRL fördern, (2) die Beziehung zwischen den professionellen Kompetenzen der Lehrkräfte und ihrer Förderung des SRL und (3) den Zusammenhang zwischen der Förderung des SRL durch die Lehrkräfte und dem SRL der Schüler:innen. Die Daten von + N +  = 54 Lehrkräften und ihren + N +  = 823 Schüler:innen der Sekundarstufe I wurden anhand von Online-Fragebögen, Wissenstests und Videoaufnahmen analysiert. Die analysierten Videodaten zeigen, dass die Lehrkräfte das SRL überwiegend implizit fördern, die meiste Zeit in die Förderung metakognitiver Strategien investieren und primär Lernumgebungen gestalten, die die Schüler:innen unterstützen. Insgesamt wurden nur wenige signifikante Korrelationen zwischen den professionellen Kompetenzen der Lehrkräfte und ihrer Förderung des SRL gefunden. Darüber hinaus zeigen die Ergebnisse kein klares Korrelationsmuster zwischen der Förderung der Lehrkräfte und dem SRL der Schüler:innen. Weitere Untersuchungen sollten die Beziehung zwischen der Förderung des SRL durch die Lehrkräfte und dem SRL der Schüler:innen genauer beleuchten, um besser zu verstehen ob und wie diese zusammenhängen könnten.}, + language = {en-GB}, + number = {1}, + urldate = {2024-05-07}, + journal = {Unterrichtswissenschaft}, + author = {Rosenthal, Amina and Hirt, Carmen Nadja and Eberli, Tabea Daria and Jud, Johannes and Karlen, Yves}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, Promotion:Relevanz:4, Promotion:FU4b, \#3:Zeitschriftenartikel:online:Lernumgebung}, + pages = {39--63}, + file = {Rosenthal et al. - 2024 - Video-based classroom insights Promoting self-reg.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MYQKI8TQ/Rosenthal et al. - 2024 - Video-based classroom insights Promoting self-reg.pdf:application/pdf}, +} + +@article{averbeck_virtual_2024, + title = {Virtual {Reality} in {Social} {Work} {Teaching} - {Two} {Approaches} to 360° {Videos} and {Collaborative} {Working}}, + issn = {1479-4403}, + url = {https://academic-publishing.org/index.php/ejel/article/view/3225}, + doi = {10.34190/ejel.21.6.3225}, + abstract = {The use of virtual reality and 360° videos has been little researched so far, especially in social work studies and teaching. The reasons for this are the low prevalence of VR headsets in social work courses and the fundamental technological deficit in social work, which means the lack of clear causal chains within it. Professionals must adapt their practical knowledge to the individual framework conditions and problem situations depending on the case situation and field of work. In contrast, in simulation-based approaches, as used in the teaching of many rather object-oriented courses of study, fixed sequences of action usually lead to success. At the same time, 360° videos, with suitable didactic framing, can be used to convey case studies in an immersive manner that can then be continued individually, methodically developed and reflected upon. In the” Teilprojekt XR”, two approaches to the use of VR headsets were designed, the first enables remote collaboration, the second offers a chance for analysis and reflection using 360° videos. The first approach is Collaborative work using VR headsets, which is intended to be an addition to communication with existing video conferencing systems. It has the potential to counteract the previous challenges associated with zoom technology and create more proximity. The first few evaluation results (n=11) on the methodological implementation of collaborative work with VR headsets suggest that this approach can bring added value to students. However, getting started with VR headsets is challenging for students and only a few have taken up the offer so far. The integration of 360° videos in education has potential for social work, as the high degree of realism and immersion can improve the link between theory and practice. Students can thus obtain realistic insights into practical examples already during their studies and professionally reflect on their own perspective in the situations. The use of 360° videos using VR headsets has been tested and established in teaching in four seminars so far. The students experience the simulated case situations from the subjective perspective of the different protagonists and can thus more easily put themselves in their individual perspective. Didactically, these observations are professionally framed by teaching content taught in advance, group work in small numbers as well as a collaborative analysis and reflection within the seminar group. The results of the evaluation (n=60) of the integration of 360° videos into teaching are promising and show a clear potential for university didactics. A flow experience and an experience of presence were confirmed by the students when working with the 360° videos. Furthermore, the students reported that the methodological extension supported their comprehension of the course materials and validate the usefulness and advantages of using 360° videos during the seminars.}, + language = {en-GB}, + urldate = {2024-03-11}, + journal = {Electronic Journal of e-Learning}, + author = {Averbeck, Felix and Leifeling, Simon and Müller, Katja and Schoenfelder, Thomas}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, \#5:Zeitschriftenartikel:e-learning}, + pages = {00--00}, + file = {Averbeck et al. - 2024 - Virtual Reality in Social Work Teaching - Two Appr.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UB3ALJQK/Averbeck et al. - 2024 - Virtual Reality in Social Work Teaching - Two Appr.pdf:application/pdf}, +} + +@article{kumargazhanova_modular_2023, + title = {Modular {Type} of {Learning} {Management} {System} {Services} {Formation} based on {Semantic} {Proximity}}, + volume = {20}, + issn = {17858860, 20642687}, + url = {http://acta.uni-obuda.hu/Kumargazhanova_Fedkin_Smailova_Denissova_Rakhmetullina_Blinayeva_Gyorok_136.pdf}, + doi = {10.12700/APH.20.7.2023.7.14}, + abstract = {Despite the many ready-made LMS solutions, there is a problem of creating LMS systems with a flexible architecture and meeting all user requirements. When creating such systems, it is difficult to take into account all the requirements for the functionality of the system. This paper proposes an approach to the formation of a service-oriented LMS based on modules. At the same time, depending on the functionality, the user can form the necessary functionality based on services, processes and objects. A cluster approach is used to form a finite set of modules.}, + language = {en-GB}, + number = {7}, + urldate = {2024-01-23}, + journal = {Acta Polytechnica Hungarica}, + author = {Kumargazhanova, Saule and Fedkin, Yevgeniy and Smailova, Saule and Denissova, Natalya and Rakhmetullina, Saule and Blinayeva, Yelena and Györök, György}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur}, + pages = {249--268}, + file = {Kumargazhanova et al. - 2023 - Modular Type of Learning Management System Service.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ATM8VJZ/Kumargazhanova et al. - 2023 - Modular Type of Learning Management System Service.pdf:application/pdf}, +} + +@article{kirsch_caution_2023, + title = {Caution with competitive gamification in medical education: unexpected results of a randomised cross-over study}, + volume = {23}, + issn = {1472-6920}, + shorttitle = {Caution with competitive gamification in medical education}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04258-5}, + doi = {10/gs567c}, + abstract = {Background  To intrinsically motivate students in the long term, longitudinal e-learning systems combined with repeated testing and competitive gamification seem promising. The effects of this approach have never been closely examined in the field of evidence-based medicine. The authors investigated if a simple, competitive learning application enhances students’ risk competence and intrinsic motivation. +Methods  Participants were 5.-9. semester medical students (n = 48), recruited in an elective evidence-based medicine subject and randomly distributed to two groups (group 1: n = 23; group 2: n = 25). Both accessed a competitive evidence-based medicine quiz game. Following a cross-over design, each group practiced with one of two thematically different questionnaires A or B, before the allocation switched after one month. To analyse whether there was a measurable learning effect in the practiced topics, a paired t-test was performed with quantitative data from 3 e-tests. Students further reported their experience in evaluation surveys. +Results  Students’ improvements in e-test scores after training with the corresponding topics in the learning application can be attributed to chance. Even though the majority enjoyed playing and felt motivated to study, they invested a minimum of time and rejected competition. +Conclusion  The authors found no evidence for benefits of the investigated learning programme on students’ risk competence or on their internal motivation. The majority disapproved the competitive concept, indicating adverse side effects of the applied gamification element. To intrinsically motivate more students, prospective learning programmes should favour complex and collaborative programmes over simple and competitive ones.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Kirsch, Jacqueline and Spreckelsen, Cord}, + month = apr, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning}, + pages = {259}, + file = {Kirsch und Spreckelsen - 2023 - Caution with competitive gamification in medical e.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NZ5ZQ3KS/Kirsch und Spreckelsen - 2023 - Caution with competitive gamification in medical e.pdf:application/pdf}, +} + +@article{luginbuehl_transforming_2023, + title = {Transforming traditional physiotherapy hands-on skills teaching into video-based learning}, + volume = {23}, + issn = {1472-6920}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04556-y}, + doi = {10/gs5667}, + abstract = {Background  Pandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students’ evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy. +Methods  On-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students’ preference for traditional or video-based hands-on skills learning. +Results  Survey return rate was {\textgreater} 50\% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from − 2 to + 2). Most students (66.7\%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options. +Conclusions  Students preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Luginbuehl, Helena and Nabecker, Sabine and Greif, Robert and Zuber, Stefan and Koenig, Irene and Rogan, Slavko}, + month = sep, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning}, + pages = {624}, + file = {Luginbuehl et al. - 2023 - Transforming traditional physiotherapy hands-on sk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AQYTBKDM/Luginbuehl et al. - 2023 - Transforming traditional physiotherapy hands-on sk.pdf:application/pdf}, +} + +@article{krowicki_evaluation_2023, + title = {Evaluation eines {E}-{Learning}-{Programms} zur {Förderung} gesunder {Telearbeit}}, + issn = {0944-2502, 2198-0713}, + url = {https://link.springer.com/10.1007/s40664-023-00520-1}, + doi = {10/gsv8zm}, + abstract = {Background. Teleworking has increasingly become established as a working model by companies due to the change in the world of work and accelerated by the coronavirus disease 2019 (COVID-19) pandemic. Resources and requirements must be assessed from an occupational health perspective in order to support companies in the health-promoting implementation of teleworking. Methods. As part of this study five important fields of action were identified from the literature on the basis of which an e-learning program for healthy teleworking was developed. Subsequently, it was assessed whether this program has a positive impact on the mental health and ability to work of teleworkers. An administrative authority in Saxony-Anhalt was recruited for the study.}, + language = {de-DE}, + urldate = {2023-10-15}, + journal = {Zentralblatt für Arbeitsmedizin, Arbeitsschutz und Ergonomie}, + author = {Krowicki, Martin and Böckelmann, Irina}, + month = oct, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning}, + file = {Krowicki und Böckelmann - 2023 - Evaluation eines E-Learning-Programms zur Förderun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3BA848SF/Krowicki und Böckelmann - 2023 - Evaluation eines E-Learning-Programms zur Förderun.pdf:application/pdf}, +} + +@article{nakanishi_e-learning_2021, + title = {e-{Learning} and {Web}-{Based} {Tools} for {Psychosocial} {Interventions} {Addressing} {Neuropsychiatric} {Symptoms} of {Dementia} {During} the {COVID}-19 {Pandemic} in {Tokyo}, {Japan}: {Quasi}-{Experimental} {Study}}, + volume = {7}, + issn = {2369-3762}, + shorttitle = {e-{Learning} and {Web}-{Based} {Tools} for {Psychosocial} {Interventions} {Addressing} {Neuropsychiatric} {Symptoms} of {Dementia} {During} the {COVID}-19 {Pandemic} in {Tokyo}, {Japan}}, + url = {https://mededu.jmir.org/2021/4/e30652}, + doi = {10.2196/30652}, + abstract = {Background: Concern has been raised that the COVID-19 pandemic and consequent social distancing measures may increase neuropsychiatric symptoms in people with dementia. Thus, we developed and delivered an e-learning training course to professional caregivers on using a web-based tool for psychosocial interventions for people with dementia. +Objective: The aim of our study was to evaluate the feasibility and efficacy of an e-learning course in combination with a web-based tool in addressing neuropsychiatric symptoms of dementia. +Methods: A quasi-experimental design was used in Tokyo, Japan. The e-learning course was delivered three times to professional caregivers between July and December 2020. Caregivers who completed the course assessed the level of neuropsychiatric symptoms in people with dementia using the total score from the Neuropsychiatric Inventory (NPI) via a web-based tool. The primary outcome measures were the number of caregivers who implemented follow-up NPI evaluations by March 2021 and the change in NPI scores from baseline to their most recent follow-up evaluations. As a control group, information was also obtained from professional caregivers who completed a face-to-face training course using the same web-based tool between July 2019 and March 2020. +Results: A total of 268 caregivers completed the e-learning course in 2020. Of the 268 caregivers, 56 (20.9\%) underwent follow-up evaluations with 63 persons with dementia. The average NPI score was significantly reduced from baseline (mean 20.4, SD 16.2) to the most recent follow-up evaluations (mean 14.3, SD 13.4). The effect size was assumed to be medium (Cohen drm [repeated measures]=0.40). The control group consisted of 252 caregivers who completed a face-to-face training course. Of the 252 caregivers, 114 (45.2\%) underwent follow-up evaluations. Compared to the control group, caregivers who completed the e-learning course were significantly less likely to implement follow-up evaluations (χ21=52.0, P{\textless}.001). The change in NPI scores did not differ according to the type of training course (baseline-adjusted difference=–0.61, P=.69). +Conclusions: The replacement of face-to-face training with e-learning may have provided professionals with an opportunity to participate in the dementia behavior analysis and support enhancement (DEMBASE) program who may not have participated in the program otherwise. Although the program showed equal efficacy in terms of the two training courses, the feasibility was}, + language = {en-GB}, + number = {4}, + urldate = {2021-12-12}, + journal = {JMIR Medical Education}, + author = {Nakanishi, Miharu and Yamasaki, Syudo and Endo, Kaori and Niimura, Junko and Ziylan, Canan and Bakker, Ton J E M and Granvik, Eva and Nägga, Katarina and Nishida, Atsushi}, + month = oct, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, \#5:Zeitschriftenartikel:e-learning, dementia, implementation science, home care services, nursing homes, web-based tool}, + pages = {e30652}, + file = {Nakanishi et al. - 2021 - e-Learning and Web-Based Tools for Psychosocial In.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KXPQB23N/Nakanishi et al. - 2021 - e-Learning and Web-Based Tools for Psychosocial In.pdf:application/pdf}, +} + +@article{masuda_development_2022, + title = {Development of the neurological simulation program e-learning version ({Neuro} {Sim}-e)}, + volume = {2}, + issn = {2436-293X, 2436-2956}, + url = {https://www.jstage.jst.go.jp/article/ghmo/2/1/2_2022.01006/_article}, + doi = {10/gqp2rv}, + abstract = {It is difficult to coordinate the working hours of busy clinical nurses and provide lectures, but e-learning can be used during their spare time. Therefore, this study aimed to share our experience in developing and implementing the neurology simulation program e-learning version (Neuro Sim-e). Needs analysis was conducted, and the Neuro Sim-e was developed. Four evaluation questionnaires: attention, relevance, confidence, and satisfaction (ARCS) etc., were examined. We developed the Neuro Sim-e, which consists of three scenarios. The subjects were 20 nurses. Regarding the "attention", "relevance", "reliability", and "satisfaction" of the Neuro Sim-e, 70.0\%, 95.0\%, 65.0\%, and 90.0\% of the respondents answered "rather agree" or higher, respectively. The Neuro Sim-e obtained positive feedback via ARCS evaluation and provided adequate results as an overall assessment. It is too early to conclude whether it is as effective as or better than a mannequin-based simulation, but this study provided learning materials that nurses could use in their spare time.}, + language = {en-GB}, + number = {1}, + urldate = {2022-08-25}, + journal = {GHM Open}, + author = {Masuda, Mitsumi and Sugiyama, Fumino and Shogaki, Junko and Matsumoto, Kyoko and Yagi, Machiko Saeki and Oishi, Hidenori}, + month = aug, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#5:Zeitschriftenartikel:e-learning}, + pages = {54--58}, + file = {Masuda et al. - 2022 - Development of the neurological simulation program.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VMH2P9XP/Masuda et al. - 2022 - Development of the neurological simulation program.pdf:application/pdf}, +} + +@article{go_lernen_2024, + title = {Lernen im {Beziehungsdreieck} von {Lehrkraft}, {Studierenden} und {KI}: {Explorative} {Studien}}, + volume = {19}, + copyright = {https://creativecommons.org/licenses/by/4.0}, + issn = {2219-6994}, + shorttitle = {Lernen im {Beziehungsdreieck} von {Lehrkraft}, {Studierenden} und {KI}}, + url = {https://www.zfhe.at/index.php/zfhe/article/view/2059}, + doi = {10.21240/zfhe/19-4/06}, + abstract = {The digitalisation of higher education and, in particular, the use of artificial intelligence (AI) may hold great potential for further developing teacher-student relationships. Concerning AI-supported self-study, however, higher education first needs to answer the question of what role teachers can and should play in these scenarios. Using the “HAnS” intelligent assistance system for higher education as a case study, this paper discusses how AI can affect the distribution of roles in self-study from the teacher perspective. To this end, I present the results of two explorative studies and discuss what teachers identify as AI’s potential and barriers to self-regulated learning and student participation.}, + language = {de-DE}, + number = {4}, + urldate = {2024-12-27}, + journal = {Zeitschrift für Hochschulentwicklung}, + author = {Go, Stefanie}, + month = dec, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Weiterführung, Promotion:FU6, \#9:Zeitschriftenartikel:digital:lernen}, + pages = {95--114}, + file = {Go - 2024 - Lernen im Beziehungsdreieck von Lehrkraft, Studierenden und KI Explorative Studien:/Users/jochenhanisch-johannsen/Zotero/storage/QBC6L683/Go - 2024 - Lernen im Beziehungsdreieck von Lehrkraft, Studierenden und KI Explorative Studien.pdf:application/pdf}, +} + +@article{wahyuni_pemanfaatan_2024, + title = {Pemanfaatan {Gemini} dalam {Pembelajaran} {Bahasa} {Indonesia} di {SMA}: {Studi} {Literatur}}, + volume = {7}, + abstract = {The utilization of digital technology in education is growing, including the artificial intelligencebased Gemini application. This literature study aims to analyze the potential of Gemini as a medium for learning Indonesian language in high school. The study focuses on the application's features, benefits, challenges, and its application in learning. The study results show that Gemini can be used to improve writing, reading and text analysis skills with an independent and interactive approach. The app offers various features, such as automatic text analysis, creative writing guides, and AI-based evaluation simulations that can be customized according to students' needs. By utilizing these innovative features, Gemini has the potential to become a modern learning solution in the digital era. However, its implementation is not free from challenges, such as the need for adequate technological infrastructure, teacher training in using the application, and student adaptation to new learning methods. The study also emphasizes the importance of Gemini's integration with the existing learning curriculum for optimal benefits. Overall, the utilization of Gemini supports technology-based learning that is relevant to the demands of the 21st century, especially in improving students' literacy competencies.}, + language = {id-ID}, + number = {3}, + author = {Wahyuni, Rizki Niko and Suryani, Irma}, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU6}, + file = {Wahyuni und Suryani - 2024 - Pemanfaatan Gemini dalam Pembelajaran Bahasa Indonesia di SMA Studi Literatur:/Users/jochenhanisch-johannsen/Zotero/storage/5YSXGVN2/Wahyuni und Suryani - 2024 - Pemanfaatan Gemini dalam Pembelajaran Bahasa Indonesia di SMA Studi Literatur.pdf:application/pdf}, +} + +@incollection{grosseck_integrating_2024, + address = {Singapore}, + title = {Integrating {Digital} {Assessment} in {Physics} {Education}: {Enhancing} {Higher}-{Order} {Thinking} and {Problem}-{Solving} {Skills} of {Students} in {Technical} {Colleges} in the {Kingdom} of {Saudi} {Arabia}}, + isbn = {978-981-97-6135-7 978-981-97-6136-4}, + shorttitle = {Integrating {Digital} {Assessment} in {Physics} {Education}}, + url = {https://link.springer.com/10.1007/978-981-97-6136-4_15}, + abstract = {This study investigated the use of Digital Assessment Tools (DATs) in physics education in Saudi Technical Colleges (STCs). It examined their roles in boosting the Higher-Order Thinking Skills (HOTS) and problem-solving abilities of students. The study adopted a qualitative approach and a research design based on a phenomenological approach involving semi-structured interviews with 22 educators of different ages, backgrounds, and experiences from STCs in various cities in the Kingdom of Saudi Arabia (KSA). The data were analysed following a sixstep thematic process, identifying effectiveness, challenges, and areas for improvement. Our findings indicate that digital assessment tools can enhance learning skills, improve students’ understanding of physics, critical thinking, analytical skills, and engagement and application of theory. The challenges include technical problems and the need for more training and guidance. The study suggests solutions, such as improved training and customisation of tools. Despite its positive outcomes, the study notes its limited generalisability and potential bias. It calls for further research, including quantitative and longitudinal studies, to assess the long-term effects of these tools on physics education. In summary, the study highlights the value of DATs to advance physics education and improve HOTS and problem-solving skills.}, + language = {en-GB}, + urldate = {2024-11-21}, + booktitle = {Digital {Assessment} in {Higher} {Education}}, + publisher = {Springer Nature Singapore}, + author = {Alanazi, Abdulaziz Abdullah and Osman, Kamisah and Halim, Lilia}, + editor = {Grosseck, Gabriela and Sava, Simona and Ion, Georgeta and Malita, Laura}, + year = {2024}, + doi = {10.1007/978-981-97-6136-4_15}, + note = {Series Title: Lecture Notes in Educational Technology}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {327--347}, + file = {Alanazi et al. - 2024 - Integrating Digital Assessment in Physics Education Enhancing Higher-Order Thinking and Problem-Sol:/Users/jochenhanisch-johannsen/Zotero/storage/ZWDX59D8/Alanazi et al. - 2024 - Integrating Digital Assessment in Physics Education Enhancing Higher-Order Thinking and Problem-Sol.pdf:application/pdf}, +} + +@article{hellmuth_soziales_2021, + title = {Soziales {Lernen} digital unterstützen: {Wie} die {Klasse} zu einer {Gemeinschaft} wird}, + issn = {0933-422X}, + shorttitle = {Soziales {Lernen} digital unterstützen}, + url = {https://www.beltz.de/10.3262/PAED2106033}, + doi = {10.3262/PAED2106033}, + abstract = {Kennen sich die Schüler*innen untereinander schon? Sind sie einander sympathisch, helfen sie sich gegenseitig? Gibt es Freundschaften in der Klasse, werden Kinder ausgegrenzt? Dies sind Fragen, die sich Lehrer*innen bei der Übernahme einer Klasse oftmals stellen und die zeigen, wie wichtig gute Beziehungen unter den Schüler*innen sind.}, + language = {de-DE}, + number = {6}, + urldate = {2024-07-01}, + journal = {Pädagogik}, + author = {Hellmuth, Christoph and Mundelsee, Lukas and Jurkowski, Susanne}, + month = jun, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU3}, + pages = {33--36}, + file = {Hellmuth et al. - 2021 - Soziales Lernen digital unterstützen Wie die Klas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/R4KU3S5Y/Hellmuth et al. - 2021 - Soziales Lernen digital unterstützen Wie die Klas.pdf:application/pdf}, +} + +@article{cho_investigating_2024, + title = {Investigating what learners value in marketing {MOOCs}: a content analysis}, + volume = {36}, + issn = {1042-1726, 1867-1233}, + shorttitle = {Investigating what learners value in marketing {MOOCs}}, + url = {https://link.springer.com/10.1007/s12528-022-09347-w}, + doi = {10.1007/s12528-022-09347-w}, + abstract = {The purpose of this study was to investigate learners’ experiences in marketing Massive Open Online Courses (MOOCs). The comments of 255 learners, collected from three top-rated marketing MOOCs, were analyzed with MAXQDA, a content analysis software. The analysis of the 517 meanings (unit of analysis) that emerged from these comments produced five themes and 16 associated categories valued by learners, each comprising several categories as follows: (a) topic and its categories: value, content, difficulty level, knowledge gain, insight increase, and cost effectiveness; (b) instructor and its categories: characteristics, content delivery, and communication; (c) peers and its categories: interaction and evaluation; (d) instructional design and its categories: workload, structuredness, and assessment; and (e) learning resources and its categories: quality and diversity. Among the 517 meanings, 448 were positive and 69 were negative, suggesting that the learners approved of the current practices of teaching and learning in the three marketing MOOCs. Further analyses showed that content delivery in the instructor theme and content and value in the topic theme were of considerable importance from the learners’ perspectives with regard to positive experiences; however, peer evaluation in the peers theme and assessment in the instructional design theme were negatively viewed by the learners. Discussion is provided to interpret the findings.}, + language = {en-GB}, + number = {1}, + urldate = {2024-05-09}, + journal = {Journal of Computing in Higher Education}, + author = {Cho, Moon-Heum and Yang, Tianxiao and Niu, Zhijuan and Kim, Jae Kum}, + month = apr, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Schlussfolgerung, \#4:Zeitschriftenartikel:MOOC}, + pages = {93--115}, + file = {Cho et al. - 2024 - Investigating what learners value in marketing MOO.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8IVVX66X/Cho et al. - 2024 - Investigating what learners value in marketing MOO.pdf:application/pdf}, +} + +@article{benko_kunstliche_2024, + title = {Künstliche {Intelligenz} im {Bildungsbereich}: {Ist} {KI} eine {Chance} oder ein {Jobkiller}?}, + volume = {4}, + copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0}, + issn = {2791-4046, 2791-4046}, + shorttitle = {Künstliche {Intelligenz} im {Bildungsbereich}}, + url = {https://schule-verantworten.education/journal/index.php/sv/article/view/416}, + doi = {10.53349/schuleverantworten.2024.i1.a416}, + abstract = {In den letzten Jahren hat künstliche Intelligenz (KI) das Bildungswesen revolutioniert, indem sie personalisiertes Lernen, hochwertige Bildungsinhalte und erweiterte Bildungschancen ermöglicht. Durch Technologien wie maschinelles Lernen und Datenanalyse werden Bildungsprozesse unterstützt und individualisiert. Beispiele wie die Khan Academy und Duolingo zeigen, wie KI-gestützte Lernplattformen den Lernprozess an individuelle Bedürfnisse anpassen und rund um die Uhr unterstützen können. Trotz dieser Chancen birgt der Einsatz von KI im Bildungswesen auch Herausforderungen. Der Einsatz von KI in Softwarelösungen könnte zu einem Verlust von Arbeitsplätzen führen, dessen Arbeitskräfte in berufsbildenden Schulen ausgebildet werden. Auch müssen ethische und Datenschutzfragen im Umgang mit KI-Systemen berücksichtigt werden. Die Entwicklung und Anwendung von KI im Bildungsbereich erfordert daher eine ausgewogene Berücksichtigung von Chancen, Herausforderungen und ethischen Prinzipien.}, + language = {de-DE}, + number = {1}, + urldate = {2024-04-07}, + journal = {\#schuleverantworten}, + author = {Benkö, Patrick and Waltl, Sandra}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Lernsystemarchitektur, Promotion:FU1, FH}, + file = {Benkö und Waltl - 2024 - Künstliche Intelligenz im Bildungsbereich Ist KI .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NHPYP9R6/Benkö und Waltl - 2024 - Künstliche Intelligenz im Bildungsbereich Ist KI .pdf:application/pdf}, +} + +@article{haruna_gamifying_2021, + title = {Gamifying {Sexual} {Education} for {Adolescents} in a {Low}-{Tech} {Setting}: {Quasi}-{Experimental} {Design} {Study}}, + volume = {9}, + issn = {2291-9279}, + shorttitle = {Gamifying {Sexual} {Education} for {Adolescents} in a {Low}-{Tech} {Setting}}, + url = {https://games.jmir.org/2021/4/e19614}, + doi = {10.2196/19614}, + abstract = {Background: Sexual education has become increasingly important as unhealthy sexual practices and subsequent health risks become more prevalent during adolescence. Traditional sex education teaching methodologies are limiting for digital natives exposed to various digital technologies. Harnessing the power of technology applications attractive to the younger generation may be a useful approach for teaching sex education. +Objective: The aim of this study was to improve sexual health knowledge and understanding of the problems associated with unhealthy sexual practices and address sexual and reproductive health challenges experienced in a low-tech setting. +Methods: A participatory design approach was used to develop the digital gamified methodology. A sample of 120 secondary school students aged 11-15 were randomly assigned to either experimental or control group for each of the 3 teaching approaches: (1) gamified instruction (actual serious games [SG] in teaching); (2) gamification (GM; making nongames, such as game-like learning); and (3) traditional teaching (TT) methods. +Results: The SG and GM approaches were more effective than TT methods in teaching sexual health education. Specifically, the average scores across groups demonstrated an increase of mean scores from the pre- to posttest (25.10 [SD 5.50] versus 75.86 [SD 13.16]; t119=41.252; P{\textless}.001 [2 tailed]). Analysis of variance indicated no significant differences across groups for pretest scores (F2,117=1.048, P=.35). Significant differences across groups were evident in the posttest scores. Students in the SG and GM groups had higher average scores than the TT group (F2,117=83.98; P{\textless}.001). Students reported increased learning motivation, attitude, know-how, and participation in learning (P{\textless}.001) when using SG and GM approaches. +Conclusions: Digital health technologies (particularly teaching and learning through gamified instruction and other novel approaches) may improve sexual health education. These findings may also be applied by practitioners in health care settings and by researchers wishing to further the development of sex education.}, + language = {en-GB}, + number = {4}, + urldate = {2021-12-12}, + journal = {JMIR Serious Games}, + author = {Haruna, Hussein and Okoye, Kingsley and Zainuddin, Zamzami and Hu, Xiao and Chu, Samuel and Hosseini, Samira}, + month = oct, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, Bewertungsmethoden, \#6:Zeitschriftenartikel:Bildung:Technologie, Digitale Bildung, Promotion:Schlussfolgerung, Promotion:Relevanz:3, serious game, gamification, digital generation, educational innovation, gamified instruction, low-tech setting, teenage students}, + pages = {e19614}, + file = {Haruna et al. - 2021 - Gamifying Sexual Education for Adolescents in a Lo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LLVA85M2/Haruna et al. - 2021 - Gamifying Sexual Education for Adolescents in a Lo.pdf:application/pdf}, +} + +@incollection{saritepeci_introduction_2024, + address = {Singapore}, + title = {Introduction to {Computational} {Thinking} and {Design}-{Based} {Learning}}, + isbn = {978-981-96-0852-2 978-981-96-0853-9}, + url = {https://link.springer.com/10.1007/978-981-96-0853-9_1}, + abstract = {With the rapid development of technology, learning environments and the features expected from learners are changing. In the digital age, where constructivist learning systems are based, learners are expected to be active in learning environments. Active participation of students in the learning process also improves their thinking skills. Computational thinking (CT), one of these skills, focuses on utilizing digital technologies in problem-solving processes. Design-based learning (DBL) environments are very important in developing this skill. Design-based learning environments also focus on solving real-world problems and mostly use technology. Knowing the characteristics of DBL environments and planning and applying the processes accordingly will help to achieve successful results. DBL is preferred when centering the learners in the learning processes. When the literature is examined, CT and DBL are discussed in an interdisciplinary context in many fields, such as language, science, mathematics, and technology. Methods such as robotic coding, programming, gamification, and digital storytelling, especially suitable for DBL integrated into these areas, are essential in developing CT skills. These methods ensure that students build their learning processes by doing and experiencing. This part of the book will discuss the definition, scope, characteristics, related concepts, and dimensions of CT. Then, the definition, scope, characteristics, related concepts, and dimensions of DBL will be discussed. Finally, the effect of DBL environments on CT skills will be discussed with the support of the literature. Thus, it aims to reveal the advantages, limitations, difficulties, and connections between CT and DBL in education. This section will likely guide educators and those researching CT skills in DBL environments.}, + language = {en-GB}, + urldate = {2025-01-05}, + booktitle = {Integrating {Computational} {Thinking} {Through} {Design}-{Based} {Learning}}, + publisher = {Springer Nature Singapore}, + author = {Özüdoğru, Gül}, + editor = {Saritepeci, Mustafa and Yildiz Durak, Hatice}, + year = {2024}, + doi = {10.1007/978-981-96-0853-9_1}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {1--14}, + file = {Özüdoğru - 2024 - Introduction to Computational Thinking and Design-Based Learning:/Users/jochenhanisch-johannsen/Zotero/storage/WQA4VDEG/Özüdoğru - 2024 - Introduction to Computational Thinking and Design-Based Learning.pdf:application/pdf}, +} + +@incollection{saritepeci_theoretical_2024, + address = {Singapore}, + title = {Theoretical {Framework} for {Integrating} {Computational} {Thinking} in {Education}}, + isbn = {978-981-96-0852-2 978-981-96-0853-9}, + url = {https://link.springer.com/10.1007/978-981-96-0853-9_2}, + abstract = {Computational Thinking (CT) encompasses the cognitive processes utilized to articulate problems, allowing their resolution through computational steps and algorithms. Evolving into a centering skill applicable across diverse professional domains, CT extends beyond computer science, reaching learners in various disciplines. Its impact on education is evident as teachers integrate it from preschool to higher education levels. The role and significance of CT in education can be outlined across four key dimensions, namely fostering problem-solving skills, preparing for the future workforce, fostering critical thinking skills, and exploring creativity. As the importance of CT continues to grow in the modern world, educators recognize the need to integrate CT into academic disciplines at all levels of education. However, the incorporation of CT into education presents both challenges and opportunities. One of the significant challenges educators face is how to design and deliver CT learning activities that align with their teaching goals and objectives. Teachers must have the knowledge and skills to design and implement practical CT learning activities and assess students’ CT competencies. Addressing these challenges necessitates a robust foundation, where theoretical frameworks are crucial. Several theoretical frameworks have been proposed in the literature to address these challenges and guide educators in integrating CT into teaching. These frameworks offer guidelines and strategies for designing, delivering, and assessing CT learning activities. This chapter discusses three theoretical frameworks, namely problem-based instruction (PBI), Digital Storytelling (DST), and The CT Integration Elements. These frameworks were selected due to their alignment with the principles of design-based learning, which is the focus of this book. Each framework offers unique perspectives and approaches to integrating CT into teaching.}, + language = {en-GB}, + urldate = {2025-01-05}, + booktitle = {Integrating {Computational} {Thinking} {Through} {Design}-{Based} {Learning}}, + publisher = {Springer Nature Singapore}, + author = {Arslantaş, Tuğba Kamalı}, + editor = {Saritepeci, Mustafa and Yildiz Durak, Hatice}, + year = {2024}, + doi = {10.1007/978-981-96-0853-9_2}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {15--31}, + file = {Arslantaş - 2024 - Theoretical Framework for Integrating Computational Thinking in Education:/Users/jochenhanisch-johannsen/Zotero/storage/N3EUH4U6/Arslantaş - 2024 - Theoretical Framework for Integrating Computational Thinking in Education.pdf:application/pdf}, +} + +@incollection{saritepeci_design-based_2024, + address = {Singapore}, + title = {Design-{Based} {Learning} {Approaches} for {Computational} {Thinking}}, + isbn = {978-981-96-0852-2 978-981-96-0853-9}, + url = {https://link.springer.com/10.1007/978-981-96-0853-9_3}, + abstract = {Education systems intend to raise generations that produce digital solutions for our planet’s problems by providing students with computational thinking (CT) skills through programming activities. To realize this vision, children need to understand the needs and requirements of the beneficiaries in the digital products they will develop and produce solutions to these problems. Accordingly, design-based learning (DBL) can provide a framework for teachers who want to lead students in acquiring CT skills. Accordingly, this chapter suggests educational implications by focusing on integrating CT and DBL. The chapter begins with an overview of design thinking (DT) and definitions of DBL. Also, the chapter highlights the five key ideas found in DBL’s framework: (a) Authentic learning environment, (b) Learnercentered approach, (c) Inquiry and investigation, (d) Prototyping and iteration, (e) Fostering deep learning. Then, by touching on the disadvantages and advantages of DBL, the points that should be considered to expand its role in learning and teaching processes are emphasized. The chapter then summarizes the stages of design thinking (DT), providing an understanding of the methodological process that supports DBL. Following this introduction to DBL, examples of how it can help learners’ CT development are included. Thus, examples of how CT and DT can intersect are highlighted, and the potential benefits of combining the two approaches are emphasized. In conclusion, this chapter highlights the transformative potential of combining DBL and CT in educational contexts.}, + language = {en-GB}, + urldate = {2025-01-05}, + booktitle = {Integrating {Computational} {Thinking} {Through} {Design}-{Based} {Learning}}, + publisher = {Springer Nature Singapore}, + author = {Atman Uslu, Nilüfer}, + editor = {Saritepeci, Mustafa and Yildiz Durak, Hatice}, + year = {2024}, + doi = {10.1007/978-981-96-0853-9_3}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {33--44}, + file = {Atman Uslu - 2024 - Design-Based Learning Approaches for Computational Thinking:/Users/jochenhanisch-johannsen/Zotero/storage/2AE7LSYC/Atman Uslu - 2024 - Design-Based Learning Approaches for Computational Thinking.pdf:application/pdf}, +} + +@incollection{saritepeci_ct_2024, + address = {Singapore}, + title = {{CT} {Integration} by {Design}-{Based} {Learning} {Perspective}—{Implementation} {Example} of {Digital} {Storytelling}}, + isbn = {978-981-96-0852-2 978-981-96-0853-9}, + url = {https://link.springer.com/10.1007/978-981-96-0853-9_8}, + abstract = {Computational thinking (CT) has received much attention in educational contexts in the recent years. One way to integrate Information and Communication Technology (ICT) is using design-based learning (DBL) that focuses on cyclical learning through designing, making, and refining responses to complex issues. One of the widely practiced DBL activities is digital storytelling (DS) that refers to the production and dissemination of multimedia stories using digital tools. This book chapter introduces DS as a strategy for integrating ICT into the curriculum. The chapter also outlines how the DS project is initiated, with a selection of a problem or theme, followed by the creation of story, and the use of digital tools to produce the story in the format of multimedia. The chapter further discusses the ICT principles that are part of the activity, such as problem decomposition, pattern recognition, abstraction and algorithm generation. In addition, it describes the benefits of using ICT through DS including the improvement of students’ problem-solving skills, promotion of creativity and innovation among students and teamwork and communication. The chapter ends by highlighting the necessity of systematic and well-planned transition of ICT through DBL, and the considerable role of continuous teacher support and professional development for effective ICT integration. In a nutshell, this book chapter presents how DS facilitates the process of the integration of ICT into education curricula using DBL, outlining advantages and challenges of this approach for educators and students.}, + language = {en-GB}, + urldate = {2025-01-05}, + booktitle = {Integrating {Computational} {Thinking} {Through} {Design}-{Based} {Learning}}, + publisher = {Springer Nature Singapore}, + author = {Ermiş, Uğur Ferhat and Balıkçı, Hasan Celal}, + editor = {Saritepeci, Mustafa and Yildiz Durak, Hatice}, + year = {2024}, + doi = {10.1007/978-981-96-0853-9_8}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {129--145}, + file = {Ermiş und Balıkçı - 2024 - CT Integration by Design-Based Learning Perspective—Implementation Example of Digital Storytelling:/Users/jochenhanisch-johannsen/Zotero/storage/3EB74RZS/Ermiş und Balıkçı - 2024 - CT Integration by Design-Based Learning Perspective—Implementation Example of Digital Storytelling.pdf:application/pdf}, +} + +@incollection{costescu_digital_2024, + address = {Cham}, + title = {Digital {Biomarkers} in {Neurodevelopmental} {Health}: {Current} {Status}, {Promises}, and {Perils}}, + volume = {33}, + isbn = {978-3-031-76413-4 978-3-031-76414-1}, + shorttitle = {Digital {Biomarkers} in {Neurodevelopmental} {Health}}, + url = {https://link.springer.com/10.1007/978-3-031-76414-1_4}, + abstract = {A digital biomarker is a quantifiable characteristic obtained from a digital device which serves as an indicator of a biological process. This includes both normal and pathological processes as well as responses to an exposure, for example to a treatment. There has been a surge of research interest on digital biomarkers in neurodevelopmental health. Persisting challenges in the field such as long waiting times for diagnoses have led to the exploration of novel technologies to address these problems. In this chapter, we provide an overview of recent advances in the development of digital biomarkers for neurodevelopmental health. We further discuss the potential improvements these new technologies can bring about as well as the associated risks and ethical challenges.}, + language = {en-GB}, + urldate = {2024-12-29}, + booktitle = {Digital {Technologies} for {Learning} and {Psychological} {Interventions}}, + publisher = {Springer Nature Switzerland}, + author = {Owotoki, Wamuyu and Enseroth, Anninka and Mbugua, Ruth Njeri and Owotoki, Peter}, + editor = {Costescu, Cristina}, + year = {2024}, + doi = {10.1007/978-3-031-76414-1_4}, + note = {Series Title: Integrated Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {83--108}, + file = {Owotoki et al. - 2024 - Digital Biomarkers in Neurodevelopmental Health Current Status, Promises, and Perils:/Users/jochenhanisch-johannsen/Zotero/storage/MJVH5XSP/Owotoki et al. - 2024 - Digital Biomarkers in Neurodevelopmental Health Current Status, Promises, and Perils.pdf:application/pdf}, +} + +@incollection{murray_exploring_2025, + address = {Cham}, + title = {Exploring {Collaborative} {Interactive} {Digital} {Narrative} {Creation} in {Higher} {Education} {Through} {Narrative} {Analysis}: {A} {Case} {Study} on {COVID}-19 {Storytelling}}, + volume = {15468}, + isbn = {978-3-031-78449-1 978-3-031-78450-7}, + shorttitle = {Exploring {Collaborative} {Interactive} {Digital} {Narrative} {Creation} in {Higher} {Education} {Through} {Narrative} {Analysis}}, + url = {https://link.springer.com/10.1007/978-3-031-78450-7_20}, + abstract = {This paper explores collaborative IDN creation as a pedagogical approach in higher education. Drawing on theories of constructivism and social learning, we believe that collaborative IDN creation can foster knowledge-building and diverse perspectives. To investigate this approach, we conducted a study involving a class of college students tasked with creating IDNs about the COVID-19 pandemic. As the first step, we analyze the theme, interactivity, agency, and other elements of their IDNs, to understand the potential benefits and challenges of this method. Students demonstrated a diverse range of storytelling approaches, incorporating a range of elements and themes. Future work will focus on indepth interviews to gain insight into their thought process, motivations around design decisions, sense of co-creation and perceived learning outcomes.}, + language = {en-GB}, + urldate = {2024-12-27}, + booktitle = {Interactive {Storytelling}}, + publisher = {Springer Nature Switzerland}, + author = {Petousi, Dimitra and Katifori, Akrivi and Boile, Maria and Sifaki, Eirini}, + editor = {Murray, John T. and Reyes, María Cecilia}, + year = {2025}, + doi = {10.1007/978-3-031-78450-7_20}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {267--278}, + file = {Petousi et al. - 2025 - Exploring Collaborative Interactive Digital Narrative Creation in Higher Education Through Narrative:/Users/jochenhanisch-johannsen/Zotero/storage/KQ9P8Q8X/Petousi et al. - 2025 - Exploring Collaborative Interactive Digital Narrative Creation in Higher Education Through Narrative.pdf:application/pdf}, +} + +@incollection{plass_students_2025, + address = {Cham}, + title = {Students’ {Use} of an {LLM}-{Powered} {Virtual} {Teaching} {Assistant} for {Recommending} {Educational} {Applications} of {Games}}, + volume = {15259}, + isbn = {978-3-031-74137-1 978-3-031-74138-8}, + url = {https://link.springer.com/10.1007/978-3-031-74138-8_2}, + abstract = {In this paper, we discuss the application of JeepyTA – a virtual teaching assistant (TA) powered by a large language model (LLM) - within a graduate-level course on games and learning in Spring 2024. Specifically, we describe how JeepyTA was integrated in two “play journal” assignments where twenty-two students documented their observations of playing classic and contemporary digital games, shared insights from assigned readings, and proposed educational applications of the respective games through consultation with JeepyTA. We (a) report students’ overall communication patterns with JeepyTA and (b) identify five ways in which students incorporated JeepyTA’s recommendations for Minecraft. We conclude this paper with directions for future research and practice on supporting students in using LLMs for reflecting on their experiences and creatively adapting games for learning.}, + language = {en-GB}, + urldate = {2024-11-12}, + booktitle = {Serious {Games}}, + publisher = {Springer Nature Switzerland}, + author = {Shah, Mamta and Pankiewicz, Maciej and Baker, Ryan S. and Chi, Jiahui and Xin, Yue and Shah, Hetali and Fonseca, Dangela}, + editor = {Plass, Jan L. and Ochoa, Xavier}, + year = {2025}, + doi = {10.1007/978-3-031-74138-8_2}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {19--24}, + file = {Shah et al. - 2025 - Students’ Use of an LLM-Powered Virtual Teaching Assistant for Recommending Educational Applications:/Users/jochenhanisch-johannsen/Zotero/storage/PSNBQBDG/Shah et al. - 2025 - Students’ Use of an LLM-Powered Virtual Teaching Assistant for Recommending Educational Applications.pdf:application/pdf}, +} + +@incollection{schierer_kinderrechte_2022, + address = {Wiesbaden}, + title = {Kinderrechte und {Jugendschutz} – auch im digitalen {Raum}}, + isbn = {978-3-658-35096-3 978-3-658-35097-0}, + url = {https://link.springer.com/10.1007/978-3-658-35097-0_10}, + language = {de-DE}, + urldate = {2022-05-20}, + booktitle = {Institutionelle und professionsbezogene {Zugänge} zum {Kinderschutz}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Sauerteig, Elke}, + editor = {Schierer, Elke and Rabe, Annette and Groner, Birgit}, + year = {2022}, + doi = {10.1007/978-3-658-35097-0_10}, + note = {Series Title: Edition Centaurus - Perspektiven Sozialer Arbeit in Theorie und Praxis}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {203--222}, + file = {Sauerteig - 2022 - Kinderrechte und Jugendschutz – auch im digitalen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WWII678N/Sauerteig - 2022 - Kinderrechte und Jugendschutz – auch im digitalen .pdf:application/pdf}, +} + +@book{eickelmann_icils_2024, + title = {{ICILS} 2023 \#{Deutschland}. {Computer}- und informationsbezogene {Kompetenzen} und {Kompetenzen} im {Bereich} {Computational} {Thinking} von {Schüler}*innen im internationalen {Vergleich}}, + isbn = {978-3-8309-4949-7}, + url = {https://www.waxmann.com/buch4949}, + abstract = {Die IEA-Studie ICILS 2023 (International Computer and Information Literacy Study 2023) untersucht zum dritten Mal nach ICILS 2018 und ICILS 2013 die digitalen Kompetenzen von Achtklässler*innen sowie die Rahmenbedingungen des Kompetenzerwerbes im internationalen Vergleich. In diesem Band werden neben Ergebnissen zu den digitalen Kompetenzen der Schüler*innen, Ergebnisse zu Rahmenbedingungen und Prozessen schulischer Bildung in der digitalen Transformation aus Perspektive der Schüler*innen, Lehrkräfte und Schulleitungen sowie zu technologischen Rahmenbedingungen in Deutschland auf einer empirisch fundierten Grundlage bereitgestellt. Dabei können die computer- und informationsbezogenen Kompetenzen der Schüler*innen für Deutschland erstmalig in einem Trend über zehn Jahre dargestellt werden, während die zweite Teilnahme Deutschlands am Zusatzmodul ,Computational Thinking‘ einen Vergleich der Kompetenzen im Bereich ,Computational Thinking‘ über fünf Jahre ermöglicht. Die Befunde werden um Ergebnisse zu zentralen Hintergrundmerkmalen der Schüler*innen sowie zu Schulformunterschieden ergänzt. Die Besonderheit der Studie ICILS besteht darin, dass die computer- und informationsbezogenen Kompetenzen von Schüler*innen der achten Jahrgangsstufe sowie deren Kompetenzen im Bereich ‚Computational Thinking‘ mit computerbasierten Tests erfasst werden. Darüber hinaus werden die schulischen Rahmenbedingungen des Kompetenzerwerbes sowie des Lehrens und Lernens mit digitalen Medien aus den Perspektiven der schulischen Akteur*innen über den Einsatz entsprechender Fragebögen abgebildet. Somit liefert der Band datenbasierte Informationen und damit empirisch basiertes Steuerungswissen zur (Weiter-)Entwicklung von Schule und Unterricht im Kontext digitaler Transformationsprozesse.}, + language = {de-DE}, + urldate = {2024-11-12}, + publisher = {Waxmann Verlag GmbH}, + editor = {Eickelmann, Birgit and Fröhlich, Nadine and Bos, Wilfried and Gerick, Julia and Goldhammer, Frank and Schaumburg, Heike and Schwippert, Knut and Senkbeil, Martin and Vahrenhold, Jan}, + month = nov, + year = {2024}, + doi = {10.31244/9783830999492}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {Eickelmann et al. - 2024 - ICILS 2023 #Deutschland. Computer- und informationsbezogene Kompetenzen und Kompetenzen im Bereich C:/Users/jochenhanisch-johannsen/Zotero/storage/V4BHCTBH/Eickelmann et al. - 2024 - ICILS 2023 #Deutschland. Computer- und informationsbezogene Kompetenzen und Kompetenzen im Bereich C.pdf:application/pdf}, +} + +@incollection{stollfus_planung_2024, + address = {Wiesbaden}, + title = {Planung und {Durchführung} digitaler {Interviews}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_42-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Rakebrand, Thomas}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_42-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--18}, + file = {Rakebrand - 2024 - Planung und Durchführung digitaler Interviews.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WHGXDMIQ/Rakebrand - 2024 - Planung und Durchführung digitaler Interviews.pdf:application/pdf}, +} + +@incollection{stollfus_computational_2023, + address = {Wiesbaden}, + title = {Computational {Methods} und {Tools} für die {Erhebung} und {Auswertung} von {Social}-{Media}-{Daten}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_41-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Haim, Mario and Hase, Valerie}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_41-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--20}, + file = {Haim und Hase - 2023 - Computational Methods und Tools für die Erhebung u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3AU3LFII/Haim und Hase - 2023 - Computational Methods und Tools für die Erhebung u.pdf:application/pdf}, +} + +@incollection{stollfus_bildungstheoretische_2024, + address = {Wiesbaden}, + title = {Bildungstheoretische {Strukturanalysen} von hybriden, digital-materiellen {MusikmachDingen}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_37-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Donner, Martin and Jörissen, Benjamin}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_37-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--20}, + file = {Donner und Jörissen - 2024 - Bildungstheoretische Strukturanalysen von hybriden.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IJPSMKDA/Donner und Jörissen - 2024 - Bildungstheoretische Strukturanalysen von hybriden.pdf:application/pdf}, +} + +@incollection{stollfus_vernetzte_2024, + address = {Wiesbaden}, + title = {Vernetzte {Bilder} als {Datenpraktiken}: {Analyse} plattformbasierter {Bildzirkulation}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Vernetzte {Bilder} als {Datenpraktiken}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_31-2}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Pilipets, Elena}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_31-2}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--23}, + file = {Pilipets - 2024 - Vernetzte Bilder als Datenpraktiken Analyse platt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MK6L8HMG/Pilipets - 2024 - Vernetzte Bilder als Datenpraktiken Analyse platt.pdf:application/pdf}, +} + +@incollection{stollfus_bilder_2023, + address = {Wiesbaden}, + title = {Bilder befragen: {Die} {Bildpraxisanalyse} als praxeologische {Medienphilosophie} des digitalen {Bildes}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Bilder befragen}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_29-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Pauliks, Kevin and Ruchatz, Jens}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_29-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--24}, + file = {Pauliks und Ruchatz - 2023 - Bilder befragen Die Bildpraxisanalyse als praxeol.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZDYHQTED/Pauliks und Ruchatz - 2023 - Bilder befragen Die Bildpraxisanalyse als praxeol.pdf:application/pdf}, +} + +@incollection{stollfus_kunstlerisch_2024, + address = {Wiesbaden}, + title = {Künstlerisch forschen?! {Zur} {Archäologie} und {Produktionsästhetik} digitaler {Medien}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Künstlerisch forschen?}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_40-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Ruf, Oliver}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_40-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--20}, + file = {Ruf - 2024 - Künstlerisch forschen! Zur Archäologie und Produk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8J4URPSX/Ruf - 2024 - Künstlerisch forschen! Zur Archäologie und Produk.pdf:application/pdf}, +} + +@incollection{stollfus_ethnografische_2024, + address = {Wiesbaden}, + title = {Ethnografische {Affordanzanalyse}: {Zum} methodischen {Mehrwert} des {Affordanzkonzepts} für die {Digitale} {Ethnografie}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Ethnografische {Affordanzanalyse}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_38-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bareither, Christoph}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_38-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--21}, + file = {Bareither - 2024 - Ethnografische Affordanzanalyse Zum methodischen .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZYINYFHG/Bareither - 2024 - Ethnografische Affordanzanalyse Zum methodischen .pdf:application/pdf}, +} + +@incollection{stollfus_praxeologie_2023, + address = {Wiesbaden}, + title = {Praxeologie und {Materialanalysen} digitaler {Formate} am {Beispiel} interaktiv-partizipativer {Dokumentarprojekte} im {Web} (i-docs)}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_36-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kermanchi, Jasmin}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_36-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--19}, + file = {Kermanchi - 2023 - Praxeologie und Materialanalysen digitaler Formate.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QWYE3TH5/Kermanchi - 2023 - Praxeologie und Materialanalysen digitaler Formate.pdf:application/pdf}, +} + +@incollection{stollfus_mediensemiotische_2023, + address = {Wiesbaden}, + title = {Mediensemiotische {Analyse} von {Digitalität}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_34-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Decker, Jan-Oliver and Hennig, Martin and Krah, Hans}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_34-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--20}, + file = {Decker et al. - 2023 - Mediensemiotische Analyse von Digitalität.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TTP8WZGB/Decker et al. - 2023 - Mediensemiotische Analyse von Digitalität.pdf:application/pdf}, +} + +@incollection{stollfus_close_2023, + address = {Wiesbaden}, + title = {Close {Playing}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_33-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Inderst, Rudolf Thomas}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_33-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--15}, + file = {Inderst - 2023 - Close Playing.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/X9SRR4S4/Inderst - 2023 - Close Playing.pdf:application/pdf}, +} + +@incollection{cheng_sequence_2024, + address = {Cham}, + title = {Sequence {Analysis} as a {Tool} for {Visualizing} {Students}’ {Patterns} of {Taking} {Tests} in {Interactive} {E}-{Book} {Environment}}, + volume = {14785}, + isbn = {978-3-031-65880-8 978-3-031-65881-5}, + url = {https://link.springer.com/10.1007/978-3-031-65881-5_13}, + abstract = {This study investigates the use of sequence analysis as a tool to visualize and analyze students’ patterns of test-taking within interactive E-Book environments. With the growing incorporation of multimedia and interactive elements in educational materials, understanding how students engage with these features, especially tests, is crucial for both improving learning experiences and providing educators with insights into the learning process. Through sequence analysis of log data from an Estonian E-Book Opiq, the research identifies distinct patterns in how students with varying levels of procedural mathematical competence approach tests in E-Books. The analysis focuses on students’ interactions with tests, categorizing them based on their procedural math competence and examining the types of tests (multiple choice or open response questions) they took. The findings reveal differences in test-taking strategies and outcomes between students of high and low procedural math competence, highlighting the potential of sequence analysis not only as a research tool but also as a means for educators to gain a deeper understanding of student engagement and learning processes. By integrating sequence analysis into digital learning environments, educators could access valuable insights to tailor and enhance the educational experience.}, + language = {en-GB}, + urldate = {2024-08-02}, + booktitle = {Innovative {Technologies} and {Learning}}, + publisher = {Springer Nature Switzerland}, + author = {Opanasenko, Yaroslav and Pedaste, Margus and Siiman, Leo A.}, + editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min}, + year = {2024}, + doi = {10.1007/978-3-031-65881-5_13}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {120--128}, + file = {Opanasenko et al. - 2024 - Sequence Analysis as a Tool for Visualizing Studen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/73RSI9FZ/Opanasenko et al. - 2024 - Sequence Analysis as a Tool for Visualizing Studen.pdf:application/pdf}, +} + +@incollection{cheng_study_2024, + address = {Cham}, + title = {A {Study} on the {Current} {Situation}, {Problems} and {Needs} {Assessment} for {Development} of {Adaptive} {Digital} {Technology} {System} for {Testing} {Information} and {Communication} {Technology} {Competency} and {Digital} {Literacy} {Skills} for {Teacher} and {Administrator}}, + volume = {14785}, + isbn = {978-3-031-65880-8 978-3-031-65881-5}, + url = {https://link.springer.com/10.1007/978-3-031-65881-5_15}, + abstract = {This research aims to: (1) examine the current situation, problems, and essential needs for developing an adaptive digital technology system for testing Information and Communication Technology (ICT) competency and digital literacy skills among teachers; and (2) study the current situation, problems, and essential needs for developing a similar system for school administrators. The sample group consisted of 303 individuals from primary education schools in the northeastern region, including 192 teachers and 111 school administrators, selected through simple random sampling. The research methodology employed was survey research, which gathered both quantitative and qualitative data. The findings revealed that: For teachers (N = 192), the current assessment of their own development in ICT competency and digital literacy skills indicated significant issues (x = 3.84, SD = 0.77) and high essential needs (x = 3.96, SD = 0.72). Their self-assessment for professional competence enhancement also showed substantial issues (x = 3.88, SD = 0.74) and very high needs (x = 4.08, SD = 0.67). For school administrators (N = 111), the self-assessment regarding their development in ICT competency and digital literacy skills highlighted major issues (x = 4.02, SD = 0.81) and the highest level of essential needs (x = 4.27, SD = 0.68). Their self-assessment for professional competence enhancement also indicated significant issues (x = 4.04, SD = 0.82) and the highest needs (x = 4.27, SD = 0.63).}, + language = {en-GB}, + urldate = {2024-08-02}, + booktitle = {Innovative {Technologies} and {Learning}}, + publisher = {Springer Nature Switzerland}, + author = {Samat, Charuni and Singha, Pinyarat and Wattanachai, Suchat and Vongtathum, Pornsawan and Kanjug, Issara and Chaijaroen, Sumalee}, + editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min}, + year = {2024}, + doi = {10.1007/978-3-031-65881-5_15}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {136--146}, + file = {Samat et al. - 2024 - A Study on the Current Situation, Problems and Nee.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PCR9W2LJ/Samat et al. - 2024 - A Study on the Current Situation, Problems and Nee.pdf:application/pdf}, +} + +@incollection{cheng_digital_2024, + address = {Cham}, + title = {Digital {Discussion} {Game} on {Values}: {Development}, {Use} and {Possibilities} for {Measuring} {Its} {Functionality}}, + volume = {14785}, + isbn = {978-3-031-65880-8 978-3-031-65881-5}, + shorttitle = {Digital {Discussion} {Game} on {Values}}, + url = {https://link.springer.com/10.1007/978-3-031-65881-5_21}, + abstract = {To develop dialogic communication for ethical decision-making and value clarification, a digital discussion game on values was designed as there was a lack in methodological tools targeting different age-groups and involving people in communities. The current article gives an overview of the methodology and development of a digital discussion game on values and proposes possibilities for measuring its effectiveness. The innovative game has a strong methodological grounding and initial feedback on the game’s functionality indicates positive outcomes. Possibilities for measuring effectiveness of the game as well as future development ideas are suggested.}, + language = {en-GB}, + urldate = {2024-08-02}, + booktitle = {Innovative {Technologies} and {Learning}}, + publisher = {Springer Nature Switzerland}, + author = {Parder, Mari-Liisa and Tammeleht, Anu and Juurik, Marten and Paaver, Triin and Velbaum, Katrin and Harro-Loit, Halliki}, + editor = {Cheng, Yu-Ping and Pedaste, Margus and Bardone, Emanuele and Huang, Yueh-Min}, + year = {2024}, + doi = {10.1007/978-3-031-65881-5_21}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {193--202}, + file = {Parder et al. - 2024 - Digital Discussion Game on Values Development, Us.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/26I6GC3Y/Parder et al. - 2024 - Digital Discussion Game on Values Development, Us.pdf:application/pdf}, +} + +@article{jordens_how_2024, + title = {How cooperative mindsets and course climate relate to the perceived impact of digital cooperation on learning in higher education}, + volume = {55}, + issn = {2366-6145, 2366-6218}, + url = {https://link.springer.com/10.1007/s11612-024-00782-0}, + doi = {10.1007/s11612-024-00782-0}, + abstract = {This article in the journal “Gruppe. Interaktion. Organisation. (GIO)” presents the results of a study examining one underlying mechanism of successful digital cooperation among students in higher education from a student perspective. We investigated whether and how students’ cooperative mindset and the climate in their university courses correlate with how they perceive the impact of digital cooperation on their learning outcomes. Data were collected using a questionnaire in different university courses at three universities, involving students from different study programmes and semesters. We conducted a mediation analysis that included students’ cooperative mindsets, the perception of the course climate, and the perception of the impact of digital cooperation on students’ learning outcomes. We found that students’ cooperative mindsets predicted their perception of the impact of digital cooperation on their learning. The cooperative mindset of students also predicted their perception of the course climate, which, in turn, predicted their perception of the impact of digital cooperation on their learning. Moreover, we found that the effect of students’ cooperative mindset on the perceived impact of digital cooperation on learning was mediated by the perception of the course climate. These findings suggest that highlighting the relevance of digital cooperation for learning outcomes can initiate a positive dynamic shaping students’ perceptions of their course climate and benefits of digital cooperation. Understanding these dynamics is crucial because cooperative group work in digital environments has become an integral part of teaching in higher education.}, + language = {en-GB}, + number = {4}, + urldate = {2025-03-15}, + journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}, + author = {Jördens, Kim A. and Nöth, Linnea and Zander, Lysann}, + month = dec, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + pages = {589--599}, + file = {Jördens et al. - 2024 - How cooperative mindsets and course climate relate to the perceived impact of digital cooperation on:/Users/jochenhanisch-johannsen/Zotero/storage/79RRN55J/Jördens et al. - 2024 - How cooperative mindsets and course climate relate to the perceived impact of digital cooperation on.pdf:application/pdf}, +} + +@article{martatiyana_development_2024, + title = {Development of {STEM}-{PJBL} based {Science} electronic worksheets to {Improve} {Students}' {Collaboration} {Skills}}, + volume = {10}, + abstract = {Learning in the 21st century focuses on the use of advanced technology. At the elementary school level, digital-based learning innovation is important in creating a dynamic and interesting learning environment. This research aims to develop STEM-PjBL based e-LKPD and determine its validity and effectiveness on students' collaboration skills. This development uses a 4D model made by Thiagarajan which consists of 4 stages, namely Define, Design, Development and Disseminate. With quantitative and qualitative data analysis techniques. Expert validation results show 86.9\% is very valid and suitable for use. The responses of students and teachers showed very good results and were quite effective in supporting the improvement of students' collaboration skills, as seen from the n-gain scores of 0.5 and 0.4 in the "medium" category.}, + language = {en-GB}, + number = {12}, + author = {Martatiyana, Diana Rossa and Nasbey, Hadi and Utami, Nidya Chandra Muji}, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + file = {Martatiyana et al. - 2024 - Development of STEM-PJBL based Science electronic worksheets to Improve Students' Collaboration Skil:/Users/jochenhanisch-johannsen/Zotero/storage/IR8PN4TM/Martatiyana et al. - 2024 - Development of STEM-PJBL based Science electronic worksheets to Improve Students' Collaboration Skil.pdf:application/pdf}, +} + +@incollection{stollfus_medienkonstellationsanalyse_2023, + address = {Wiesbaden}, + title = {Medienkonstellationsanalyse}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_28-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Weich, Andreas}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_28-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--23}, + file = {Weich - 2023 - Medienkonstellationsanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/P6RXEVFV/Weich - 2023 - Medienkonstellationsanalyse.pdf:application/pdf}, +} + +@incollection{stollfus_digitale_2023, + address = {Wiesbaden}, + title = {Digitale {Medien} und {Dispositivanalyse}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_27-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Stollfuß, Sven and Weich, Andreas}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_27-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--23}, + file = {Stollfuß und Weich - 2023 - Digitale Medien und Dispositivanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BWPCJKZG/Stollfuß und Weich - 2023 - Digitale Medien und Dispositivanalyse.pdf:application/pdf}, +} + +@incollection{stollfus_kritische_2023, + address = {Wiesbaden}, + title = {Kritische {Diskursanalyse} als {Medienanalyse}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_25-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Nohr, Rolf}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_25-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--18}, + file = {Nohr - 2023 - Kritische Diskursanalyse als Medienanalyse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LBTBMQDM/Nohr - 2023 - Kritische Diskursanalyse als Medienanalyse.pdf:application/pdf}, +} + +@incollection{stollfus_scalable_2024, + address = {Wiesbaden}, + title = {Scalable {Reading} als medienwissenschaftliche {Praxis} und {Perspektive}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_22-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Koenen, Erik}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_22-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--19}, + file = {Koenen - 2024 - Scalable Reading als medienwissenschaftliche Praxi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GETYLGEQ/Koenen - 2024 - Scalable Reading als medienwissenschaftliche Praxi.pdf:application/pdf}, +} + +@incollection{stollfus_medienarchaologie_2023, + address = {Wiesbaden}, + title = {Medienarchäologie der digitalen {Medien}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_21-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Schröter, Jens}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_21-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--15}, + file = {Schröter - 2023 - Medienarchäologie der digitalen Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8LWRZBT6/Schröter - 2023 - Medienarchäologie der digitalen Medien.pdf:application/pdf}, +} + +@incollection{stollfus_konnte_2024, + address = {Wiesbaden}, + title = {‚{Das} könnte {Sie} auch interessieren‘ – {Methoden} zur {Erforschung} algorithmischer {Empfehlungssysteme}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_13-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Luchs, Inga and Apprich, Clemens and Broersma, Marcel}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_13-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--18}, + file = {Luchs et al. - 2024 - ‚Das könnte Sie auch interessieren‘ – Methoden zur.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A23IT87Y/Luchs et al. - 2024 - ‚Das könnte Sie auch interessieren‘ – Methoden zur.pdf:application/pdf}, +} + +@incollection{stollfus_forschung_2023, + address = {Wiesbaden}, + title = {Forschung explorieren: {Zu} den {Möglichkeiten} digitaler {Datenvisualisierungen} für die feministische {Filmgeschichtsschreibung}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Forschung explorieren}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_19-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Dang, Sarah-Mai}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_19-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--20}, + file = {Dang - 2023 - Forschung explorieren Zu den Möglichkeiten digita.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AJ7AKK62/Dang - 2023 - Forschung explorieren Zu den Möglichkeiten digita.pdf:application/pdf}, +} + +@incollection{stollfus_zum_2023, + address = {Wiesbaden}, + title = {Zum {Einsatz} von {KI} als {Methode} und {Werkzeug} in der {Medienwissenschaft}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_16-2}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Sudmann, Andreas}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_16-2}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--17}, + file = {Sudmann - 2023 - Zum Einsatz von KI als Methode und Werkzeug in der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CLSD995Z/Sudmann - 2023 - Zum Einsatz von KI als Methode und Werkzeug in der.pdf:application/pdf}, +} + +@incollection{stollfus_muster_2024, + address = {Wiesbaden}, + title = {Muster herausarbeiten, beschreiben, theoretisieren: {Reflexionen} des methodischen {Zugriffs} auf das {Verhältnis} von {Muster} und {Medien} in den {Digital} {Humanities}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Muster herausarbeiten, beschreiben, theoretisieren}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_15-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Puchta, Rebecca}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_15-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--20}, + file = {Puchta - 2024 - Muster herausarbeiten, beschreiben, theoretisieren.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LKWXLI3A/Puchta - 2024 - Muster herausarbeiten, beschreiben, theoretisieren.pdf:application/pdf}, +} + +@incollection{stollfus_diffraktive_2023, + address = {Wiesbaden}, + title = {Diffraktive {Ethnografie} {Sozialer} {Medien}: {Diskurs} – Ästhetik – {Materialität}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Diffraktive {Ethnografie} {Sozialer} {Medien}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_14-2}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Eickelmann, Jennifer and Meis, Mareike}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_14-2}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--25}, + file = {Eickelmann und Meis - 2023 - Diffraktive Ethnografie Sozialer Medien Diskurs –.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FI8HFWA3/Eickelmann und Meis - 2023 - Diffraktive Ethnografie Sozialer Medien Diskurs –.pdf:application/pdf}, +} + +@incollection{stollfus_netzwerke_2023, + address = {Wiesbaden}, + title = {Netzwerke der {Ungleichheit}: {Kodieren} von {Geschlecht} und {Ethnizität} im {Distributionsnetzwerk} der {Filmindustrie}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Netzwerke der {Ungleichheit}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_11-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Ehrich, Martha Emilie and Thiele, Franziska and Loist, Skadi and Prommer, Elizabeth}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_11-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--24}, + file = {Ehrich et al. - 2023 - Netzwerke der Ungleichheit Kodieren von Geschlech.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6P7D3SUV/Ehrich et al. - 2023 - Netzwerke der Ungleichheit Kodieren von Geschlech.pdf:application/pdf}, +} + +@incollection{stollfus_forschungsethik_2023, + address = {Wiesbaden}, + title = {Forschungsethik und wissenschaftliche {Integrität}: {Herausforderungen} und {Chancen} für {Forschung} in und mit digitalen {Medien}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Forschungsethik und wissenschaftliche {Integrität}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_8-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Schlütz, Daniela and Zillich, Arne Freya}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_8-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--18}, + file = {Schlütz und Zillich - 2023 - Forschungsethik und wissenschaftliche Integrität .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXFIKZYW/Schlütz und Zillich - 2023 - Forschungsethik und wissenschaftliche Integrität .pdf:application/pdf}, +} + +@incollection{stollfus_forschungsdaten_2023, + address = {Wiesbaden}, + title = {Forschungsdaten in der {Medienwissenschaft}: {Infrastrukturen}, {Plattformen} und {Forschungsdatenmanagement} und ihre {Bedeutung} für die digitale {Transformation} der {Medienwissenschaft}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Forschungsdaten in der {Medienwissenschaft}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_6-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kammerer, Dietmar and Matuszkiewicz, Kai}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_6-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--19}, + file = {Kammerer und Matuszkiewicz - 2023 - Forschungsdaten in der Medienwissenschaft Infrast.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7AEEL45Q/Kammerer und Matuszkiewicz - 2023 - Forschungsdaten in der Medienwissenschaft Infrast.pdf:application/pdf}, +} + +@incollection{stollfus_medienwissenschaft_2024, + address = {Wiesbaden}, + title = {Medienwissenschaft und {Methoden}: {Ein} {Eröffnungsplädoyer}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Medienwissenschaft und {Methoden}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_3-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Niebling, Laura and Raczkowski, Felix and Stollfuß, Sven}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_3-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--23}, + file = {Niebling et al. - 2024 - Medienwissenschaft und Methoden Ein Eröffnungsplä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GTAR4I9Y/Niebling et al. - 2024 - Medienwissenschaft und Methoden Ein Eröffnungsplä.pdf:application/pdf}, +} + +@incollection{stollfus_digitale_2023-1, + address = {Wiesbaden}, + title = {Digitale {Team}-{Ethnografie}: {Teilnehmende} {Beobachtung} auf {Instagram} mit dem {Account} {Hashtag} {Islam}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Digitale {Team}-{Ethnografie}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_10-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Ahmad, Muna and Fuhrmann, Larissa-Diana and Pfeifer, Simone and Wiechert, Maike}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2023}, + doi = {10.1007/978-3-658-36629-2_10-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--24}, + file = {Ahmad et al. - 2023 - Digitale Team-Ethnografie Teilnehmende Beobachtun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8IFKBVDI/Ahmad et al. - 2023 - Digitale Team-Ethnografie Teilnehmende Beobachtun.pdf:application/pdf}, +} + +@incollection{stollfus_doing_2024, + address = {Wiesbaden}, + title = {Doing {Open} {Data}: {Interviews} als (re-)medialisierte {Forschungspraxis} und audiovisuelle {Forschungsdaten}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Doing {Open} {Data}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_9-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Möllenkamp, Andreas}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_9-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--19}, + file = {Möllenkamp - 2024 - Doing Open Data Interviews als (re-)medialisierte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T2U476KU/Möllenkamp - 2024 - Doing Open Data Interviews als (re-)medialisierte.pdf:application/pdf}, +} + +@incollection{stollfus_offenheit_2024, + address = {Wiesbaden}, + title = {Offenheit, {Zugänglichkeit} und {Teilhabe} an digitaler {Medienforschung}: das {Beispiel} teil-automatisierte {Inhaltsanalyse} in sozialen {Medien}}, + isbn = {978-3-658-36629-2}, + shorttitle = {Offenheit, {Zugänglichkeit} und {Teilhabe} an digitaler {Medienforschung}}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_7-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Hirsbrunner, Simon David}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_7-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--20}, + file = {Hirsbrunner - 2024 - Offenheit, Zugänglichkeit und Teilhabe an digitale.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TZ4ECZNB/Hirsbrunner - 2024 - Offenheit, Zugänglichkeit und Teilhabe an digitale.pdf:application/pdf}, +} + +@incollection{stollfus_medienkultur_2024, + address = {Wiesbaden}, + title = {Medienkultur, analoge und digitale {Medien}}, + isbn = {978-3-658-36629-2}, + url = {https://link.springer.com/10.1007/978-3-658-36629-2_1-1}, + language = {de-DE}, + urldate = {2024-10-10}, + booktitle = {Handbuch {Digitale} {Medien} und {Methoden}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kaldrack, Irina}, + editor = {Stollfuß, Sven and Niebling, Laura and Raczkowski, Felix}, + year = {2024}, + doi = {10.1007/978-3-658-36629-2_1-1}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--30}, + file = {Kaldrack - 2024 - Medienkultur, analoge und digitale Medien.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A6IEQFEN/Kaldrack - 2024 - Medienkultur, analoge und digitale Medien.pdf:application/pdf}, +} + +@article{wang_teacher_2025, + title = {Teacher support for basic needs is associated with socio-emotional skills: a self-determination theory perspective}, + volume = {28}, + issn = {1381-2890, 1573-1928}, + shorttitle = {Teacher support for basic needs is associated with socio-emotional skills}, + url = {https://link.springer.com/10.1007/s11218-024-10009-1}, + doi = {10.1007/s11218-024-10009-1}, + abstract = {Socio-emotional skills have been identified as critical for individuals to achieve success in the twenty-first century. These skills are especially crucial for undergraduate and postgraduate students to navigate the challenges associated with academic learning, well-being, and future job performance. However, little attention has been given to exploring how socio-emotional skills can be facilitated in higher education. Across different educational systems and especially in the Chinese context, there seems to be more focus on academic performance and less on socio-emotional learning. Using self-determination theory as the theoretical framework, two studies were designed to investigate the extent to which teachers’ support for autonomy, competence, and relatedness was associated with university students’ socio-emotional skills. Data were collected from 1539 undergraduate students (Study 1) and 499 postgraduate students (Study 2). The results from the two studies indicated that students whose teachers supported their basic needs for autonomy, competence, and relatedness had higher levels of socio-emotional skills, including self-awareness, self-management, social awareness, relationship skills, and responsible decisionmaking. This study helps advance our understanding of the role of teachers in students’ socio-emotional skills in both undergraduate and postgraduate contexts.}, + language = {en-GB}, + number = {1}, + urldate = {2025-03-15}, + journal = {Social Psychology of Education}, + author = {Wang, Faming and Zeng, Lily Min and King, Ronnel B.}, + month = dec, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + pages = {76}, + file = {Wang et al. - 2025 - Teacher support for basic needs is associated with socio-emotional skills a self-determination theo:/Users/jochenhanisch-johannsen/Zotero/storage/3U5LLDIJ/Wang et al. - 2025 - Teacher support for basic needs is associated with socio-emotional skills a self-determination theo.pdf:application/pdf}, +} + +@article{demirdogen_wie_2025, + title = {Wie rezipieren {Kinder} {Bilderbuch}-{Apps}? {Beobachtungen} zu literarästhetischen {Erfahrungen} mit digitalen {Kinderbüchern}}, + abstract = {Entgegen dem Umstand, dass Literatur längst nicht mehr nur rein schrifttextbasierte Printmedien umfasst, haben verschiedene mediale und multimodale Formen bisher nur marginal Eingang in den Deutschunterricht gefunden. Neben der Herausforderung, die mediale Realität der Kinder im Klassenzimmer abzubilden und den Umgang mit den unterschiedlichen Medien im Unterricht zu schulen, sind für die Literaturdidaktik besonders medienspezifische Potenziale für literarische Lernprozesse von Interesse. Der Beitrag versucht daher am Beispiel der Bilderbuch-App Die große Wörterfabrik zunächst theoretisch Potenziale für das literarästhetische Lernen abzuleiten. Die darauf aufbauende Rezeptionsstudie soll Aufschluss darüber geben, inwieweit sich der Rezeptionsprozess von Grundschüler:innen einer vierten Klasse aufgrund des Mediums unterscheidet und welche Differenzen in der literarästhetischen Auseinandersetzung zu beobachten sind.}, + language = {de-DE}, + author = {Demirdögen, Dilara}, + year = {2025}, + keywords = {Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien}, + file = {Demirdögen - 2025 - Wie rezipieren Kinder Bilderbuch-Apps Beobachtungen zu literarästhetischen Erfahrungen mit digitale:/Users/jochenhanisch-johannsen/Zotero/storage/HGXNMLGE/Demirdögen - 2025 - Wie rezipieren Kinder Bilderbuch-Apps Beobachtungen zu literarästhetischen Erfahrungen mit digitale.pdf:application/pdf}, +} + +@incollection{watanabe_studierende_2023, + address = {Bielefeld}, + title = {Studierende im {KI}-{Diskurs} {Wie} {Studierende} in einem {Workshopformat} über den {KI}-{Einsatz} informiert und zum {Nachdenken} über {KI}-gestütztes {Lehren} und {Lernen} angeregt werden}, + url = {https://www.pedocs.de/volltexte/2023/27833/pdf/Watanabe_2023_Studierende_im_KI-Diskurs.pdf}, + abstract = {Künstliche Intelligenz (KI) wird zukünftig die Entwicklung von Hochschulen prägen (Aldosari, 2020). Während Unsicherheiten im Datenschutz (Büching et al., 2019) und ethische Fragestellungen (Ocaña-Fernández et al., 2019) als maßgebliche Probleme gelten, die gelöst werden müssen, um technologiegestütztes Lernen erfolgreich in das Bildungsangebot der Hochschulen einzubinden, werden andere potenzielle Hindernisse bislang weit weniger intensiv diskutiert. So findet etwa die Frage, wie die Akzeptanz und Meinungen von Studierenden zum KI-gestützten Lehren und Lernen erforscht werden können, bislang weniger Beachtung (Seufert et al., 2020).}, + language = {de-DE}, + urldate = {2025-07-17}, + booktitle = {Künstliche {Intelligenz} in der {Hochschulbildung}. {Chancen} und {Grenzen} des {KI}-gestützten {Lernens} und {Lehrens}}, + publisher = {Transcript Verlag}, + author = {Watanabe, Alice}, + editor = {Schmohl, Tobias and Watanabe, Alice and Schelling, Kathrin}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bildungstheorien, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Bildung, Deployment of media, Hochschullehre, Medieneinsatz, University lecturing, University teaching, Use of media, Hochschule, Technologie, \#6:Buchteil:Bildung:Technologie, Higher education lecturing, Interview, Male student, Student, ❓ Multiple DOI, Partizipation, Artificial intelligence, Promotion:FU1, Acceptance, Akzeptanz, Higher education institute, Technology uses in education, Explorative Studie, Technologieunterstütztes Lernen, Video}, + pages = {99--118}, + file = {Watanabe - 2023 - Studierende im KI-Diskurs. Wie Studierende in eine.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JYX7LXTQ/Watanabe - 2023 - Studierende im KI-Diskurs. Wie Studierende in eine.pdf:application/pdf;Watanabe - Studierende im KI-Diskurs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WBADICG5/Watanabe - Studierende im KI-Diskurs.pdf:application/pdf}, +} + +@article{yavuz_temel_using_2025, + title = {Using {Jupyter} {Notebooks} as digital assessment tools: {An} empirical examination of student teachers’ attitudes and skills towards digital assessment}, + issn = {1360-2357, 1573-7608}, + shorttitle = {Using {Jupyter} {Notebooks} as digital assessment tools}, + url = {https://link.springer.com/10.1007/s10639-025-13507-7}, + doi = {10.1007/s10639-025-13507-7}, + abstract = {The integration of different technologies for formative assessment activities into the classroom is very important for the effectiveness of learning and teaching processes. This study is an experimental study in which the student teachers designed jupyter notebooks as formative assessment activities for specified aims and subject contents. For this purpose, student teachers were enabled to design various formative assessment activities with various packages that were developed with the open-access programming languages included in the jupyter notebooks and external applications that were integrated into the jupyter notebooks. We measured the differences in student teachers’ self-efficacy beliefs and attitudes towards the design of jupyter notebooks for formative activities before and after the implementation with questionnaires. According to the results of the study, we found positive and statistically significant differences in the self-efficacy beliefs and attitudes of student teachers from various disciplines who participated in the seminar. During the practical activities, we observed student teachers’ prejudices and concerns about programming. This process was accompanied by their lack of prior knowledge and prejudices about the open source programming. Despite the difficulties in the learning process, the student teachers designed and developed various jupyter notebooks for different formative assessment activities at the end of the semester.}, + language = {en-GB}, + urldate = {2025-04-05}, + journal = {Education and Information Technologies}, + author = {Yavuz Temel, Güler and Barenthien, Julia and Padubrin, Thore}, + month = apr, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + file = {Yavuz Temel et al. - 2025 - Using Jupyter Notebooks as digital assessment tools An empirical examination of student teachers’ a:/Users/jochenhanisch-johannsen/Zotero/storage/2T9HWHJP/Yavuz Temel et al. - 2025 - Using Jupyter Notebooks as digital assessment tools An empirical examination of student teachers’ a.pdf:application/pdf}, +} + +@article{muzaki_development_2025, + title = {Development of {Moodle}-{Based} {Learning} {Management} {System} {Integrated} with {Virtual} {Programming} {Lab} for {Basic} {Vocational} {Subjects} of {Software} and {Game} {Development}}, + volume = {11}, + abstract = {Programming instruction in Vocational Basics for Software and Game Development (PPLG) often encounters challenges such as limited lab practice time, restricted learning media, and conventional one-way teaching methods. This study aims to develop a Moodle-based Learning Management System (LMS) integrated with a Virtual Programming Lab (VPL) that is valid, practical, and effective. Utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the LMS was tested on 36 grade X PPLG students at SMKN 2 Padang. Results showed high validity with a score of 4.4 (highly feasible), practicality scores of 5.0 (teachers) and 4.4 (students) (highly practical), and effectiveness with an Ngain of 0.80 (high). The findings indicate that the LMS significantly enhances learning outcomes, offering a flexible and effective solution for teaching Vocational Basics. This study concludes that the Moodle-based LMS with VPL integration is a viable tool to address existing instructional challenges in PPLG education.}, + language = {en-GB}, + number = {2}, + author = {Muzaki, Akbar and Hidayati, Abna and Rahmi, Ulfia}, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + file = {Muzaki et al. - 2025 - Development of Moodle-Based Learning Management System Integrated with Virtual Programming Lab for B:/Users/jochenhanisch-johannsen/Zotero/storage/ADIBVJHV/Muzaki et al. - 2025 - Development of Moodle-Based Learning Management System Integrated with Virtual Programming Lab for B.pdf:application/pdf}, +} + +@incollection{schreiber_ki-textgeneratoren_2024, + title = {{KI}-{Textgeneratoren}: {Eine} neue Ära des {Unterrichts}?: {Perspektiven} und {Gefahren}}, + copyright = {http://creativecommons.org/licenses/by-nc-nd/4.0}, + isbn = {978-3-11-135149-0}, + shorttitle = {{KI}-{Textgeneratoren}}, + url = {https://www.degruyter.com/document/doi/10.1515/9783111351490-030/html}, + abstract = {This paper provides an analysis of the role of AI text generators like ChatGPT in educational settings, focusing on both the potential benefits and challenges. It begins by introducing the didactic triangle model to analyze traditional teacher-student-content interactions and how this model is extended to a tetrahedron model including digital technologies. The text then reviews existing literature on the role of AI in education, exploring the performance, roles, and capabilities of AI text generators in educational contexts. These studies highlight the transformative potential of AI technologies in reshaping the role of teachers, who are seen as mediators and collaborators rather than mere information providers. The paper concludes that while AI text generators offer promising avenues for personalized and efficient learning, they also raise ethical and practical concerns that need to be addressed, like data privacy, the risk of misinformation, and the need for teachers to acquire new skills to effectively integrate AI into their teaching practices. The paper suggests that traditional didactic models may need to be revised to account for the complexities introduced by AI technologies, including their autonomous and adaptive nature. The paper calls for a multi-dimensional approach that considers pedagogical, ethical, and organizational aspects of education in the age of AI.}, + language = {de-DE}, + urldate = {2025-01-10}, + booktitle = {{KI}:{Text}}, + publisher = {De Gruyter}, + author = {Ham, Ann-Katrin Van Den}, + editor = {Schreiber, Gerhard and Ohly, Lukas}, + month = jan, + year = {2024}, + doi = {10.1515/9783111351490-030}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buchteil:digital:learning}, + pages = {467--480}, + file = {Ham - 2024 - KI-Textgeneratoren Eine neue Ära des Unterrichts Perspektiven und Gefahren:/Users/jochenhanisch-johannsen/Zotero/storage/6I8LFBZM/Ham - 2024 - KI-Textgeneratoren Eine neue Ära des Unterrichts Perspektiven und Gefahren.pdf:application/pdf}, +} + +@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}, +} + +@article{plumley_co-designing_2024, + title = {Co-designing enduring learning analytics prediction and support tools in undergraduate biology courses}, + volume = {n/a}, + issn = {1467-8535}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13472}, + doi = {10.1111/bjet.13472}, + abstract = {Even highly motivated undergraduates drift off their STEM career pathways. In large introductory STEM classes, instructors struggle to identify and support these students. To address these issues, we developed co-redesign methods in partnership with disciplinary experts to create high-structure STEM courses that better support students and produce informative digital event data. To those data, we applied theory- and context-relevant labels to reflect active and self-regulated learning processes involving LMS-hosted course materials, formative assessments, and help-seeking tools. We illustrate the predictive benefits of this process across two cycles of model creation and reapplication. In cycle 1, we used theory-relevant features from 3 weeks of data to inform a prediction model that accurately identified struggling students and sustained its accuracy when reapplied in future semesters. In cycle 2, we refit a model with temporally contextualized features that achieved superior accuracy using data from just two class meetings. This modelling approach can produce durable learning analytics solutions that afford scaled and sustained prediction and intervention opportunities that involve explainable artificial intelligence products. Those same products that inform prediction can also guide intervention approaches and inform future instructional design and delivery.Practitioner notesWhat is already known about this topic Learning analytics includes an evolving collection of methods for tracing and understanding student learning through their engagements with learning technologies. Prediction models based on demographic data can perpetuate systemic biases. Prediction models based on behavioural event data can produce accurate predictions of academic success, and validation efforts can enrich those data to reflect students' self-regulated learning processes within learning tasks. What this paper adds Learning analytics can be successfully applied to predict performance in an authentic postsecondary STEM context, and the use of context and theory as guides for feature engineering can ensure sustained predictive accuracy upon reapplication. The consistent types of learning resources and cyclical nature of their provisioning from lesson to lesson are hallmarks of high-structure active learning designs that are known to benefit learners. These designs also provide opportunities for observing and modelling contextually grounded, theory-aligned and temporally positioned learning events that informed prediction models that accurately classified students upon initial and later reapplications in subsequent semesters. Co-design relationships where researchers and instructors work together toward pedagogical implementation and course instrumentation are essential to developing unique insights for feature engineering and producing explainable artificial intelligence approaches to predictive modelling. Implications for practice and/or policy High-structure course designs can scaffold student engagement with course materials to make learning more effective and products of feature engineering more explainable. Learning analytics initiatives can avoid perpetuation of systemic biases when methods prioritize theory-informed behavioural data that reflect learning processes, sensitivity to instructional context and development of explainable predictors of success rather than relying on students' demographic characteristics as predictors. Prioritizing behaviours as predictors improves explainability in ways that can inform the redesign of courses and design of learning supports, which further informs the refinement of learning theories and their applications.}, + language = {en-GB}, + number = {n/a}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Plumley, Robert D. and Bernacki, Matthew L. and Greene, Jeffrey A. and Kuhlmann, Shelbi and Raković, Mladen and Urban, Christopher J. and Hogan, Kelly A. and Lee, Chaewon and Panter, Abigail T. and Gates, Kathleen M.}, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13472}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics, learning analytics, self-regulated learning, co-design, explainable artificial intelligence, intervention design, theory-aligned prediction models, undergraduate STEM education}, + file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/SPMIBL3N/bjet.html:text/html}, +} + +@article{buckinghamshum_humancentred_2024, + title = {Human‐{Centred} {Learning} {Analytics}: 2019–24}, + volume = {55}, + issn = {0007-1013, 1467-8535}, + shorttitle = {Human‐{Centred} {Learning} {Analytics}}, + url = {https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13442?af=R&SeriesKey=14678535&Ppub=%5B20230512+TO+202405122359%5D&mi=42vgwoi&AllField=digital+learning&content=articlesChapters&ConceptID=48&target=default}, + doi = {10.1111/bjet.13442}, + abstract = {Human-­Centred Learning Analytics (HCLA) has emerged in the last 5 years as an active sub-­topic within Learning Analytics, drawing primarily on the theories and methods of Human-­Computer Interaction (HCI). HCLA researchers and practitioners are adopting and adapting HCI theories/methods to meet the challenge of meaningfully engaging educational stakeholders in the LA design process, evaluating systems in use and researching the sociotechnical factors influencing LA successes and failures. This editorial introduces the contributions of the papers in this special section, reflects more broadly on the field's emergence over the last five years, considers known gaps and indicates new opportunities that may open in the next five years.}, + language = {en-GB}, + number = {3}, + urldate = {2024-03-18}, + journal = {British Journal of Educational Technology}, + author = {Buckingham Shum, Simon and Martínez‐Maldonado, Roberto and Dimitriadis, Yannis and Santos, Patricia}, + month = feb, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Leraning:Analytics}, + pages = {bjet.13442}, + file = {Buckingham Shum et al. - 2024 - Human‐Centred Learning Analytics 2019–24.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3S48H2D2/Buckingham Shum et al. - 2024 - Human‐Centred Learning Analytics 2019–24.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/EHQBKI73/bjet.html:text/html;Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/VQSXYLIF/Human‐Centred Learning Analytics 2019–24.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}, +} + +@incollection{demski_supervision_2025, + address = {Wiesbaden}, + title = {Supervision und {Digitalität}: {Kompetenzerweiterung} für {Supervisor}:innen im {Kontext} digitaler {Transformation} {Sozialer} {Arbeit}}, + volume = {30}, + isbn = {978-3-658-47423-2 978-3-658-47424-9}, + shorttitle = {Supervision und {Digitalität}}, + url = {https://link.springer.com/10.1007/978-3-658-47424-9_15}, + language = {de-DE}, + urldate = {2025-05-03}, + booktitle = {Supervision in der {Sozialen} {Arbeit}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Engelhardt, Emily M.}, + editor = {Demski, Jana and Schäfer, Martina and Lüschen-Heimer, Christiane}, + year = {2025}, + doi = {10.1007/978-3-658-47424-9_15}, + note = {Series Title: Soziale Arbeit als Wohlfahrtsproduktion}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#8:Buchteil:blended:learning}, + pages = {185--198}, + file = {Engelhardt - 2025 - Supervision und Digitalität Kompetenzerweiterung für Supervisorinnen im Kontext digitaler Transfor:/Users/jochenhanisch-johannsen/Zotero/storage/68QCPNR4/Engelhardt - 2025 - Supervision und Digitalität Kompetenzerweiterung für Supervisorinnen im Kontext digitaler Transfor.pdf:application/pdf}, +} + +@article{yang_learning_2024, + title = {Learning analytics dashboard-based self-regulated learning approach for enhancing students’ e-book-based blended learning}, + issn = {1360-2357, 1573-7608}, + url = {https://link.springer.com/10.1007/s10639-024-12913-7}, + doi = {10.1007/s10639-024-12913-7}, + abstract = {Blended learning (BL) combines traditional classroom activities with online learning resources, enabling students to obtain higher academic performance through well-defined interactive learning strategies. However, lacking the capacity to selfregulate their learning, many students might fail to comprehensively study the learning materials after face-to-face learning. In this study, a learning analytics dashboard (LAD)-based self-regulated learning (SRL) approach is proposed to enhance the students’ practices of SRL in an e-book-based BL environment. The proposed approach aims to support students to precisely reflect on their face-to-face e-book reading activities, effectively review the e-book learning materials after the face-to-face learning sessions, and, finally, set new goals for their next face-to-face learning session by using a LAD. To evaluate the effects of the proposed approach, a quasi-experimental design was deployed in a university-level course that adopted a BL model. The experimental group learned through the proposed approach using an e-book and the LAD, whereas the control group learned using the conventional BL approach using only the e-book. The results of the one-way analysis of covariance (ANCOVA) and Mann–Whitney U test demonstrate a statistically significant difference (p-value less than 0.01) between both groups in terms of students’ learning outcomes, awareness of SRL, self-efficacy (SE), and e-book reading engagements. This provides educators with evidence of the effectiveness of an explicit SRL approach in BL, which not only improves student learning outcomes from the given course and awareness of self-regulation and SE but also increases course engagement compared to students who learn with conventional BL approaches.}, + language = {en-GB}, + urldate = {2024-08-02}, + journal = {Education and Information Technologies}, + author = {Yang, Christopher C. Y. and Wu, Jiun-Yu and Ogata, Hiroaki}, + month = jul, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6, Leraning:Analytics, \#8:Zeitschriftenartikel:blended:learning}, + file = {Yang et al. - 2024 - Learning analytics dashboard-based self-regulated .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPN2TGRQ/Yang et al. - 2024 - Learning analytics dashboard-based self-regulated .pdf:application/pdf}, +} + +@article{armut_how_2024, + title = {How do {L2} learners of {Turkish} read texts with graphics? {An} eye-tracking study}, + volume = {29}, + issn = {1360-2357, 1573-7608}, + shorttitle = {How do {L2} learners of {Turkish} read texts with graphics?}, + url = {https://link.springer.com/10.1007/s10639-023-12017-8}, + doi = {10.1007/s10639-023-12017-8}, + abstract = {This study aimed to determine the variables affecting the eye-movements of secondlanguage (L2) learners of Turkish in Türkiye while solving a test consisting of questions that included graphics. A total of 115 L2 learners participated in the research (21 in the pilot study and 94 in the main study). We presented a test consisting of five multiple-choice questions with graphics (GT) as a stimulus on the screen and investigated the following variables to see whether participants’ eye-movements were affected by age, gender, native country, mother tongue, reading direction in the mother tongue, department at the university, education level, opting to have questions with graphics in the Turkish Learning, Research and Application Center (TÖMER) and the Language Teaching Research and Application Center (DİLMER) exams and success on the GT. We investigated whether these independent variables had an effect on the eye-movement measurements and examined the relation between the GT success and success on the TÖMER/DİLMER comprehension exam. Results indicate that gender, education level, opting to have graphic questions in the TÖMER/DİLMER exams, and GT success had significant effects on various eye-movements.}, + language = {en-GB}, + number = {4}, + urldate = {2024-03-23}, + journal = {Education and Information Technologies}, + author = {Armut, Mustafa and Kara, Mehmet}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Bewertungsmethoden, Bildungstheorien, \#6:Zeitschriftenartikel:Bildung:Technologie, Promotion:FU4b, Promotion:01-02, Promotion:Eye-Tracking}, + pages = {4699--4743}, + file = {Armut und Kara - 2024 - How do L2 learners of Turkish read texts with grap.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VJDLJRA8/Armut und Kara - 2024 - How do L2 learners of Turkish read texts with grap.pdf:application/pdf}, +} + +@article{bauer_looking_2025, + title = {Looking {Beyond} the {Hype}: {Understanding} the {Effects} of {AI} on {Learning}}, + volume = {37}, + issn = {1040-726X, 1573-336X}, + shorttitle = {Looking {Beyond} the {Hype}}, + url = {https://link.springer.com/10.1007/s10648-025-10020-8}, + doi = {10.1007/s10648-025-10020-8}, + abstract = {Artificial intelligence (AI) holds significant potential for enhancing student learning. This reflection critically examines the promises and limitations of AI for cognitive learning processes and outcomes, drawing on empirical evidence and theoretical insights from research on AI-enhanced education and digital learning technologies. We critically discuss current publication trends in research on AI-enhanced learning and rather than assuming inherent benefits, we emphasize the role of instructional implementation and the need for systematic investigations that build on insights from existing research on the role of technology in instructional effectiveness. Building on this foundation, we introduce the ISAR model, which differentiates four types of AI effects on learning compared to learning conditions without AI, namely inversion, substitution, augmentation, and redefinition. Specifically, AI can substitute existing instructional approaches while maintaining equivalent instructional functionality, augment instruction by providing additional cognitive learning support, or redefine tasks to foster deep learning processes. However, the implementation of AI must avoid potential inversion effects, such as over-reliance leading to reduced cognitive engagement. Additionally, successful AI integration depends on moderating factors, including students’ AI literacy and educators’ technological and pedagogical skills. Our discussion underscores the need for a systematic and evidence-based approach to AI in education, advocating for rigorous research and informed adoption to maximize its potential while mitigating possible risks.}, + language = {en-GB}, + number = {2}, + urldate = {2025-05-28}, + journal = {Educational Psychology Review}, + author = {Bauer, Elisabeth and Greiff, Samuel and Graesser, Arthur C. and Scheiter, Katharina and Sailer, Michael}, + month = jun, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU7, Promtion:Weiterführung}, + pages = {45}, + file = {Bauer et al. - 2025 - Looking Beyond the Hype Understanding the Effects of AI on Learning:/Users/jochenhanisch-johannsen/Zotero/storage/SXN2IWX5/Bauer et al. - 2025 - Looking Beyond the Hype Understanding the Effects of AI on Learning.pdf:application/pdf}, +} + +@inproceedings{tumler_virtual_2023, + title = {Virtual {Reality}, {Eye} {Tracking} and {Machine} {Learning}: {Analysis} of {Learning} {Outcomes} in {Off}-the-{Shelve} {VRSoftware}}, + isbn = {978-3-88579-732-6}, + url = {https://dl.gi.de/handle/20.500.12116/42192}, + doi = {10/gsn7n2}, + abstract = {The combination of Virtual Reality (VR) and eye tracking allows to analyze how students use the presented VR content for learning. Here, we propose a novel approach to analyze eye tracking data in VR, even if no access to the VR software source code is given. This proof-of-concept leverages image classification methods to identify objects that captured the students' attention in VR. The method allows analysis of individual learning strategies and correlate those to individual learning outcomes.}, + language = {en-GB}, + urldate = {2023-09-05}, + publisher = {Gesellschaft für Informatik e.V.}, + author = {Tümler, Johannes and Erazo Sanchez, Juan Enrique and Hänig, Christian}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU3, Promotion:01-02, Education, Virtual Reality, Machine Learning, Eye Tracking, \#6:Konferenz-Paper:Bildung:Technologie, Image Classification, Konferenz-Paper:eye-trecking}, + file = {Tümler et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LVVK44QW/Tümler et al. - 2023 - TextConference Paper.pdf:application/pdf}, +} + +@inproceedings{gu_when_2023, + address = {Macau, China}, + title = {When {Eyes} {Tell} a {Story} … {An} {Eye}-{Tracking} {Approach} {Towards} {Creating} a {Fit}-for-{Purpose} {Learning} {Management} {System} for {Higher} {Education}}, + copyright = {https://doi.org/10.15223/policy-029}, + isbn = {978-1-6654-7075-9}, + url = {https://ieeexplore.ieee.org/document/10364509/}, + doi = {10.1109/ICDL55364.2023.10364509}, + abstract = {Learning Management System is a vital organ of any university that exists in today’s digital era. Whilst these platforms are meant to promote quality teaching, learning and assessment, developers and designers often ignore learner’s visual behavior when implementing or maintaining these applications. Consequently, most of these applications appear as poorly designed and populated by disorganized content— eventually provoking tedious navigations and interactions at the learner’s end. Xi'an Jiaotong-Liverpool University uses Learning Mall to organize coursework, assessment and facilitate staff-student interactions. However, there is an absence of evidence whether any usability study on the Learning Mall, vis-à-vis learners’ gaze behavior and visual attention, has ever been carried out at the University. This paper reports an ongoing study which is at the very preliminary stage, and linked with Eye-tracking, Participatory Design and Mixed Methods approaches to bring learner-centered improvements in the Learning Mall.}, + language = {en-GB}, + urldate = {2024-07-14}, + booktitle = {2023 {IEEE} {International} {Conference} on {Development} and {Learning} ({ICDL})}, + publisher = {IEEE}, + author = {Gu, Yao and Paracha, Samiullah}, + month = nov, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU3, Promotion:Eye-Tracking, \#1:Konferenz-Paper:learning:management:system}, + pages = {306--311}, + file = {Gu und Paracha - 2023 - When Eyes Tell a Story … An Eye-Tracking Approach .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EKBW9BAX/Gu und Paracha - 2023 - When Eyes Tell a Story … An Eye-Tracking Approach .pdf:application/pdf}, +} + +@article{shalgimbekova_how_2024, + title = {How the teacher’s choice of e-textbook affects the primary school students’ performance?}, + volume = {29}, + issn = {1360-2357, 1573-7608}, + url = {https://link.springer.com/10.1007/s10639-023-11937-9}, + doi = {10.1007/s10639-023-11937-9}, + abstract = {Currently, primary and secondary school education quality is a major source of concern for educators. A significant number of factors, such as the development of scientific and technological progress, technological innovations, and digitalization, affect the quality of education. In recent years, teachers have come to believe that the textbook they choose has a big influence on their students’ academic performance. To determine the difficulties of selecting e-learning materials for primary school students, a quasi-experimental study was conducted. The challenge of choosing instructional materials was examined using the example of a teacher’s selection of a mathematics textbook. The purpose of the study was to determine the extent to which the teacher’s selection of an e-textbook for mathematics instruction affected the performance of fourth-grade students. The two selected test groups of the same size (140 students) included students from an elementary city school in Russia. The participants were nine years old on average. Participants in the second experimental group performed better on the final test (74.71) than those in the first (65.9), per ANCOVA analysis. There was a significant difference between the two groups’ test results (F = 10.84, p {\textless} 0.05). The findings demonstrated that primary school students’ performance levels can be significantly impacted by the choice of electronic textbooks to teach them. Additionally, the study indicated useful criteria for the selection of high-quality e-textbooks by teachers. These criteria allow educators to make a choice that may significantly influence the educational process. The findings of this study demonstrate that using e-textbook approval guidelines based on theoretically sound quality indicators can help prevent the use of subpar textbooks in classrooms and raise the standard of textbooks in general. The educational opportunities offered by primary school textbooks may also have an impact on students’ performances in higher grades.}, + language = {en-GB}, + number = {4}, + urldate = {2024-03-23}, + journal = {Education and Information Technologies}, + author = {Shalgimbekova, Kenzhegul and Eremeeva, Olga and Pronkin, Nikolay}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Lernsystemarchitektur, \#5:Zeitschriftenartikel:e-learning}, + pages = {3793--3806}, + file = {Shalgimbekova et al. - 2024 - How the teacher’s choice of e-textbook affects the.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E5RMXT2R/Shalgimbekova et al. - 2024 - How the teacher’s choice of e-textbook affects the.pdf:application/pdf}, +} + +@article{buabbas_health_2016, + title = {Health {Sciences} {Students}’ {Self}-{Assessment} of {Information} and {Communication} {Technology} {Skills} and {Attitude} {Toward} e-{Learning}}, + volume = {2}, + issn = {2369-3762}, + url = {http://mededu.jmir.org/2016/1/e9/}, + doi = {10.2196/mededu.5606}, + abstract = {Background: In medical education, information and communication technology (ICT) knowledge and skills have become a necessity and an integral part of preparing tomorrow’s doctors to be sufficiently competent to use informatics resources effectively and efficiently for the best practice of medicine. +Objective: This research aimed to study the literacy of the preprofessional students in ICT before and after taking the basic informatics course at the Health Sciences Center at Kuwait University, to understand their potential and their attitudes toward using ICT, including e-learning. +Methods: A validated questionnaire was used to collect data from 200 students in 2 stages: before and after the informatics course on the preprofessional program. In addition, the tutors’ observational assessments of the students’ achievements during the informatics course were obtained. +Results: The response rate of students before the course was 85.5\% (171/200) and after was 77\% (154/200). Of 200 students, 85\% were female, and 15\% were male. This disproportional representation of genders was due to the fact that 85\% of registered students were female. Approximately 59\% (101/171) of the students assessed themselves before the course as computer literate; afterward, this increased to 70.1\% (108/154). Students who were still computer illiterate (29.2\%; 45/154) mostly used the excuse of a lack of time (60\%; 27/45). In generic ICT skills, the highest levels were for word processing, email, and Web browsing, whereas the lowest levels were for spreadsheets and database. In specific ICT skills, most respondents were reported low levels for statistical package use and Web page design. The results found that there was a significant improvement between students’ general ICT skills before and after the course. The results showed that there were significant improvement between how frequently students were using Medline (P{\textless}.001), Google Scholar (P{\textless}.001), and Cochrane Library (P{\textless}.001) before and after the informatics course. Furthermore, most of the students who completed the course (72.8\%; 110/151) chose the learning management system as the most useful e-learning tool. The results of the tutors’ assessments confirmed the obvious improvement in most of the students’ skills in using ICT. +Conclusions: The ICT knowledge and skills of the students before the course seemed insufficient, and the magnitude of the improvements that were acquired throughout the informatics course was obvious in most of the students’ performance. However, the findings reveal that more practice was required. The attitudes of most of the students toward the potential of e-learning were considered positive, although the potential of Web-based learning in medical training was not well known among the students.}, + language = {en-GB}, + number = {1}, + urldate = {2024-05-14}, + journal = {JMIR Medical Education}, + author = {Buabbas, Ali Jassem and Al-Shawaf, Hamza Mohammad Hassan and Almajran, Abdullah Abdulaziz}, + month = jun, + year = {2016}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Datenschutz und IT-Sicherheit}, + pages = {e9}, + file = {Buabbas et al. - 2016 - Health Sciences Students’ Self-Assessment of Infor.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4BRFCXVW/Buabbas et al. - 2016 - Health Sciences Students’ Self-Assessment of Infor.pdf:application/pdf}, +} + +@article{sarma_integrating_2023, + title = {Integrating {Battlefield} {Documentation} into {Virtual} {Reality} {Medical} {Simulation} {Training}: {Virtual} {Battlefield} {Assisted} {Trauma} {Distributed} {Observation} {Kit} ({BATDOK})}, + volume = {188}, + issn = {1930-613X}, + shorttitle = {Integrating {Battlefield} {Documentation} into {Virtual} {Reality} {Medical} {Simulation} {Training}}, + doi = {10.1093/milmed/usad051}, + abstract = {INTRODUCTION: Clinical documentation is an essential component of the provision of medical care, enabling continuity of information across provider and site handoffs. This is particularly important in the combat casualty care setting when a single casualty may be treated by four or more or five completely disparate teams across the roles of care. The Battlefield Assisted Trauma Distributed Observation Kit (BATDOK) is a digital battlefield clinical documentation system developed by the Air Force Research Laboratory to address this need. To support the deployment of this tool, we integrated BATDOK into a commercially available virtual reality (VR) medical simulation platform used by the U.S. Air Force and Defense Health Agency personnel in order to provide an immersive simulation training experience which included battlefield documentation. +METHODS: A multidisciplinary team consisting of medical educators, VR simulation engineers, emergency physicians and pararescuemen, and BATDOK developers first developed a specification for a virtual BATDOK capability, including a detailed listing of learning objectives, critical interfaces and task plans, and sensor integrations. These specifications were then implemented into the commercially available Virtual Advancement of Learning for Operational Readiness VR Medical Simulation System and underwent developmental testing and evaluation during pararescueman training exercises at the Air Force Special Operations Command Special Operations Center for Medical Integration and Development. +RESULTS AND CONCLUSIONS: The BATDOK capability was successfully implemented within the VR Medical Simulation System. The capability consisted of a virtual tablet with replicated interfaces and capabilities based on the developed specifications. These capabilities included integrated point-of-care ultrasound capability, multi-patient management, vitals sign monitoring with sensor pairing and continuous monitoring, mechanism of injury documentation (including injury pattern documentation), intervention logging (including tourniquets, dressing, airways, lines, tubes and drains, splints, fluids, and medications), and event logging. The capability was found to be operational and in alignment with learning objectives and user acceptance goals.}, + language = {en-GB}, + number = {Suppl 6}, + journal = {Military Medicine}, + author = {Sarma, Karthik V. and Barrie, Michael G. and Dorsch, John R. and Andre, Tanner W. and Polson, Jennifer S. and Ribeira, Rosie J. and Andre, Tyler B. and Ribeira, Ryan J.}, + month = nov, + year = {2023}, + pmid = {37948215}, + keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Humans, Virtual Reality, Computer Simulation, Simulation Training, Tourniquets}, + pages = {110--115}, + file = {Sarma et al. - 2023 - Integrating Battlefield Documentation into Virtual.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VH7IF65C/Sarma et al. - 2023 - Integrating Battlefield Documentation into Virtual.pdf:application/pdf}, +} + +@article{zsidai_practical_2023, + title = {A practical guide to the implementation of {AI} in orthopaedic research - part 1: opportunities in clinical application and overcoming existing challenges}, + volume = {10}, + issn = {2197-1153}, + shorttitle = {A practical guide to the implementation of {AI} in orthopaedic research - part 1}, + doi = {10.1186/s40634-023-00683-z}, + abstract = {Artificial intelligence (AI) has the potential to transform medical research by improving disease diagnosis, clinical decision-making, and outcome prediction. Despite the rapid adoption of AI and machine learning (ML) in other domains and industry, deployment in medical research and clinical practice poses several challenges due to the inherent characteristics and barriers of the healthcare sector. Therefore, researchers aiming to perform AI-intensive studies require a fundamental understanding of the key concepts, biases, and clinical safety concerns associated with the use of AI. Through the analysis of large, multimodal datasets, AI has the potential to revolutionize orthopaedic research, with new insights regarding the optimal diagnosis and management of patients affected musculoskeletal injury and disease. The article is the first in a series introducing fundamental concepts and best practices to guide healthcare professionals and researcher interested in performing AI-intensive orthopaedic research studies. The vast potential of AI in orthopaedics is illustrated through examples involving disease- or injury-specific outcome prediction, medical image analysis, clinical decision support systems and digital twin technology. Furthermore, it is essential to address the role of human involvement in training unbiased, generalizable AI models, their explainability in high-risk clinical settings and the implementation of expert oversight and clinical safety measures for failure. In conclusion, the opportunities and challenges of AI in medicine are presented to ensure the safe and ethical deployment of AI models for orthopaedic research and clinical application. Level of evidence IV.}, + language = {en-GB}, + number = {1}, + journal = {Journal of Experimental Orthopaedics}, + author = {Zsidai, Bálint and Hilkert, Ann-Sophie and Kaarre, Janina and Narup, Eric and Senorski, Eric Hamrin and Grassi, Alberto and Ley, Christophe and Longo, Umile Giuseppe and Herbst, Elmar and Hirschmann, Michael T. and Kopf, Sebastian and Seil, Romain and Tischer, Thomas and Samuelsson, Kristian and Feldt, Robert and {ESSKA Artificial Intelligence Working Group}}, + month = nov, + year = {2023}, + pmid = {37968370}, + pmcid = {PMC10651597}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, Lernsystemarchitektur, Ethics, Artificial intelligence, AI, ML, Machine learning, Decision support systems, Digital twins, Explainability, Generalizability, Large language models, Learning series, Orthopaedics, Provenance, Research methods}, + pages = {117}, + file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/K589MWZI/Zsidai et al. - 2023 - A practical guide to the implementation of AI in o.pdf:application/pdf;Zsidai et al. - 2023 - A practical guide to the implementation of AI in o.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A9PHARZU/Zsidai et al. - 2023 - A practical guide to the implementation of AI in o.pdf:application/pdf}, +} + +@article{thorne_nationwide_2023, + title = {The nationwide impact of {COVID}-19 on life support courses. {A} retrospective evaluation by {Resuscitation} {Council} {UK}}, + volume = {13}, + issn = {26665204}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S2666520423000097}, + doi = {10.1016/j.resplu.2023.100366}, + abstract = {Methods: We conducted a before-after study using course data from the Resuscitation Council UK Learning Management System between January 2018 and December 2021, using 23 March 2020 as the cut-off between pre- and post-pandemic periods. Demographics and outcomes were analysed using chi-squared tests and regression models. +Results: There were 90,265 ALS participants (51,464 pre-; 38,801 post-) and 368,140 ILS participants (225,628 pre-; 142,512 post-). There was a sharp decline in participants on ALS/ILS courses due to COVID-19. ALS participant numbers rebounded to exceed pre-pandemic levels, whereas ILS numbers recovered to a lesser degree with increased uptake of e-learning versions. Mean ALS course participants reduced from 20.0 to 14.8 post-pandemic (P {\textless} 0.001). Post-pandemic there were small but statistically significant decreases in ALS Cardiac Arrest Simulation Test pass rates (from 82.1 \% to 80.1 \% (OR = 0.90, 95 \% CI = 0.86–0.94, P {\textless} 0.001)), ALS MCQ score (from 86.6 \% to 86.0 \% (mean difference = -0.35, 95 \% CI À0.44 to À0.26, P {\textless} 0.001)), and overall ALS course results (from 95.2 \%to 94.7 \%, OR = 0.92, CI = 0.85–0.99, P = 0.023). ILS course outcomes were similar post-pandemic (from 99.4 \% to 99.4 \%, P = 0.037). +Conclusion: COVID-19 caused a sharp decline in the number of participants on ALS/ILS courses and an accelerated uptake of e-learning versions, with the average ALS course size reducing significantly. The small reduction in performance on ALS courses requires further research to clarify the contributing factors.}, + language = {en-GB}, + urldate = {2023-11-22}, + journal = {Resuscitation Plus}, + author = {Thorne, C.J. and Kimani, P.K. and Hampshire, S. and Hamilton-Bower, I. and Begum-Ali, S. and Benson-Clarke, A. and Couper, K. and Yeung, J. and Lockey, A. and Perkins, G.D. and Soar, J.}, + month = mar, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich}, + pages = {100366}, + file = {Thorne et al. - 2023 - The nationwide impact of COVID-19 on life support .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UW7YTBTQ/Thorne et al. - 2023 - The nationwide impact of COVID-19 on life support .pdf:application/pdf}, +} + +@article{maloney_cost-effectiveness_2015, + title = {A {Cost}-{Effectiveness} {Analysis} of {Blended} {Versus} {Face}-to-{Face} {Delivery} of {Evidence}-{Based} {Medicine} to {Medical} {Students}}, + volume = {17}, + issn = {1438-8871}, + url = {http://www.jmir.org/2015/7/e182/}, + doi = {10/f7kkcz}, + abstract = {Background: Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. +Objective: This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program. +Methods: The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost. +Results: The incremental cost-effectiveness ratio indicated that it costs 24\% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD \$40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions. +Conclusions: Under the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context.}, + language = {en-GB}, + number = {7}, + urldate = {2023-02-10}, + journal = {Journal of Medical Internet Research}, + author = {Maloney, Stephen and Nicklen, Peter and Rivers, George and Foo, Jonathan and Ooi, Ying Ying and Reeves, Scott and Walsh, Kieran and Ilic, Dragan}, + month = jul, + year = {2015}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Learning Management System (LMS), Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Digitale Bildung, Lernsystemarchitektur, FernUni-Hagen:MABM:Master-Arbeit, Evidenzbasierte Medizin (EbM), medical education, economic evaluation}, + pages = {e182}, + file = {Maloney et al. - 2015 - A Cost-Effectiveness Analysis of Blended Versus Fa (Deutsch).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/29QDZ3DL/Maloney et al. - 2015 - A Cost-Effectiveness Analysis of Blended Versus Fa (Deutsch).pdf:application/pdf}, +} + +@article{jorge_e-learning_2021, + title = {An e-{Learning} {Program} for {Physiotherapists} to {Manage} {Knee} {Osteoarthritis} {Via} {Telehealth} {During} the {COVID}-19 {Pandemic}: {Real}-{World} {Evaluation} {Study} {Using} {Registration} and {Survey} {Data}}, + volume = {7}, + issn = {2369-3762}, + shorttitle = {An e-{Learning} {Program} for {Physiotherapists} to {Manage} {Knee} {Osteoarthritis} {Via} {Telehealth} {During} the {COVID}-19 {Pandemic}}, + url = {https://mededu.jmir.org/2021/4/e30378}, + doi = {10.2196/30378}, + abstract = {Background: The COVID-19 pandemic necessitated clinicians to transition to telehealth, often with little preparation or training. The Physiotherapy Exercise and Physical Activity for Knee Osteoarthritis (PEAK) e-learning modules were developed to upskill physiotherapists in management of knee osteoarthritis (OA) via telehealth and in-person. In the research setting, the e-learning modules are perceived by physiotherapists as effective when they are part of a comprehensive training program for a clinical trial. However, the effectiveness of the modules on their own in a real-world setting is unknown. +Objective: This study aims to evaluate the reach, effectiveness, adoption, and implementation of PEAK e-learning modules. +Methods: This longitudinal study was informed by the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. Participants were clinicians, researchers, educators, and health care students who registered for access to the modules between April 1 and November 30, 2020. Reach was evaluated by outcomes (countries, referral sources, and attrition) extracted from registration data and embedded within precourse surveys in the Learning Management System (LMS). Effectiveness was evaluated by outcomes (confidence with videoconferencing; likelihood of using education, strengthening exercise, and physical activity in a treatment plan for knee OA; usefulness of modules) measured using a 10-point numeric rating scale (NRS; score range from 1=not confident or likely or useful at all to 10=extremely confident or likely or useful) in pre- and postcourse (on completion) surveys in the LMS. Adoption and implementation were evaluated by demographic and professional characteristics and outcomes related to the use of learning and usefulness of program elements (measured via a 4-point Likert scale, from not at all useful to extremely useful) in a survey administered 4 months after module completion. +Results: Broad reach was achieved, with 6720 people from 97 countries registering for access. Among registrants, there were high levels of attrition, with 36.65\% (2463/6720) commencing the program and precourse survey and 19.61\% (1318/6720) completing all modules and the postcourse survey. The program was effective. Learners who completed the modules demonstrated increased confidence with videoconferencing (mean change 3.1, 95\% CI 3.0-3.3 NRS units) and increased likelihood of using education, strengthening and physical activity in a knee OA treatment plan, compared to precourse. Adoption and implementation of learning (n=149 respondents) occurred at 4 months. More than half of the respondents used their learning to structure in-person consultations with patients (80/142, 56.3\%) and patient information booklets in their clinical practice (75/142, 52.8\%). +Conclusions: Findings provide evidence of the reach and effectiveness of an asynchronous self-directed e-learning program in a real-world setting among physiotherapists. The e-learning modules offer clinicians an accessible educational course to learn}, + language = {en-GB}, + number = {4}, + urldate = {2021-12-12}, + journal = {JMIR Medical Education}, + author = {Jorge, Ana Elisa Serafim and Bennell, Kim Louise and Kimp, Alexander Jared and Campbell, Penny Kate and Hinman, Rana Shane}, + month = dec, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia, Digitale Bildung, Krisenreaktion im Bildungsbereich, education, evaluation, implementation, telehealth, osteoarthritis, physiotherapy, exercise, pain, rehabilitation, professional development, knee}, + pages = {e30378}, + file = {Jorge et al. - 2021 - An e-Learning Program for Physiotherapists to Mana.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5ACKKV3Y/Jorge et al. - 2021 - An e-Learning Program for Physiotherapists to Mana.pdf:application/pdf}, +} + +@article{semwal_digital_2019, + title = {Digital {Education} for {Health} {Professions} on {Smoking} {Cessation} {Management}: {Systematic} {Review} by the {Digital} {Health} {Education} {Collaboration}}, + volume = {21}, + issn = {1438-8871}, + shorttitle = {Digital {Education} for {Health} {Professions} on {Smoking} {Cessation} {Management}}, + url = {http://www.jmir.org/2019/3/e13000/}, + doi = {10.2196/13000}, + abstract = {Background: Tobacco smoking, one of the leading causes of preventable death and disease, is associated with 7 million deaths every year. This is estimated to rise to more than 8 million deaths per year by 2030, with 80\% occurring in low- and middle-income countries. Digital education, teaching, and learning using digital technologies have the potential to increase educational opportunities, supplement teaching activities, and decrease distance barriers in health professions education. +Objective: The primary objective of this systematic review was to evaluate the effectiveness of digital education compared with various controls in improving learners’ knowledge, skills, attitudes, and satisfaction to deliver smoking cessation therapy. The secondary objectives were to assess patient-related outcomes, change in health professionals’ practice or behavior, self-efficacy or self-rated competence of health professionals in delivering smoking cessation therapy, and cost-effectiveness of the interventions. +Methods: We searched 7 electronic databases and 2 trial registers for randomized controlled trials published between January 1990 and August 2017. We used gold standard Cochrane methods to select and extract data and appraise eligible studies. +Results: A total of 11 studies (number of participants, n=2684) were included in the review. All studies found that digital education was at least as effective as traditional or usual learning. There was some suggestion that blended education results in similar or greater improvements in knowledge (standardized mean difference, SMD=0.19, 95\% CI −0.35 to 0.72), skill (SMD=0.58, 95\% CI 0.08-1.08), and satisfaction (SMD=0.62, 95\% CI 0.12-1.12) compared with digital education or usual learning alone. There was also some evidence for improved attitude (SMD=0.45, 95\% CI 0.18-0.72) following digital education compared with usual learning. Only 1 study reported patient outcomes and the setup cost of blended education but did not compare outcomes among groups. There were insufficient data to investigate what components of the digital education interventions were associated with the greatest improvements in learning outcomes. +Conclusions: The evidence suggests that digital education is at least as effective as usual learning in improving health professionals’ knowledge and skill for delivering smoking cessation therapy. However, limitations in the evidence base mean that these conclusions should be interpreted with some caution.}, + language = {en-GB}, + number = {3}, + urldate = {2021-12-12}, + journal = {Journal of Medical Internet Research}, + author = {Semwal, Monika and Whiting, Penny and Bajpai, Ram and Bajpai, Shweta and Kyaw, Bhone Myint and Tudor Car, Lorainne}, + month = mar, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, \#1:Zeitschriftenartikel:learning:management:system, Bildung, Multimedia}, + pages = {e13000}, + file = {Semwal et al. - 2019 - Digital Education for Health Professions on Smokin.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S74KDQWY/Semwal et al. - 2019 - Digital Education for Health Professions on Smokin.pdf:application/pdf}, +} + +@article{alon_working_2023, + title = {Working towards a ready to implement digital literacy program}, + volume = {9}, + issn = {2306-9740}, + doi = {10.21037/mhealth-23-13}, + abstract = {BACKGROUND: As healthcare continues to expand online and digital care offerings multiply, the importance of digital inclusion and equity is now better recognized. Yet despite impressive regional grassroots efforts, today there remain few readily deployable programs designed to support patient digital literacy. +METHODS: Digital Outreach for Obtaining Resources and Skills (DOORs) is one such digital literacy program that has evolved over the last 5 years to meet the rising demand. Through community partnerships, the DOORs curriculum and delivery has been updated to make the program more accessible and applicable as Coronavirus Disease 2019 (COVID-19) changes healthcare. Participants' experience in the most updated iteration of DOORS was assessed through surveys and semi-structured interviews. +RESULTS: Improvements to DOORs include an updated DOORs curriculum, updated facilitator manual, an online platform with a learning management system, standardized training, patient-facing educational handouts, consolidation of all DOORs materials into a single package that is ready to be shared with other groups, implementation of a single-session intervention model, and Spanish translation. Participants reported improved confidence on 72\% of the digital skills assessed. Thematic analysis resulted in three themes: awareness of divide, patient-centered design, and expanded skills and confidence. +CONCLUSIONS: Combined, these changes and participant outcomes better position DOORS to meet the rising need for digital literacy and offers a scalable model for teams across the world.}, + language = {en-GB}, + journal = {mHealth}, + author = {Alon, Noy and Perret, Sarah and Torous, John}, + year = {2023}, + pmid = {38023777}, + pmcid = {PMC10643183}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Krisenreaktion im Bildungsbereich, literacy, smartphone, Digital literacy, mobile, equity}, + pages = {32}, + file = {Alon et al. - 2023 - Working towards a ready to implement digital liter.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RX7SMQ3D/Alon et al. - 2023 - Working towards a ready to implement digital liter.pdf:application/pdf}, +} + +@article{behler_digital_2024, + title = {Digital {Future} {Skills} in {Nursing}: {Fallbasiertes} {E}-{Learning} zur {Vermittlung} digitaler {Kompetenzen} im {Pflegestudium}}, + volume = {19}, + issn = {1861-6186, 2235-218X}, + shorttitle = {Digital {Future} {Skills} in {Nursing}}, + url = {https://econtent.hogrefe.com/doi/10.1024/1861-6186/a000792}, + doi = {10.1024/1861-6186/a000792}, + abstract = {Zusammenfassung: An der Hochschule Bielefeld wurde ein neues Modul „Digital Future Skills in Nursing (DiFuSiN)“ für den Bachelorstudiengang Pflege entwickelt. Studierende bauen im Rahmen dieses Moduls zentrale digitale Kompetenzen für ihren späteren Berufsalltag auf. Der Artikel gibt einen Überblick über die Entwicklung und den Aufbau des Moduls sowie über das im Projekt entstandene digitale Lehr-/ Lernmaterial (Open Educational Resources).}, + language = {de-DE}, + number = {2}, + urldate = {2024-03-29}, + journal = {PADUA}, + author = {Behler, Annika and Palmdorf, Sarah and Ilskens, Karina and Latteck, Änne-Dörte and Büker, Christa}, + month = apr, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bildungstheorien, Promotion:Weiterführung, \#5:Zeitschriftenartikel:e-learning}, + pages = {87--92}, + file = {Behler et al. - 2024 - Digital Future Skills in Nursing Fallbasiertes E-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C62WH49K/Behler et al. - 2024 - Digital Future Skills in Nursing Fallbasiertes E-.pdf:application/pdf}, +} + +@article{carabregu-vokshi_21st_2024, + title = {21st century digital skills of higher education students during {Covid}-19—is it possible to enhance digital skills of higher education students through {E}-{Learning}?}, + volume = {29}, + issn = {1360-2357, 1573-7608}, + url = {https://link.springer.com/10.1007/s10639-023-12232-3}, + doi = {10.1007/s10639-023-12232-3}, + abstract = {Crucial for organizations’ business performance, 21st-century digital skills have gained prominence. The Covid-19 pandemic’s impact on individuals, education, and higher education institutions led to a shift from traditional face-to-face to remote synchronous learning. Students experienced diverse information and communication technologies (ICTs), while instructors adapted course structures, engaged in e-learning, and revamped online curricula. This study examines factors affecting students’ digital skills acquisition, including instructor involvement, e-course quality, e-learning system usability, and e-course interactivity. Additionally, we explore the relationship between increased educational ICT usage and improved digital skills. Drawing from a survey of 624 higher education students in Pristina, Kosovo, and employing variance-based PLS-SEM analysis using SmartPLS 3.0, we find that active professor engagement in e-learning significantly influences digital skills acquisition. Ease of use and e-course interactivity also wield substantial effects, while e-course quality indirectly affects digital skills. Enhanced educational ICT usage positively correlates with creative and innovative skills development, enabled by content creation and ICT integration. This study contributes to the ongoing discussion regarding the potential enhancement of digital skills acquisition among higher education students. The findings indicate that increasing students’ gaining digital skills through e-learning is indeed achievable through instructor involvement, e-course quality, ease of use, and increased ICT utilization. This study’s insights provide a foundation for educators, institutions, and policymakers to make informed decisions on designing effective e-learning environments and strategies that promote students’ digital skills in a rapidly evolving educational landscape.}, + language = {en-GB}, + number = {1}, + urldate = {2024-01-10}, + journal = {Education and Information Technologies}, + author = {Carabregu-Vokshi, Mjellma and Ogruk-Maz, Gokcen and Yildirim, Sinan and Dedaj, But and Zeqiri, Adelina}, + month = jan, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, \#5:Zeitschriftenartikel:e-learning}, + pages = {103--137}, + file = {Carabregu-Vokshi et al. - 2024 - 21st century digital skills of higher education st.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJ22G6M5/Carabregu-Vokshi et al. - 2024 - 21st century digital skills of higher education st.pdf:application/pdf}, +} + +@article{mefferd_tracing_2023, + title = {Tracing {Undergraduate} {Science} {Learners}’ {Digital} {Cognitive} {Strategy} {Use} and {Relation} to {Performance}}, + volume = {32}, + issn = {1059-0145, 1573-1839}, + url = {https://link.springer.com/10.1007/s10956-022-10018-9}, + doi = {10.1007/s10956-022-10018-9}, + abstract = {Digital environments like learning management systems can afford opportunities for students to engage in cognitive learning strategies including preparatory reading of advance organizers including lecture outlines and self-testing using ungraded quizzes. When timed appropriately, self-testing can afford distributed practice, an optimal approach to self-testing that confers additional benefits. At a large, public university in the southwestern USA, we examined the frequency and timing of digital learning behaviors that reflect these practices in a large gateway science course and how these event types predicted exam performance of 220 undergraduates’ exam grades in the first unit of a 16-week anatomy and physiology course. Coursework over this 31-day span included lessons on cytology, histology, the integumentary system, and osteology; we observed the timing and frequency of students’ use of the lecture outline, ungraded self-testing quizzes, and hypothesized that those who self-regulated by downloading advance organizers before lecture (i.e., pre-reading) and utilizing quizzes to self-test (i.e., retrieval practice) and distributed this practice would achieve superior performances. Whereas students massed self-testing prior to the exam, a regression model that also included pre-reading, self-testing, and its distribution predicted achievement over and above massed practice. In authentic contexts, students used digital resources and benefitted from early lecture access or pre-reading advance organizers, and self-testing despite challenges to distribute practice and to self-test frequently and on recommended schedules.}, + language = {en-GB}, + number = {6}, + urldate = {2023-11-22}, + journal = {Journal of Science Education and Technology}, + author = {Mefferd, Kyle Castro and Bernacki, Matthew L.}, + month = dec, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, \#1:Zeitschriftenartikel:learning:management:system, Advance organizers}, + pages = {837--857}, + file = {Mefferd und Bernacki - 2023 - Tracing Undergraduate Science Learners’ Digital Co.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NMQB82T4/Mefferd und Bernacki - 2023 - Tracing Undergraduate Science Learners’ Digital Co.pdf:application/pdf}, +} + +@article{chamnankij_intelligent_2023, + title = {An {Intelligent} {Teaching} and {Learning} {Management} {System} to {Support} the {Needs} of {Individual} {Learners}}, + volume = {1}, + abstract = {Intelligent learning management system to support the needs of individual learners it is a combination of science in many fields to apply. To help students learn as expected. It is a concept of bringing innovative features of Intelligent Tutoring Systems (ITS) and Synchronous Online Collaborative Intelligent Tutoring System (SOCITS) combined to link knowledge together in a consistent manner as a Web Application system with a database system on the Cloud have a total of 4 parts, consisting of: (1) The registration system, (2) The intelligent teaching system (ITS), (3) The reporting system and (4) The Academic Advisory System. System design taking into account the different knowledge between students according to the aptitude of the user the learning environment and learning content are organized to suit the abilities of each student. It also helps students organize teaching materials. For learning, tracking, and evaluating students' learning activities with artificial intelligence capabilities. There is also a results reporting system used to report teaching results through the Dashboard and the academic advisory system. The author conducted a study to assess the need for the system by sampling 80 personnel from the Military Science Division of the Chulachomklao Royal Military Academy. The study found that the majority of the respondents had a " want a lot " (x̅ = 3.83, S.D. = 0.84) level of overall opinion towards the system, indicating a strong need for its development.}, + language = {en-GB}, + journal = {International Journal of Digital Media Technology and Design}, + author = {Chamnankij, Poonnakan}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Weiterführung, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur}, + pages = {11--14}, + file = {Chamnankij - 2023 - An Intelligent Teaching and Learning Management Sy.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G2T9GKVJ/Chamnankij - 2023 - An Intelligent Teaching and Learning Management Sy.pdf:application/pdf}, +} + +@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{dernbach-stolz_trade_2021, + address = {Wiesbaden}, + title = {Trade {Unions}, {Digital} {Technologies} and the {Skill} {Question} in {Switzerland}}, + isbn = {978-3-658-32681-4 978-3-658-32682-1}, + url = {http://link.springer.com/10.1007/978-3-658-32682-1_5}, + language = {en-GB}, + urldate = {2021-03-30}, + booktitle = {Transformationen von {Arbeit}, {Beruf} und {Bildung} in internationaler {Betrachtung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Geiss, Michael}, + editor = {Dernbach-Stolz, Stefanie and Eigenmann, Philipp and Kamm, Chantal and Kessler, Stefan}, + year = {2021}, + doi = {10.1007/978-3-658-32682-1_5}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie}, + pages = {79--95}, + file = {geiss_2021_trade_unions,_digital_technologies_and_the_skill_question_in_switzerland.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SWYR2A9T/geiss_2021_trade_unions,_digital_technologies_and_the_skill_question_in_switzerland.pdf:application/pdf}, +} + +@incollection{geschaftsstelle_beim_stifterverband_digitale_2021, + address = {Wiesbaden}, + title = {Digitale {Ethik} der {Bildung}: {Methodische} {Entwicklung} eines {Rahmenwerks}}, + isbn = {978-3-658-32848-1 978-3-658-32849-8}, + shorttitle = {Digitale {Ethik} der {Bildung}}, + url = {https://link.springer.com/10.1007/978-3-658-32849-8_6}, + abstract = {Zusammenfassung + Digitale Ethik beschäftigt sich mit den Wechselwirkungen von Mensch und digitaler Technologie, reflektiert die moralischen Werte und liefert anhand ethischer Grundsätze einen Erkenntnisbeitrag. Im Bildungskontext zeigen sich gesonderte digitalethische Herausforderungen, bedingt durch ihre besondere Stellung und Bedeutung für Wissensgesellschaften. Dafür wird der Begriff der digitalen Ethik der Bildung definiert und systematisiert. Auf der Grundlage des Stilmittels von Narrativen werden für eine beispielhafte Bildungstechnologie ethische Implikationen aufgezeigt und durch eine erste empirische Validierung evaluiert.}, + language = {de-DE}, + urldate = {2021-12-29}, + booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Lemke, Claudia and Monett, Dagmar and Faustmann, Gert and Kirchner, Kathrin}, + editor = {{Geschäftsstelle beim Stifterverband}}, + year = {2021}, + doi = {10.1007/978-3-658-32849-8_6}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie}, + pages = {83--101}, + file = {Lemke et al. - 2021 - Digitale Ethik der Bildung Methodische Entwicklun.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/72I59NKJ/Lemke et al. - 2021 - Digitale Ethik der Bildung Methodische Entwicklun.pdf:application/pdf}, +} + +@incollection{geschaftsstelle_beim_stifterverband_methode_2021, + address = {Wiesbaden}, + title = {„{Methode}: {Klebezettel}“?! {Design} {Thinking} und die digitale {Transformation} der {Hochschulen}. {Ein} {Beitrag} zur {Behebung} des doppelten {Technologiedefizits} der {Hochschuldidaktik}}, + isbn = {978-3-658-32848-1 978-3-658-32849-8}, + shorttitle = {„{Methode}}, + url = {https://link.springer.com/10.1007/978-3-658-32849-8_33}, + abstract = {Zusammenfassung + + Der Beitrag gibt einen konzeptorientierten Überblick zum Einsatz von Design Thinking (DT) an Hochschulen und verortet die Methode auf Grundlage einschlägiger Literatur im hochschuldidaktischen und DT-spezifischen Forschungsdiskurs. Außerdem werden Einsatzfelder, Bezüge zu verwandten Methoden, Stärken, Herausforderungen und Forschungsfragen herausgearbeitet und auf wesentliche Erfordernisse eines adäquaten Umgangs mit der digitalen Transformation in der Hochschuldidaktik (als wissenschaftliche Disziplin, Praxis sowie Beratung und Weiterbildung) bezogen. DT wird dabei als Prozesspromotor interpretiert, der die mit einem + doppelten Technologiedefizit + konfrontierte Hochschuldidaktik auf dem Weg zur digitalen Hochschulbildung voranbringen kann. Denn die langjährig erprobte Problemlösungsmethode DT fördert grundlegende Kompetenzen, wie Teamfähigkeit und interdisziplinäres Zusammenarbeiten, die angesichts der digitalen Transformation stark an Bedeutung gewinnen.}, + language = {de-DE}, + urldate = {2021-12-29}, + booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Schmidt, Hans Jörg}, + editor = {{Geschäftsstelle beim Stifterverband}}, + year = {2021}, + doi = {10.1007/978-3-658-32849-8_33}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie, FernUni-Hagen:MABM:M6}, + pages = {599--616}, + file = {Schmidt - 2021 - „Methode Klebezettel“! Design Thinking und die d.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/89DBYNE5/Schmidt - 2021 - „Methode Klebezettel“! Design Thinking und die d.pdf:application/pdf}, +} + +@incollection{frasson_joint_2023, + address = {Cham}, + title = {Joint {Topic} {Model} with {Selected} {Side} {Information} for {Inter}-{University} {Syllabus} {Analysis} {Focusing} on the {Variety} of {Instructional} {Approaches}}, + volume = {13891}, + isbn = {978-3-031-32882-4 978-3-031-32883-1}, + url = {https://link.springer.com/10.1007/978-3-031-32883-1_56}, + abstract = {In recent university education, instructional approaches such as active learning have been varied, and inter-university opportunities to take classes have expanded due to the spread of MOOCs. Therefore, students have to refer to many syllabi, which significantly increases their burden when taking classes. In order to support syllabus browsing, a method of inter-university analysis of syllabi should be useful. However, the way universities describe the course syllabus and its related instructional approaches are not uniform among universities, it is not sufficient to simply search by apparent words in the syllabus texts, and it is necessary to capture latent relationships among words. In order to solve these problems, the authors propose Joint Topic Model with Selected Side Information (SS-JTM) to obtain relationships between the contents and instructional approaches of classes of several universities by selecting instructional approaches to be used as side information from syllabi. Functional extension of topic models has the possibility of performance degradation, but the results of evaluation experiments using Web syllabi from several universities have confirmed that SS-JTM performs as well as the baseline topic models such as LDA or JTM, and thus the functionality has been successfully extended.}, + language = {en-GB}, + urldate = {2023-05-27}, + booktitle = {Augmented {Intelligence} and {Intelligent} {Tutoring} {Systems}}, + publisher = {Springer Nature Switzerland}, + author = {Shiga, Kentaro and Morimoto, Naoyuki}, + editor = {Frasson, Claude and Mylonas, Phivos and Troussas, Christos}, + year = {2023}, + doi = {10.1007/978-3-031-32883-1_56}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#4:Buchteil:MOOC}, + pages = {638--650}, + file = {Shiga und Morimoto - 2023 - Joint Topic Model with Selected Side Information f.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GW3AE3UZ/Shiga und Morimoto - 2023 - Joint Topic Model with Selected Side Information f.pdf:application/pdf}, +} + +@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}, +} + +@article{ulber_rezension_2023, + title = {Rezension zu: {Bamberg}, {E}., {Ducki}, {A}. \& {Janneck}, {M}. ({Hrsg}.). (2022). {Digitale} {Arbeit} gestalten. {Herausforderungen} der {Digitalisierung} für die {Gestaltung} gesunder {Arbeit}: {Wiesbaden}: {Springer} {Fachmedien}. https://doi.org/10.1007/978-3-658-34647-8, {Electronic} {ISBN}: 978-3-658-34647-8; {Print} {ISBN}: 978-3-658-34646-1}, + volume = {54}, + issn = {2366-6145, 2366-6218}, + shorttitle = {Rezension zu}, + url = {https://link.springer.com/10.1007/s11612-023-00677-6}, + doi = {10/gss637}, + language = {de-DE}, + number = {1}, + urldate = {2023-09-30}, + journal = {Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}, + author = {Ulber, Daniela}, + month = mar, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Krisenreaktion im Bildungsbereich, Promotion:FU4b}, + pages = {137--138}, + file = {Ulber - 2023 - Rezension zu Bamberg, E., Ducki, A. & Janneck, M..pdf:/Users/jochenhanisch-johannsen/Zotero/storage/98LNNJMQ/Ulber - 2023 - Rezension zu Bamberg, E., Ducki, A. & Janneck, M..pdf:application/pdf}, +} + +@article{weinhold_einfuhrung_2023, + title = {Einführung in die {Messung} digitaler {Kompetenzen} im {Alter}: {Bestandsaufnahme} und erste {Ableitungen} zur {Erfassung} der digitalen {Kompetenz} bei älteren {Menschen}}, + issn = {1424-3636}, + shorttitle = {Einführung in die {Messung} digitaler {Kompetenzen} im {Alter}}, + url = {https://www.medienpaed.com/article/view/1736}, + doi = {10/gsr7pj}, + abstract = {As a result of the increasing mediatization of all areas of life and age, digital skills are playing an increasingly important role in social and societal participation. Older generations in particular face major challenges here, as their media biographies provide them with different prerequisites for competent use. Support is now provided by a wide range of formal and informal educational offerings for older adults aimed at strengthening digital skills. In order to test the effectiveness of these educational formats, a measurement of digital competencies is needed. However, in many cases the effect is not adequately evaluated or not evaluated at all. There is a lack of theoretically and conceptually derived and empirically and methodologically valid measurement instruments for the target group of older people. The author group of this article has therefore been meeting since March 2022 to discuss current models of digital literacy and measurement tools based on them. An overview of our findings will be presented in this paper. Due to the need for evaluation in the course of research projects, an already existing measurement instrument (DigCompSAT based on the Digital Competence Framework for Citizens, DigComp) was further developed in such a way that a first attempt for a reduced and reliable measurement instrument for the evaluation of digital competencies of older adults can be proposed, which requires further testing and improvement.}, + language = {de-DE}, + urldate = {2023-09-19}, + journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, + author = {Weinhold, Niklas and Barczik, Kristina and Jokisch, Mario and Doh, Michael and Göbl, Linda}, + month = sep, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien}, + pages = {581--618}, + file = {Weinhold et al. - 2023 - Einführung in die Messung digitaler Kompetenzen im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AN8GM23I/Weinhold et al. - 2023 - Einführung in die Messung digitaler Kompetenzen im.pdf:application/pdf}, +} + +@book{vogelpohl_fortbildung_2023, + address = {Oldenburg}, + title = {Fortbildung von {Lehrkräften} im {Blended}-{Learning}-{Format} eine {Interviewstudie} mit {Fortbildungsteilnehmer}:innen}, + isbn = {978-3-8142-2410-7}, + shorttitle = {Fortbildung von {Lehrkräften} im {Blended}-{Learning}-{Format} eine {Interviewstudie} mit {Fortbildungsteilnehmer}}, + abstract = {Die Gestaltung von Lehrkräftefortbildungen reagiert auf die strukturellen Besonderheiten des Lehrberufs und die damit verbundenen, zielgruppenspezifischen Bedürfnisse. Das Finden und Weiterentwickeln geeigneter Formate für diese Fortbildungen stellt ein besonders relevantes Untersuchungsfeld dar, da es eine große Berufsgruppe erreicht, während eine zeitgemäße Weiterentwicklung nötig ist. Insbesondere digitale Lernformate, wie das Blended Learning, bieten hier gegenüber reinen Präsenzveranstaltungen neue und flexiblere Möglichkeiten zur Ausrichtung an den Bedürfnissen der Lehrkräfte. Die vorliegende Dissertation untersucht daher Merkmale von digital gestützten Fortbildungen, die zu einer höheren Akzeptanz durch die Teilnehmenden führen. Es wird dazu einer übergeordneten Forschungsfrage nachgegangen: Welche Merkmale begünstigen die Akzeptanz von Fortbildungen im Blended- Learning-Format aus der Perspektive von Lehrkräften?}, + language = {de-DE}, + publisher = {BIS-Verlag der Carl von Ossietzky Universität Oldenburg}, + author = {Vogelpohl, Karen A. and Krause, Ulrike-Marie and Zawacki-Richter, Olaf}, + year = {2023}, + note = {OCLC: 1376978850}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buch:blended:learning}, + file = {Vogelpohl et al. - 2023 - Fortbildung von Lehrkräften im Blended-Learning-Fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YTK93Z3/Vogelpohl et al. - 2023 - Fortbildung von Lehrkräften im Blended-Learning-Fo.pdf:application/pdf}, +} + +@article{weihmayer_herumdoppeln_2023, + title = {Herumdoppeln oder {Zuhören}?: {Organisationskulturelle} {Betrachtungen} zum {Einsatz} digitaler {Bilderbücher} in der {Kita}}, + volume = {52}, + issn = {1424-3636}, + shorttitle = {Herumdoppeln oder {Zuhören}?}, + url = {https://www.medienpaed.com/article/view/1549}, + doi = {10/grrq7b}, + abstract = {Im Zuge der Veränderungen gesellschaftlicher Lebensformen infolge der Digitalisierung stehen Kindertageseinrichtungen vor der Herausforderung, sich mit der digitalen Durchdringung der familialen Lebenswelt junger Kinder auseinanderzusetzen. Zusätzlich werden ihnen, aufgrund ihres Bildungsauftrags und ihrer gewachsenen Bedeutung als Teil der Normalbiografie des Kindes, Erwartungen im Hinblick auf den frühzeitigen Ausgleich von Bildungsungleichheit gestellt. Vor diesem Hintergrund diskutiert der Beitrag das Potenzial einer organisationstheoretischen Betrachtung des Umgangs mit dem Digitalen in der Kindertageseinrichtung. Unter Rückgriff auf ein Konzept von «Organisationskultur» wird anhand eines empirischen Beispiels mithilfe von Videodaten und Interviewmaterial dargestellt, wie organisationskulturelle Rahmungen und der alltägliche Umgang mit digitalen Bilderbüchern miteinander verschränkt sind. Vor allem im institutionellen Alltag der Kinder schlagen sich die im Team ausgehandelten Orientierungen und Haltungen zum Thema digitale Medien nieder und beeinflussen ihre Möglichkeiten zur Partizipation. Die Ergebnisse zeigen darüber hinaus, wie die Kinder an der Herstellung und Aufrechterhaltung (organisations-)kultureller Rahmungen beteiligt sind und diese durch Integration in ihre Peerkultur modifizieren. Daher plädiert der Beitrag für eine höhere Sensitivität gegenüber den Beiträgen junger Kinder zur digital geprägten Kultur. Zudem zeigt sich der organisationskulturelle Zugang als gewinnbringend für die Auseinandersetzung mit theoretischen und praktischen Verknüpfungen von Digitalität und Nachhaltigkeit.}, + language = {de-DE}, + urldate = {2023-02-11}, + journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, + author = {Weihmayer, Lena Sophie and Flämig, Katja and Groth, Katarina}, + month = feb, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia}, + pages = {85--107}, + file = {Weihmayer et al. - 2023 - Herumdoppeln oder Zuhören Organisationskulturell.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EAEFTSH4/Weihmayer et al. - 2023 - Herumdoppeln oder Zuhören Organisationskulturell.pdf:application/pdf}, +} + +@article{grzeszczyk_can_2023, + title = {Can gamification reduce the burden of self-reporting in {mHealth} applications? {A} feasibility study using machine learning from smartwatch data to estimate cognitive load}, + volume = {2023}, + issn = {1942-597X}, + shorttitle = {Can gamification reduce the burden of self-reporting in {mHealth} applications?}, + abstract = {The effectiveness of digital treatments can be measured by requiring patients to self-report their state through applications, however, it can be overwhelming and causes disengagement. We conduct a study to explore the impact of gamification on self-reporting. Our approach involves the creation of a system to assess cognitive load (CL) through the analysis of photoplethysmography (PPG) signals. The data from 11 participants is utilized to train a machine learning model to detect CL. Subsequently, we create two versions of surveys: a gamified and a traditional one. We estimate the CL experienced by other participants (13) while completing surveys. We find that CL detector performance can be enhanced via pre-training on stress detection tasks. For 10 out of 13 participants, a personalized CL detector can achieve an F1 score above 0.7. We find no difference between the gamified and non-gamified surveys in terms of CL but participants prefer the gamified version.}, + language = {en-GB}, + journal = {AMIA ... Annual Symposium proceedings. AMIA Symposium}, + author = {Grzeszczyk, Michal K. and Adamczyk, Paulina and Marek, Sylwia and Pręcikowski, Ryszard and Kuś, Maciej and Lelujko, M. Patrycja and Blanco, Rosmary and Trzciński, Tomasz and Sitek, Arkadiusz and Malawski, Maciej and Lisowska, Aneta}, + year = {2023}, + pmid = {38222421}, + pmcid = {PMC10785949}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Humans, Telemedicine, Cognition, Machine Learning, Gamification, Feasibility Studies}, + pages = {389--396}, + file = {Grzeszczyk et al. - 2023 - Can gamification reduce the burden of self-reporti.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MR54E3YH/Grzeszczyk et al. - 2023 - Can gamification reduce the burden of self-reporti.pdf:application/pdf}, +} + +@incollection{meier_seminar_2023, + address = {Wiesbaden}, + title = {Das {Seminar} ‚{Digitale} {Aufgaben}‘: {Konzeption} und {Ergebnisse} eines digitalen {Lehr}-{Lern}-{Labors}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {Das {Seminar} ‚{Digitale} {Aufgaben}‘}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_24}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Speer, Annabelle and Eichler, Andreas}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_24}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {239--253}, + file = {Speer und Eichler - 2023 - Das Seminar ‚Digitale Aufgaben‘ Konzeption und Er.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RPKD4PUC/Speer und Eichler - 2023 - Das Seminar ‚Digitale Aufgaben‘ Konzeption und Er.pdf:application/pdf}, +} + +@article{zakaria_intelligent_2022, + title = {Intelligent {System} for {Personalised} {Interventions} and {Early} {Drop}-out {Prediction} in {MOOCs}}, + volume = {13}, + issn = {21565570, 2158107X}, + url = {http://thesai.org/Publications/ViewPaper?Volume=13&Issue=9&Code=IJACSA&SerialNo=83}, + doi = {10/grw337}, + abstract = {In this paper, we propose an approach to early detect students at high risk of drop-out in MOOC (Massive Open Online Course); we design personalised interventions to mitigate that risk. We apply Machine Learning (ML) algorithms and data mining techniques to a dataset extracted from XuetangX MOOC learning platforms and sourced from the KDD cup 2015. Since this dataset contains only raw student log activity records, we perform a hybrid feature selection and dimensionality reduction techniques to extract relevant features, and reduce models complexity and computation time. Besides, we built two models based on: Genetic Algorithms (GA) and Deep Learning (DL) with supervised learning methods. The obtained results, according to the accuracy and the AUC (Area Under Curve)-ROC (Reciever Operator Characteristic) metrics, prove the pertinence of the extracted features and encourage the use of the hybrid features selection. They also proved that GA and DL are outperforming the baseline algorithms used in related works. To assess the generalisation of the approach used in this work, The same process is performed to a second benchmark dataset extracted from the university MOOC. Then, a single web application hosted on the university server, produces an individual weekly drop-out probability, using time series data. It also proposes an approach to personalise and prioritise interventions for at-risk students according to the drop-out patterns.}, + language = {en-GB}, + number = {9}, + urldate = {2023-03-12}, + journal = {International Journal of Advanced Computer Science and Applications}, + author = {Zakaria, Alj and Anas, Bouayad and Oucamah, Cherkaoui Malki Mohammed}, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU6, \#4:Zeitschriftenartikel:MOOC}, + file = {Zakaria et al. - 2022 - Intelligent System for Personalised Interventions .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PJ9K9JYF/Zakaria et al. - 2022 - Intelligent System for Personalised Interventions .pdf:application/pdf}, +} + +@article{hattori_deep-learning-based_2024, + title = {A deep-learning-based scatter correction with water equivalent path length map for digital radiography}, + issn = {1865-0341}, + doi = {10.1007/s12194-024-00807-9}, + abstract = {We proposed a new deep learning (DL) model for accurate scatter correction in digital radiography. The proposed network featured a pixel-wise water equivalent path length (WEPL) map of subjects with diverse sizes and 3D inner structures. The proposed U-Net model comprises two concatenated modules: one for generating a WEPL map and the other for predicting scatter using the WEPL map as auxiliary information. First, 3D CT images were used as numerical phantoms for training and validation, generating observed and scattered images by Monte Carlo simulation, and WEPL maps using Siddon's algorithm. Then, we optimised the model without overfitting. Next, we validated the proposed model's performance by comparing it with other DL models. The proposed model obtained scatter-corrected images with a peak signal-to-noise ratio of 44.24 ± 2.89 dB and a structural similarity index measure of 0.9987 ± 0.0004, which were higher than other DL models. Finally, scatter fractions (SFs) were compared with other DL models using an actual phantom to confirm practicality. Among DL models, the proposed model showed the smallest deviation from measured SF values. Furthermore, using an actual radiograph containing an acrylic object, the contrast-to-noise ratio (CNR) of the proposed model and the anti-scatter grid were compared. The CNR of the images corrected using the proposed model are 16\% and 82\% higher than those of the raw and grid-applied images, respectively. The advantage of the proposed method is that no actual radiography system is required for collecting training dataset, as the dataset is created from CT images using Monte Carlo simulation.}, + language = {en-GB}, + journal = {Radiological Physics and Technology}, + author = {Hattori, Masayuki and Tsubakiya, Hisato and Lee, Sung-Hyun and Kanai, Takayuki and Suzuki, Koji and Yuasa, Tetsuya}, + month = may, + year = {2024}, + pmid = {38696086}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Argumentation, \#0:Zeitschriftenartikel:digital:learning, Deep learning, U-Net, Digital radiography, Monte Carlo simulation, Scatter correction, Water equivalent path length}, +} + +@article{ng_design_2024, + title = {Design and validation of the {AI} literacy questionnaire: {The} affective, behavioural, cognitive and ethical approach}, + volume = {55}, + issn = {1467-8535}, + shorttitle = {Design and validation of the {AI} literacy questionnaire}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13411}, + doi = {10.1111/bjet.13411}, + abstract = {Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self-efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32-item self-reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first- and second-order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four-factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework. Practitioner notes What is already known about this topic AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy. Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy. Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes. What this paper adds Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions. Proposes a parsimonious model based on the ABCE framework and addresses a skill set of AI literacy. Implications for practice and/or policy Researchers are able to use the AILQ as a guide to measure students' AI literacy. Practitioners are able to use the AILQ to assess students' AI literacy development.}, + language = {en-GB}, + number = {3}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Ng, Davy Tsz Kit and Wu, Wenjie and Leung, Jac Ka Lok and Chiu, Thomas Kin Fung and Chu, Samuel Kai Wah}, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13411}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU6, artificial intelligence, AI education, AI literacy, AI literacy questionnaire (AILQ), questionnaire validation}, + pages = {1082--1104}, + file = {Ng et al. - 2024 - Design and validation of the AI literacy questionn.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BHTPYVX7/Ng et al. - 2024 - Design and validation of the AI literacy questionn.pdf:application/pdf}, +} + +@book{veenker_zur_2022, + address = {Wiesbaden}, + title = {Zur {Relevanz} von {Digitalisierung} in {Kindertagesstätten}: {Perspektiven} von pädagogischen {Fachkräften} und ({Berufs}-){Fachschullehrer}*innen im {Rahmen} einer qualitativen {Interviewstudie}}, + isbn = {978-3-658-39912-2 978-3-658-39913-9}, + shorttitle = {Zur {Relevanz} von {Digitalisierung} in {Kindertagesstätten}}, + url = {https://link.springer.com/10.1007/978-3-658-39913-9}, + language = {de-DE}, + urldate = {2022-11-27}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Veenker, Jaqueline}, + year = {2022}, + doi = {10.1007/978-3-658-39913-9}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {Veenker - 2022 - Zur Relevanz von Digitalisierung in Kindertagesstä.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/96NW4TSX/Veenker - 2022 - Zur Relevanz von Digitalisierung in Kindertagesstä.pdf:application/pdf}, +} + +@book{rietmann_beratung_2019-1, + address = {Wiesbaden}, + series = {Soziale {Arbeit} als {Wohlfahrtsproduktion}}, + title = {Beratung und {Digitalisierung}: {Zwischen} {Euphorie} und {Skepsis}}, + volume = {15}, + isbn = {978-3-658-25527-5 978-3-658-25528-2}, + shorttitle = {Beratung und {Digitalisierung}}, + url = {http://link.springer.com/10.1007/978-3-658-25528-2}, + language = {de-DE}, + urldate = {2021-05-25}, + publisher = {Springer Fachmedien Wiesbaden}, + editor = {Rietmann, Stephan and Sawatzki, Maik and Berg, Mathias}, + year = {2019}, + doi = {10.1007/978-3-658-25528-2}, + note = {ZSCC: 0000005 }, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {Rietmann et al. - 2019 - Beratung und Digitalisierung Zwischen Euphorie un.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZBV93H36/Rietmann et al. - 2019 - Beratung und Digitalisierung Zwischen Euphorie un.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{fleischmann_ganzheitliche_2018, + address = {Wiesbaden}, + title = {Ganzheitliche {Digitalisierung} von {Prozessen}: {Perspektivenwechsel} – {Design} {Thinking} – {Wertegeleitete} {Interaktion}}, + isbn = {978-3-658-22647-3 978-3-658-22648-0}, + shorttitle = {Ganzheitliche {Digitalisierung} von {Prozessen}}, + url = {http://link.springer.com/10.1007/978-3-658-22648-0}, + language = {de-DE}, + urldate = {2021-02-09}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Fleischmann, Albert and Oppl, Stefan and Schmidt, Werner and Stary, Christian}, + year = {2018}, + doi = {10.1007/978-3-658-22648-0}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {fleischmann_et_al_2018_ganzheitliche_digitalisierung_von_prozessen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/72FYBD3W/fleischmann_et_al_2018_ganzheitliche_digitalisierung_von_prozessen.pdf:application/pdf}, +} + +@book{eichenberg_chancen_2018, + title = {Chancen und {Risiken} digitaler {Medien} für {Kinder} und {Jugendliche}}, + isbn = {978-3-8017-2647-8}, + url = {https://www.hogrefe.de/9783801726478}, + language = {de-DE}, + urldate = {2021-01-24}, + publisher = {Hogrefe}, + author = {Eichenberg, Christiane and Auersperg, Felicitas}, + year = {2018}, + doi = {10.1026/02647-000}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {eichenberg_auersperg_2018_chancen_und_risiken_digitaler_medien_fur_kinder_und_jugendliche.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W9N37Y3J/eichenberg_auersperg_2018_chancen_und_risiken_digitaler_medien_fur_kinder_und_jugendliche.pdf:application/pdf}, +} + +@incollection{de_witt_lernpfade_2023, + address = {Wiesbaden}, + title = {Lernpfade in adaptiven und künstlich-intelligenten {Lernprogrammen}. {Eine} kritische {Analyse} aus mediendidaktischer {Sicht}}, + isbn = {978-3-658-40078-1 978-3-658-40079-8}, + url = {https://link.springer.com/10.1007/978-3-658-40079-8_6}, + abstract = {Der Beitrag kontrastiert interaktive, adaptive sowie künstlich-intelligente Lernprogramme. Adaptive und KI-basierte Anwendungen erweisen sich in der Entwicklung als aufwändiger und haben sich bislang nicht durchsetzen können. Um die Chancen dieser Technologien abzuschätzen, werden ihre Möglichkeiten verglichen. Adaptive Lernprogramme eignen sich vor allem für den Erwerb von Fertigkeiten, KI-basierte Lösungen, wenn sich ein Expertisemodell nicht explizieren lässt. Benannt werden didaktische und pädagogische Herausforderungen, denen sich KI-basierte Lernanwendungen künftig stellen müssen.}, + language = {de-DE}, + urldate = {2024-03-22}, + booktitle = {Künstliche {Intelligenz} in der {Bildung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kerres, Michael and Buntins, Katja and Buchner, Josef and Drachsler, Hendrik and Zawacki-Richter, Olaf}, + editor = {De Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth}, + year = {2023}, + doi = {10.1007/978-3-658-40079-8_6}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#6:Buchteil:Bildung:Technologie}, + pages = {109--131}, + file = {Kerres et al. - 2023 - Lernpfade in adaptiven und künstlich-intelligenten.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6ZIBZLEK/Kerres et al. - 2023 - Lernpfade in adaptiven und künstlich-intelligenten.pdf:application/pdf}, +} + +@incollection{zaphiris_3d_2023, + address = {Cham}, + title = {{3D} {Geography} {Course} {Using} {AR}: {The} {Case} of the {Map} of {Greece}}, + volume = {14041}, + isbn = {978-3-031-34549-4 978-3-031-34550-0}, + shorttitle = {{3D} {Geography} {Course} {Using} {AR}}, + url = {https://link.springer.com/10.1007/978-3-031-34550-0_12}, + abstract = {Augmented reality (AR) is utilized alongside game-based learning to increase student engagement in blended learning environments. This paper describes an AR-based edugame designed to improve learning the geography curriculum in Greek elementary schools. The game utilizes two interaction techniques: via a virtual hand model and via a touch screen. Moreover, 3D objects represent prefectures and geographic regions to provide a more extensive presentation of a map. The game is a puzzle-like game with an additional phase of matching names to the puzzle pieces. Players move the 3D objects to complete the puzzle and choose provinces to continue the game by locating counties. Furthermore, this paper investigates the impact of Felder Silverman learning style and tests learning outcomes with the use of AR-based edugame as a learning object.}, + language = {en-GB}, + urldate = {2023-06-13}, + booktitle = {Learning and {Collaboration} {Technologies}}, + publisher = {Springer Nature Switzerland}, + author = {Logothetis, Ilias and Katsaris, Iraklis and Sfyrakis, Myron and Vidakis, Nikolas}, + editor = {Zaphiris, Panayiotis and Ioannou, Andri}, + year = {2023}, + doi = {10.1007/978-3-031-34550-0_12}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie}, + pages = {170--182}, + file = {Logothetis et al. - 2023 - 3D Geography Course Using AR The Case of the Map .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8CXT27U7/Logothetis et al. - 2023 - 3D Geography Course Using AR The Case of the Map .pdf:application/pdf}, +} + +@incollection{zaphiris_preliminary_2023, + address = {Cham}, + title = {Preliminary {Validation} of {ENGAME}: {Fostering} {Civic} {Participation} and {Social} {Inclusion} {Through} an {E}-{Learning} {Game}}, + volume = {14041}, + isbn = {978-3-031-34549-4 978-3-031-34550-0}, + shorttitle = {Preliminary {Validation} of {ENGAME}}, + url = {https://link.springer.com/10.1007/978-3-031-34550-0_34}, + abstract = {INGAME project has as its aim, directly and indirectly, improve the users’ digital, language, reading, communication and collaboration skills. It will also introduce and integrate gaming into school teaching methods and practices, specifically those relating to the fields of civic literacy and pedagogy. The game developed, under the name ENGAME, is a journey to gain knowledge about today’s society. The avatar (without gender) arrives from space and grows up meanwhile, learning about gender equality and equity, inclusion, civic engagement, environment, climate change, global issues and crises. This work describes the pilots with users carried out as part of the project to validate the game and produce a final version considering the main issues detected during the testing. According to the results, women have better results than men regarding enjoyment. Moreover, users who play every day get worst immersion results while playing the game.}, + language = {en-GB}, + urldate = {2023-06-13}, + booktitle = {Learning and {Collaboration} {Technologies}}, + publisher = {Springer Nature Switzerland}, + author = {García-Holgado, Alicia and Vázquez-Ingelmo, Andrea and Verdugo-Castro, Sonia and García-Peñalvo, Francisco José and Kiourti, Elisavet and Gudoniene, Daina and Kyriakidou, Maria and Romaniuc, Liliana and Rak, Katarzyna and Kraus, Leo and Fruhmann, Peter}, + editor = {Zaphiris, Panayiotis and Ioannou, Andri}, + year = {2023}, + doi = {10.1007/978-3-031-34550-0_34}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie}, + pages = {466--481}, + file = {García-Holgado et al. - 2023 - Preliminary Validation of ENGAME Fostering Civic .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9L9B6IT6/García-Holgado et al. - 2023 - Preliminary Validation of ENGAME Fostering Civic .pdf:application/pdf}, +} + +@incollection{zaphiris_assessing_2023, + address = {Cham}, + title = {Assessing the {Impact} of {Using} {Python} to {Teach} {Computational} {Thinking} for {Remote} {Schools} in a {Blended} {Learning} {Environment}}, + volume = {14041}, + isbn = {978-3-031-34549-4 978-3-031-34550-0}, + url = {https://link.springer.com/10.1007/978-3-031-34550-0_35}, + abstract = {As the demand for programming in STEM education continues to grow, computational thinking skills are becoming even more important for students. Research indicates Python is an effective language to teach computational thinking. In spite of its popularity, there are only a few schools that offer Python courses. This is often due to a lack of teaching resources especially in remote schools. This paper aims to integrate computational thinking methods utilizing Python, while bridging the gap between block-based and text-based programming. The effectiveness of the curriculum was evaluated using established computational thinking and blended learning surveys. The results of our study show that this newly developed course with the assessment tool identifies computationally talented students, creates an interest in computational thinking development, and encourages students to perform in a blended learning course. This paper lays out a comprehensive curriculum aligned with Ontario learning outcomes with the mission to remove geographical barriers to build sustainability in First Nation Schools in Northwestern communities of Canada.}, + language = {en-GB}, + urldate = {2023-06-13}, + booktitle = {Learning and {Collaboration} {Technologies}}, + publisher = {Springer Nature Switzerland}, + author = {Kamak, Lakshmi Preethi and Mago, Vijay}, + editor = {Zaphiris, Panayiotis and Ioannou, Andri}, + year = {2023}, + doi = {10.1007/978-3-031-34550-0_35}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie}, + pages = {482--500}, + file = {Kamak und Mago - 2023 - Assessing the Impact of Using Python to Teach Comp.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V4CUYV9G/Kamak und Mago - 2023 - Assessing the Impact of Using Python to Teach Comp.pdf:application/pdf}, +} + +@incollection{beskopylny_developing_2023, + address = {Cham}, + title = {Developing {Communicative} {Skills} of {Specialists} of the {Agro}-{Industrial} {Complex} by {Means} of {Information} {Technologies}}, + volume = {574}, + isbn = {978-3-031-21431-8 978-3-031-21432-5}, + url = {https://link.springer.com/10.1007/978-3-031-21432-5_246}, + abstract = {This paper analyses the effectiveness of modern information technologies application in foreign language teaching for preparation of specialists of the agro-industrial complex. This article shows a great variety of ICT usage in higher education. One of the advantages of their application in language teaching is that these technologies contribute to developing speaking, listening, writing and lexical skills of students. Another benefit of digital resources implementation is that they motivate trainees in learning a foreign language independently. The conducted research gives the detailed analysis of different e-learning tools and proves that information technologies help to form communicative competence of learners. The communicative competence is one of the main as it supposes to use a language correctly in a professional sphere with the purpose of solving special professional tasks including the agro-industrial complex. The analysis of digital means is interesting and relevant for educational system and can be taken into account by teachers of foreign languages.}, + language = {en-GB}, + urldate = {2023-02-10}, + booktitle = {{XV} {International} {Scientific} {Conference} “{INTERAGROMASH} 2022”}, + publisher = {Springer International Publishing}, + author = {Kolesnichenko, Alvina and Kotliarenko, Iuliia and Nikolaeva, Elena}, + editor = {Beskopylny, Alexey and Shamtsyan, Mark and Artiukh, Viktor}, + year = {2023}, + doi = {10.1007/978-3-031-21432-5_246}, + note = {Series Title: Lecture Notes in Networks and Systems}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#6:Buchteil:Bildung:Technologie}, + pages = {2249--2258}, + file = {Kolesnichenko et al. - 2023 - Developing Communicative Skills of Specialists of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H7HPWVCV/Kolesnichenko et al. - 2023 - Developing Communicative Skills of Specialists of .pdf:application/pdf}, +} + +@incollection{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_lernen_2020, + 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{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{luppold_beruhrende_2021, + address = {Wiesbaden}, + title = {Berührende {Momente} in virtuellen {Räumen}: Ästhetische {Erfahrungen} aus der digitalen {Lehre} im {Fachbereich} {BWL}}, + isbn = {978-3-658-33917-3 978-3-658-33918-0}, + shorttitle = {Berührende {Momente} in virtuellen {Räumen}}, + url = {https://link.springer.com/10.1007/978-3-658-33918-0_13}, + language = {de-DE}, + urldate = {2021-10-17}, + booktitle = {Berührende {Online}-{Veranstaltungen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Blazejewski, Susanne}, + editor = {Luppold, Stefan and Himmel, Wolfgang and Frank, Hans-Jürgen}, + year = {2021}, + doi = {10.1007/978-3-658-33918-0_13}, + note = {ZSCC: NoCitationData[s0] }, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {169--181}, + file = {Blazejewski - 2021 - Berührende Momente in virtuellen Räumen Ästhetisc.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I2XTI6KQ/Blazejewski - 2021 - Berührende Momente in virtuellen Räumen Ästhetisc.pdf:application/pdf}, +} + +@book{bamberger_beyourself_2022, + address = {München}, + title = {\#beyourself. {Instagram}-{Inhalte} als {Orientierungsangebote} für die {Identitätsarbeit}. {Medienanalyse} und {Einschätzungen} von {Kindern} und {Jugendlichen}. {Ausgewählte} {Ergebnisse} der {Monitoring}-{Studie}}, + url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-247604}, + abstract = {Der Report stellt Ergebnisse einer hashtag-geleiteten Analyse von Instagram-Inhalten und einer explorativen Gruppenbefragung von Heranwachsenden im Alter von 10 bis 14 Jahren vor. Analysiert wurden Instagram-Profile und -Beiträge in vier Themenbereichen, die als relevant für die Identitätsentwicklung Jugendlicher gelten können: Liebesbeziehungen, Körperakzeptanz und -optimierung, sexuelle Identität und Präferenz, gesellschaftliches/politisches Engagement. Die Inhaltsanalyse zeigt, dass auf Instagram auch Orientierungsangebote gemacht werden, die jenseits der gängigen Geschlechterstereotype, Schönheitsideale und Optimierungszwänge liegen und die vor allem auf Entwicklung durch Selbstakzeptanz und gegenseitige Toleranz setzen. Nicht zu leugnen ist allerdings, dass die Präsentation der Themen auf der Plattform in der Regel sehr oberflächlich bleibt und höchstens Anstöße zu einer weitergehenden Auseinandersetzung bietet. Ebenfalls nicht von der Hand zu weisen ist, dass sich die Propagierung überkommener Stereotype und Vorurteile durchaus auch in Profilen und Beiträgen weniger bekannter Nutzer*innen finden lässt, zum Teil sogar in sehr provokanter Form. Zudem fallen Ratgeber- und Coachingprofile auf, die z.B. Lebens- oder Ernährungsberatung anbieten. Das Spektrum reicht hier von professionell-gewerblichen Profilen über solche von Privatpersonen, die ihre Erfahrungen teilen und Anregung geben wollen, bis hin zu Profilen mit abstrusen, bauernfängerischen oder sogar riskanten Hilfeversprechen. Die Befragung zeigt, dass 10- bis 14-Jährige Instagram nicht zur gezielten Informationssuche nutzen und Hashtags für sie keinen primären Zugang bilden, um sich die Plattform zu erschließen. Vielmehr bestätigt sich die Orientierung an prominenten Profilen, die bereits von anderen Social-Media-Plattformen oder sonstigen Medien bekannt sind. Die vorliegende Forschungsarbeit dient der Vorbereitung einer nachfolgenden Befragungen von 12- bis 14-Jährigen zu ihrem Umgang mit Instagram. (DIPF/Orig.)}, + language = {de-DE}, + urldate = {2024-05-14}, + publisher = {pedocs}, + author = {Bamberger, Anja and Stecher, Sina and Gebel, Christa and Brüggen, Niels}, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Deutschland, Germany, On line, Online, Adolescent, Jugendlicher, Media pedagogics, Medienpädagogik, Orientation, Orientierung, Umfrage, Sexualität, Digitale Medien, Mediennutzung, Utilisation of media, Utilization of media, Media competence, Media skills, Content analysis, Inhaltsanalyse, Medienkompetenz, Media education, Sexuality, Identität, Identity, Explorative Studie, Online service, Online-Angebot, Body image, Forschungsarbeit, Identitätsentwicklung, Jugendschutz, Körperbild, Liebe, Love, Media analysis, Media research, Medienanalyse, Medienforschung, Protection of minors in public, Schönheit, Sexual identity, Sexuelle Identität, Social networks, Soziales Netzwerk, Youth protection}, + file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/45JMY7TD/Bamberger et al. - 2022 - #beyourself. Instagram-Inhalte als Orientierungsan.pdf:application/pdf}, +} + +@book{kutz_systemik_2023, + address = {Wiesbaden}, + series = {essentials}, + title = {Systemik für ganzheitliche {Resilienz} im permanenten {Wandel} der agilen {VUCA}/{BANI}-{Welt}: {Wieso} der systemische {Ansatz} so heil- und wirksam ist für die nötigen {Anpassungen} in der digitalen {VUCA}/{BANI}- und {KI}-{Welt}}, + isbn = {978-3-658-43005-4 978-3-658-43006-1}, + shorttitle = {Systemik für ganzheitliche {Resilienz} im permanenten {Wandel} der agilen {VUCA}/{BANI}-{Welt}}, + url = {https://link.springer.com/10.1007/978-3-658-43006-1}, + language = {de-DE}, + urldate = {2023-12-23}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kutz, Angelika}, + year = {2023}, + doi = {10.1007/978-3-658-43006-1}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {Kutz - 2023 - Systemik für ganzheitliche Resilienz im permanente.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LN34MXLP/Kutz - 2023 - Systemik für ganzheitliche Resilienz im permanente.pdf:application/pdf}, +} + +@book{bruckner_elementarpadagogik_2023, + edition = {1}, + title = {Elementarpädagogik: {Frühkindliche} {Bildungsprozesse} verstehen und begleiten}, + isbn = {978-3-8017-3115-1 978-3-8409-3115-4}, + shorttitle = {Elementarpädagogik}, + url = {https://elibrary.hogrefe.com/book/10.1026/03115-000}, + abstract = {Frühkindliche Bildungsprozesse sind bedeutsam für die weiteren (lern-)biografischen Lebensabschnitte von Kindern. Wie diese Bildungsprozesse in verschiedenen elementarpädagogischen Handlungsfeldern und Einrichtungen bestmöglich angeregt und begleitet werden können, ist Hauptanliegen dieses Bandes. Die Beiträge decken eine große Bandbreite an inhaltlichen Themenschwerpunkten ab und liefern konkrete Praxisideen, die den Transfer des dargestellten Wissens erleichtern. +Im ersten Teil werden grundlegende Aspekte der elementaren Bildung erörtert. Neben wesentlichen Fragestellungen in Bezug auf frühe Bildung, Erziehung und Betreuung werden die emotionale und soziale sowie die kognitive Entwicklung thematisiert und aktuelle Diskurse in den Bereichen Menschen- und Kinderrechte, Inklusion, Diversität mit Fokus auf das Geschlecht und digitale Medienbildung aufgezeigt. Der zweite Teil des Bandes legt besonderes Augenmerk auf die Analyse und Diskussion fachspezifischer Inhalte. Die von erfahrenen Pädagog\_innen verfassten Beiträge zu den Bildungsbereichen Sprache, Mathematik, Natur und Technik, Musik, Bewegung sowie Rhythmik/Musik und Bewegung bieten hier wertvolle und praxisrelevante Anregungen. Der Schwerpunkt des dritten Teils liegt auf der religionssensiblen Bildung und Erziehung von Kindern. Dabei wird exemplarisch aufgezeigt, welche Kenntnisse über religiöse Praktiken, Bräuche und Rituale, Werte und Erziehungsfragen für eine achtsame Begleitung notwendig sind. +Insgesamt ermöglicht der Sammelband mit seinen umfangreichen Betrachtungen eine fundierte Diskussion von zeitgemäßen Maßnahmen und Handlungsempfehlungen im Bereich der frühen Bildung. +Audioaufnahmen und Notenblätter der in dem Band vorgestellten Lieder können zudem nach erfolgter Registrierung von der Hogrefe Website heruntergeladen werden.}, + language = {de-DE}, + urldate = {2023-07-28}, + publisher = {Hogrefe Verlag}, + editor = {Bruckner, Johanna and Lindner, Doris}, + month = mar, + year = {2023}, + doi = {10.1026/03115-000}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {Bruckner und Lindner - 2023 - Elementarpädagogik Frühkindliche Bildungsprozesse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GCH5C3UJ/Bruckner und Lindner - 2023 - Elementarpädagogik Frühkindliche Bildungsprozesse.pdf:application/pdf}, +} + +@book{meier_lehr-lern-labore_2023, + address = {Wiesbaden}, + series = {Edition {Fachdidaktiken}}, + title = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2}, + language = {de-DE}, + urldate = {2023-04-05}, + publisher = {Springer Fachmedien Wiesbaden}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TG5A9Q7X/Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung.pdf:application/pdf}, +} + +@book{gerlek_von_2022, + address = {Hagen}, + series = {Digitale {Kultur}}, + title = {Von {Menschen} und {Maschinen}: {Mensch}-{Maschine}-{Interaktionen} in digitalen {Kulturen}}, + volume = {1}, + isbn = {978-3-98767-005-3}, + shorttitle = {Von {Menschen} und {Maschinen}}, + url = {https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00001838}, + abstract = {Das Verhältnis von Menschen und Maschinen verändert in digitalen Praktiken seine Gestalt. Ihre Präsenz in medizinischen, industriellen, sozialen und wissenschaftlichen Dispositiven modifizieren lebensweltliche Interaktionen dergestalt, dass die Grenzen sowohl anthropozentrisch-instrumenteller als auch kybernetischer Erklärungsmuster offenbar werden. Der interdisziplinäre Band versammelt Untersuchungen, die sich der alltäglichen Macht der Algorithmen in sozialen Medien, den Körperwirkungen des Self Trackings oder der Datenmodellierung in den Digital Humanities widmen. Begleitet werden diese Untersuchungen von Fragen danach, ob nicht ein (gewisser) Anthropozentrismus und eine (digitale) Hermeneutik unvermeidlich bleiben, wenn verstanden werden soll, wie sich die Mensch-Maschine-Interaktionen beschreiben lassen.}, + language = {de-DE}, + urldate = {2022-07-04}, + publisher = {Hagen University Press}, + editor = {Gerlek, Selin and Kissler, Sarah and Mämecke, Thorben and Möbus, Dennis and Eickelmann, Jennifer and Köppert, Katrin and Risthaus, Peter and Sprenger, Florian}, + year = {2022}, + doi = {10.57813/20220620-160005-0}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien, Digitalisierung, Technologie, Interaktion, Maschinen, Subjektivierung, Tracking}, + file = {Gerlek et al. - 2022 - Von Menschen und Maschinen Mensch-Maschine-Intera.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z85RUXMT/Gerlek et al. - 2022 - Von Menschen und Maschinen Mensch-Maschine-Intera.pdf:application/pdf}, +} + +@book{bamberg_digitale_2021, + address = {Wiesbaden}, + edition = {1. Auflage 2021}, + title = {Digitale {Arbeit} {Gestalten}: {Herausforderungen} {Der} {Digitalisierung} {Für} {Die} {Gestaltung} {Gesunder} {Arbeit}}, + isbn = {978-3-658-34647-8 978-3-658-34646-1}, + shorttitle = {Digitale {Arbeit} {Gestalten}}, + language = {de-DE}, + publisher = {Springer Fachmedien Wiesbaden GmbH}, + editor = {Bamberg, Eva and Ducki, Antje and Janneck, Monique}, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#7:Buch:digital:Medien}, + file = {Bamberg et al. - 2021 - Digitale Arbeit Gestalten Herausforderungen Der D.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YT46XN6W/Bamberg et al. - 2021 - Digitale Arbeit Gestalten Herausforderungen Der D.pdf:application/pdf}, +} + +@incollection{zulaica_y_mugica_digitalitat_2022, + address = {Wiesbaden}, + title = {Digitalität global: {Eine} thematische und methodologische {Skizze} einer weltumspannend gedachten {Medienpädagogik}}, + isbn = {978-3-658-29044-3 978-3-658-29045-0}, + shorttitle = {Digitalität global}, + url = {https://link.springer.com/10.1007/978-3-658-29045-0_8}, + language = {de-DE}, + urldate = {2022-08-07}, + booktitle = {Rhetoriken des {Digitalen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Grünberger, Nina}, + editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian}, + year = {2022}, + doi = {10.1007/978-3-658-29045-0_8}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {143--160}, + file = {Grünberger - 2022 - Digitalität global Eine thematische und methodolo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/YANGLFT8/Grünberger - 2022 - Digitalität global Eine thematische und methodolo.pdf:application/pdf}, +} + +@incollection{zulaica_y_mugica_medienbildung_2022, + address = {Wiesbaden}, + title = {Medienbildung als {Transformation} relationaler {Gefüge}: {Eine} postanthropozentrische {Skizze} und ihre {Tücken}}, + isbn = {978-3-658-29044-3 978-3-658-29045-0}, + shorttitle = {Medienbildung als {Transformation} relationaler {Gefüge}}, + url = {https://link.springer.com/10.1007/978-3-658-29045-0_5}, + language = {de-DE}, + urldate = {2022-08-07}, + booktitle = {Rhetoriken des {Digitalen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bettinger, Patrick}, + editor = {Zulaica y Mugica, Miguel and Zehbe, Klaus-Christian}, + year = {2022}, + doi = {10.1007/978-3-658-29045-0_5}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {83--103}, + file = {Bettinger - 2022 - Medienbildung als Transformation relationaler Gefü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5XV9IKSK/Bettinger - 2022 - Medienbildung als Transformation relationaler Gefü.pdf:application/pdf}, +} + +@incollection{paier_using_2022, + address = {Wiesbaden}, + title = {Using {Microsoft} {Teams} and {OneNote} as {Key} {Technologies} for {Implementing} {Twenty}-first {Century} {Skills}}, + isbn = {978-3-658-36884-5 978-3-658-36885-2}, + url = {https://link.springer.com/10.1007/978-3-658-36885-2_4}, + language = {en-GB}, + urldate = {2022-08-07}, + booktitle = {Hochschule, {Digitalisierung}, {Innovation}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Guggenberger, Markus}, + editor = {Paier, Dietmar}, + year = {2022}, + doi = {10.1007/978-3-658-36885-2_4}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {73--94}, + file = {Guggenberger - 2022 - Using Microsoft Teams and OneNote as Key Technolog.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/G5Q5HGMY/Guggenberger - 2022 - Using Microsoft Teams and OneNote as Key Technolog.pdf:application/pdf}, +} + +@incollection{heider-lang_medienerziehung_2019, + title = {Medienerziehung und {Medienbildung} als {Aufgaben} der frühkindlichen {Bildung}: {Aktuelle} {Situation} und {Implikationen} für eine stärkere {Verankerung}}, + isbn = {978-3-95710-340-6}, + shorttitle = {Medienerziehung und {Medienbildung} als {Aufgaben} der frühkindlichen {Bildung}}, + url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783957103406-52}, + language = {de-DE}, + urldate = {2022-06-22}, + booktitle = {Digitale {Transformation} in der {Bildungslandschaft} - den analogen {Stecker} ziehen?}, + publisher = {Rainer Hampp Verlag}, + author = {Friedrichs-Liesenkötter, Henrike}, + editor = {Heider-Lang, Jacqueline and Merkert, Alexandra}, + year = {2019}, + doi = {10.5771/9783957103406-52}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {52--69}, + file = {Friedrichs-Liesenkötter - 2019 - Medienerziehung und Medienbildung als Aufgaben der.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I7PREDTN/Friedrichs-Liesenkötter - 2019 - Medienerziehung und Medienbildung als Aufgaben der.pdf:application/pdf}, +} + +@incollection{geschaftsstelle_beim_stifterverband_future_2021, + address = {Wiesbaden}, + title = {Future {Skills} für die {Welt} von morgen: {Das} {Future}-{Skills}-{Triple}-{Helix}-{Modell} der {Handlungsfähigkeit} in emergenten {Praxiskontexten}}, + isbn = {978-3-658-32848-1 978-3-658-32849-8}, + shorttitle = {Future {Skills} für die {Welt} von morgen}, + url = {https://link.springer.com/10.1007/978-3-658-32849-8_21}, + abstract = {Zusammenfassung + In einer Welt im immer schnelleren Wandel ist die Diskussion um Future Skills eine der aktuellsten in der Bildungsforschung. Dabei wird die Diskussion um Future Skills schon lange geführt (angefangen mit Studien zu Graduate Attributes), ist oft ungreifbar wegen konzeptioneller Unklarheit darüber, was Skills eigentlich sind, und bezieht sich oft nur verkürzt auf digitale Future Skills. Die hier dargestellte Forschung basiert auf einem fundierten empirischen Ansatz, den multimethodischen angelegten, mehrteiligen NextSkills-Studien. Die Intention des Projekts besteht darin, die Nachfrage nach spezifischen Future Skills näher zu erforschen und diese dann im zweiten Schritt auch bildungstheoretisch zu fundieren. Diese Future Skills werden durch das „Future-Skills-Triple-Helix-Modell der Handlungsfähigkeit in emergenten Praxiskontexten“ eingeordnet. Im Einzelnen handelt es sich um Skills, wie beispielsweise Ambiguitätskompetenz, ethische Kompetenz, Selbstkompetenz und anderes.}, + language = {de-DE}, + urldate = {2021-12-29}, + booktitle = {Digitalisierung in {Studium} und {Lehre} gemeinsam gestalten}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Ehlers, Ulf-Daniel}, + editor = {{Geschäftsstelle beim Stifterverband}}, + year = {2021}, + doi = {10.1007/978-3-658-32849-8_21}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {355--373}, + file = {Ehlers - 2021 - Future Skills für die Welt von morgen Das Future-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2WGSA5GM/Ehlers - 2021 - Future Skills für die Welt von morgen Das Future-.pdf:application/pdf}, +} + +@incollection{weber_digitalisierung_2022, + address = {Wiesbaden}, + title = {Digitalisierung personennaher {Dienstleistungen} in der {Kinder}- und {Jugendhilfe}: {Konzeption} und {Evaluation} eines {Systementwurfs} mit {Aktivitätsempfehlungsfunktion}}, + isbn = {978-3-658-34523-5 978-3-658-34524-2}, + shorttitle = {Digitalisierung personennaher {Dienstleistungen} in der {Kinder}- und {Jugendhilfe}}, + url = {https://link.springer.com/10.1007/978-3-658-34524-2_4}, + language = {de-DE}, + urldate = {2022-05-21}, + booktitle = {Faktor {Mensch}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Fellmann, Michael and Lantow, Birger and Simon, Gregor and Holz, Felix}, + editor = {Weber, Kristin and Reinheimer, Stefan}, + year = {2022}, + doi = {10.1007/978-3-658-34524-2_4}, + note = {Series Title: Edition HMD}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {51--76}, + file = {Fellmann et al. - 2022 - Digitalisierung personennaher Dienstleistungen in .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HQXSTXTL/Fellmann et al. - 2022 - Digitalisierung personennaher Dienstleistungen in .pdf:application/pdf}, +} + +@incollection{wagener_schneller_2023, + address = {Wiesbaden}, + title = {Schneller, weiter, besser? {Legitimationssicherung} der digitalisierten {Verwaltung}}, + isbn = {978-3-658-38267-4 978-3-658-38268-1}, + shorttitle = {Schneller, weiter, besser?}, + url = {https://link.springer.com/10.1007/978-3-658-38268-1_6}, + language = {de-DE}, + urldate = {2023-01-07}, + booktitle = {Die {Digitalisierung} des {Politischen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Boos, Pauline and Geckil, Celine and Muster, Judith}, + editor = {Wagener, Andreas and Stark, Carsten}, + year = {2023}, + doi = {10.1007/978-3-658-38268-1_6}, + note = {Series Title: Sozialwissenschaften und Berufspraxis}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {119--140}, + file = {Boos et al. - 2023 - Schneller, weiter, besser Legitimationssicherung .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LIF64HF9/Boos et al. - 2023 - Schneller, weiter, besser Legitimationssicherung .pdf:application/pdf}, +} + +@incollection{reinders_kindheitjugend_2022, + address = {Wiesbaden}, + title = {Kindheit/{Jugend} und {Digitalisierung}}, + isbn = {978-3-658-27276-0 978-3-658-27277-7}, + url = {https://link.springer.com/10.1007/978-3-658-27277-7_46}, + language = {de-DE}, + urldate = {2022-12-29}, + booktitle = {Empirische {Bildungsforschung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Brüggen, Niels}, + editor = {Reinders, Heinz and Bergs-Winkels, Dagmar and Prochnow, Annette and Post, Isabell}, + year = {2022}, + doi = {10.1007/978-3-658-27277-7_46}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {853--870}, + file = {Brüggen - 2022 - KindheitJugend und Digitalisierung.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WSG55KIM/Brüggen - 2022 - KindheitJugend und Digitalisierung.pdf:application/pdf}, +} + +@incollection{pfannstiel_potenziale_2022, + address = {Wiesbaden}, + title = {Potenziale digitaler und {KI}-basierter {Tools} zur {Gesundheitsförderung} in {Unternehmen} – {Eine} systemtheoretische {Beobachtung} von {Implementierungs}- und {Verankerungsprozessen}}, + isbn = {978-3-658-33596-0 978-3-658-33597-7}, + url = {https://link.springer.com/10.1007/978-3-658-33597-7_15}, + language = {de-DE}, + urldate = {2022-08-25}, + booktitle = {Künstliche {Intelligenz} im {Gesundheitswesen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Moll, Teresa}, + editor = {Pfannstiel, Mario A.}, + year = {2022}, + doi = {10.1007/978-3-658-33597-7_15}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {349--373}, + file = {Moll - 2022 - Potenziale digitaler und KI-basierter Tools zur Ge.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZKNAD87M/Moll - 2022 - Potenziale digitaler und KI-basierter Tools zur Ge.pdf:application/pdf}, +} + +@incollection{pfannstiel_kunstliche_2022, + address = {Wiesbaden}, + title = {Künstliche {Intelligenz} und {Digitalisierung} im {Bereich} {Diabetes} mellitus}, + isbn = {978-3-658-33596-0 978-3-658-33597-7}, + url = {https://link.springer.com/10.1007/978-3-658-33597-7_20}, + language = {de-DE}, + urldate = {2022-08-25}, + booktitle = {Künstliche {Intelligenz} im {Gesundheitswesen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kinzel, Carolin and Pfannstiel, Mario A.}, + editor = {Pfannstiel, Mario A.}, + year = {2022}, + doi = {10.1007/978-3-658-33597-7_20}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {451--471}, + file = {Kinzel und Pfannstiel - 2022 - Künstliche Intelligenz und Digitalisierung im Bere.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WYLQLL9D/Kinzel und Pfannstiel - 2022 - Künstliche Intelligenz und Digitalisierung im Bere.pdf:application/pdf}, +} + +@incollection{pfannstiel_ki-basierte_2022, + address = {Wiesbaden}, + title = {{KI}-basierte {Lernumgebungen} für eine digitale {Souveränität} von {Patientinnen} und {Patienten} – {Theorie} und {Konzeption} einer virtuellen {Consent}-{Assistenz}}, + isbn = {978-3-658-33596-0 978-3-658-33597-7}, + url = {https://link.springer.com/10.1007/978-3-658-33597-7_10}, + language = {de-DE}, + urldate = {2022-08-25}, + booktitle = {Künstliche {Intelligenz} im {Gesundheitswesen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {de Witt, Claudia and Felgentreu, Jessica}, + editor = {Pfannstiel, Mario A.}, + year = {2022}, + doi = {10.1007/978-3-658-33597-7_10}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {229--252}, + file = {de Witt und Felgentreu - 2022 - KI-basierte Lernumgebungen für eine digitale Souve.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/AIK46XG4/de Witt und Felgentreu - 2022 - KI-basierte Lernumgebungen für eine digitale Souve.pdf:application/pdf}, +} + +@book{appenrodt_jan_digitalisierung_2022, + title = {Digitalisierung beruflicher {Lern}- und {Arbeitsprozesse}. {Impulse} aus der {Bauwirtschaft} und anderen gewerblich-technischen {Sektoren}}, + copyright = {Creative Commons Namensnennung 4.0 International}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=24378}, + abstract = {The anthology presents current approaches to digitally supported professional learning. The articles provide insights into the dynamic development of the interfaces between gainful employment and vocational training and further education in the context of digitization of work and learning aids. The volume is thus connected to the publication “Berufsbildung am Bau digital” (edited by Bernd Mahrin and Johannes Meyser), which was published in 2019 by the University Press of the Technische Universität Berlin. The first chapter discusses fundamental didactic questions about digitally supported learning and working, including the framework conditions. The second chapter picks contributions on capacity development, standards, and digital tools out as central themes. The third chapter is dedicated to concrete specific solutions with strong practical relevance and high transfer potential for digitized work and learning in the construction sector and in the metal sector. The final fourth chapter presents comprehensive and freely accessible online offers such as a media pool for educational purposes, a learning media database and a hybrid learning system with a virtual 3D building model. The book was created as part of the DigiBAU project - digital vocational learning and working in the field of construction - funded by the German Federal Ministry of Education and Research and the European Social Fund. (DIPF/Orig.)}, + language = {de-DE}, + urldate = {2023-02-17}, + publisher = {Universitätsverlag der TU Berlin}, + author = {Appenrodt, Jan and Becker, Matthias and Böttcher, Sven and Bozkurt, Askim and Dettmann, Kai and Diekmann, Susanne and Dziumbla, Uwe and Ebert, Wolfgang and Falk, Roland and Freytag, Nora-Fabienne and Ganz, Kerstin and Goos, Ulrich and Grochtmann, Thomas and Hagenhofer, Thomas and Hillegeist, Annika and Holle, Hans-Jürgen and Hömann, Karsten and Jenzen, Julia and Kaiser, Matthias and Kirchner, Anja and Korth, Susanne and Kranawetleitner, Tanja and Krebs, Heike and Krümmel, Stefan and Kuri, Norbert and Land, Marvin and Lange, Axel and Lange, Christina and Leikler, Martin and Lindemann, Hans-Jürgen and Mahrin, Bernd and Menner, Marietta and Menzel, Mareike and Mersch, Franz Ferdinand and Milker, Clemens and Niethammer, Manuela and Noichl, Svenja and Pistoll, Diana and Ranke, Hannes and Rendtel, Torsten and Rexing, Volker and Roth, Tina and Schopbach, Holger and Schröder, Thomas and Schulte, Sven and Strating, Harald and Ströhle, Jochen and Wachenbrunner, Torsten and Weitzmann, Markus and Wepner, Kim and Wieczorek, Michael and Wyss, Rolf}, + collaborator = {Technische Universität Berlin and Bernd [Hrsg, Mahrin and Stefan [Hrsg, Krümmel and Nora-Fabienne [Mitarb, Freytag}, + month = apr, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Digitale Bildung, Digitalisierung, Digitalization, Virtual learning, Arbeitsprozess, On line, Working process, Methodologie, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Fachdidaktik, Specialized didactics, Subject didactics, Learning process, Lernprozess, Bildungswissenschaft, FernUni-Hagen:BA-BiWi:2a, Berufliche Bildung, Vocational training, Further education, Weiterbildung, Lehr-Lern-Prozess, Teaching-learning process, Berufsausbildung, Vocational education and training, Berufsbildung, Continuing education, Vocational Education, Digitale Medien, Berufliche Fortbildung, Continuing training, Occupational training, Professional training, \#0:Buch:digital:learning, Mediendidaktik, E-learning, E-Learning, Teaching post, Teaching profession, Learning by playing, Spielerisches Lernen, Media didactics, Online service, Online-Angebot, Bauberuf, Bauingenieur, Bautechnik, Bauwirtschaft, Berufsbildungszentrum, Career centers, Construction technique, Gewerblich-technischer Beruf, Holzbau, Metallberuf, Occupation in a trade or technical field, Occupation in the field of construction, Überbetriebliche Ausbildung}, + file = {Appenrodt, Jan et al. - 2022 - Digitalisierung beruflicher Lern- und Arbeitsproze.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BKYIQQ64/Appenrodt, Jan et al. - 2022 - Digitalisierung beruflicher Lern- und Arbeitsproze.pdf:application/pdf}, +} + +@book{stapf_aufwachsen_2021, + title = {Aufwachsen in überwachten {Umgebungen}: {Interdisziplinäre} {Positionen} zu {Privatheit} und {Datenschutz} in {Kindheit} und {Jugend}}, + isbn = {978-3-7489-2163-9}, + shorttitle = {Aufwachsen in überwachten {Umgebungen}}, + url = {https://www.nomos-elibrary.de/index.php?doi=10.5771/9783748921639}, + abstract = {Digital technologies are exerting a growing influence on the lives of children and teenagers: from video monitoring of babies and educational robots in nursery school to AI-powered learning assistants used to guarantee individual success in education. However, issues relating to privacy, surveillance and data protection are seldom reflected on with regard to this sensitive and important social sphere. The majority of these applications generate data which reveal a great deal about the adolescents who use them. This study addresses this subject area. Together with practitioners from the field of education and with the goal of laying the foundations for addressing this issue in both academic and (socio-) political discourse, it depicts interdisciplinary and transdisciplinary exchange that extends beyond disciplines and academic borders. + The authors + Regina Ammicht Quinn, Jutta Croll, Sephan Dreyer, Michael Freidewald, Elena Frense, Marit Hansen, Asmae Harrach-Lasfaghi, Jessica Heesen, Gerrit Hornung, Andreas Janson, Nicole Krämer-Mertens, Leonie Kreidel, Marco Leimeister, Yannic Meier, Judith Meinert, Maxi Nebel, Carsten Ochs, Dr. Senta Pfaff-Rüdiger, Alexander Roßnagel, Sofia Schöbel, Reinhold Schulze-Tammena, Matthias Söllner, Ingrid Stapf and Prof. Dr. Isabel Zorn.}, + language = {de-DE}, + urldate = {2022-10-26}, + publisher = {Nomos Verlagsgesellschaft mbH \& Co. KG}, + editor = {Stapf, Ingrid and Ammicht Quinn, Regina and Friedewald, Michael and Heesen, Jessica and Krämer, Nicole}, + year = {2021}, + doi = {10.5771/9783748921639}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Buch:digital:learning}, + file = {Stapf et al. - 2021 - Aufwachsen in überwachten Umgebungen Interdiszipl.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZCZ3XXI5/Stapf et al. - 2021 - Aufwachsen in überwachten Umgebungen Interdiszipl.pdf:application/pdf}, +} + +@incollection{badura_arbeiten_2019, + address = {Berlin, Heidelberg}, + title = {Arbeiten und {Lernen} in einer zunehmend digitalisierten {Arbeitswelt}}, + isbn = {978-3-662-59043-0 978-3-662-59044-7}, + url = {http://link.springer.com/10.1007/978-3-662-59044-7_4}, + language = {de-DE}, + urldate = {2023-01-29}, + booktitle = {Fehlzeiten-{Report} 2019}, + publisher = {Springer Berlin Heidelberg}, + author = {Windelband, Lars}, + editor = {Badura, Bernhard and Ducki, Antje and Schröder, Helmut and Klose, Joachim and Meyer, Markus}, + year = {2019}, + doi = {10.1007/978-3-662-59044-7_4}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen}, + pages = {39--49}, + file = {Windelband - 2019 - Arbeiten und Lernen in einer zunehmend digitalisie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/C54QU8AC/Windelband - 2019 - Arbeiten und Lernen in einer zunehmend digitalisie.pdf:application/pdf}, +} + +@incollection{roth_entwicklung_2023, + address = {Berlin, Heidelberg}, + title = {Entwicklung von {Lernumgebungen} zum {Computational} {Thinking} im {Mathematikunterricht} und ihr {Einsatz} in {Lehrkräftefortbildungen}}, + isbn = {978-3-662-66130-7 978-3-662-66131-4}, + url = {https://link.springer.com/10.1007/978-3-662-66131-4_4}, + abstract = {Zusammenfassung + + Im folgenden Beitrag werden zwei Projekte vorgestellt, die sich mit der Entwicklung und dem Einsatz von geometriebezogenen Lernumgebungen zur Förderung des fachunabhängigen Konzepts des + Computational Thinking + auf der Unterrichts- sowie der Fortbildungsebene im Fach Mathematik befassen. Auf Ebene des Unterrichts wird das Förderpotenzial einer Lernumgebung mit einem Lernroboter untersucht. Auf Ebene der Fortbildung wird das Design theoriebasiert hergeleitet und es werden Ergebnisse ausgewählter Begleitforschung zu Möglichkeiten und Grenzen vorgestellt. Damit werden exemplarisch zwei Handlungsfelder der Implementierung eines im Zuge der Digitalisierung zentralen Konstrukts, dem + Computational Thinking, + in der Grundschule fachbezogen in den Blick genommen.}, + language = {de-DE}, + urldate = {2022-12-29}, + booktitle = {Die {Zukunft} des {MINT}-{Lernens} – {Band} 1}, + publisher = {Springer Berlin Heidelberg}, + author = {Beyer, Steven and Dreher, Ulrike and Grave-Gierlinger, Frederik and Eilerts, Katja and Schuler, Stephanie}, + editor = {Roth, Jürgen and Baum, Michael and Eilerts, Katja and Hornung, Gabriele and Trefzger, Thomas}, + year = {2023}, + doi = {10.1007/978-3-662-66131-4_4}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen}, + pages = {73--90}, + file = {Beyer et al. - 2023 - Entwicklung von Lernumgebungen zum Computational T.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/I3PCWHVM/Beyer et al. - 2023 - Entwicklung von Lernumgebungen zum Computational T.pdf:application/pdf}, +} + +@article{kim_c-darl_2024, + title = {C-{DARL}: {Contrastive} diffusion adversarial representation learning for label-free blood vessel segmentation}, + volume = {91}, + issn = {1361-8423}, + shorttitle = {C-{DARL}}, + doi = {10.1016/j.media.2023.103022}, + abstract = {Blood vessel segmentation in medical imaging is one of the essential steps for vascular disease diagnosis and interventional planning in a broad spectrum of clinical scenarios in image-based medicine and interventional medicine. Unfortunately, manual annotation of the vessel masks is challenging and resource-intensive due to subtle branches and complex structures. To overcome this issue, this paper presents a self-supervised vessel segmentation method, dubbed the contrastive diffusion adversarial representation learning (C-DARL) model. Our model is composed of a diffusion module and a generation module that learns the distribution of multi-domain blood vessel data by generating synthetic vessel images from diffusion latent. Moreover, we employ contrastive learning through a mask-based contrastive loss so that the model can learn more realistic vessel representations. To validate the efficacy, C-DARL is trained using various vessel datasets, including coronary angiograms, abdominal digital subtraction angiograms, and retinal imaging. Experimental results confirm that our model achieves performance improvement over baseline methods with noise robustness, suggesting the effectiveness of C-DARL for vessel segmentation.Our source code is available at https://github.com/boahK/MEDIA\_CDARL.2.}, + language = {en-GB}, + journal = {Medical Image Analysis}, + author = {Kim, Boah and Oh, Yujin and Wood, Bradford J. and Summers, Ronald M. and Ye, Jong Chul}, + month = jan, + year = {2024}, + pmid = {37976870}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Learning, Software, Humans, Image Processing, Computer-Assisted, Self-supervised learning, Image segmentation, Coronary Angiography, Diffusion, Retina, Diffusion model, Vascular structures}, + pages = {103022}, + file = {Eingereichte Version:/Users/jochenhanisch-johannsen/Zotero/storage/SBM85C9G/Kim et al. - 2024 - C-DARL Contrastive diffusion adversarial represen.pdf:application/pdf}, +} + +@article{haggenmuller_federated_2024, + title = {Federated {Learning} for {Decentralized} {Artificial} {Intelligence} in {Melanoma} {Diagnostics}}, + volume = {160}, + issn = {2168-6084}, + doi = {10.1001/jamadermatol.2023.5550}, + abstract = {IMPORTANCE: The development of artificial intelligence (AI)-based melanoma classifiers typically calls for large, centralized datasets, requiring hospitals to give away their patient data, which raises serious privacy concerns. To address this concern, decentralized federated learning has been proposed, where classifier development is distributed across hospitals. +OBJECTIVE: To investigate whether a more privacy-preserving federated learning approach can achieve comparable diagnostic performance to a classical centralized (ie, single-model) and ensemble learning approach for AI-based melanoma diagnostics. +DESIGN, SETTING, AND PARTICIPANTS: This multicentric, single-arm diagnostic study developed a federated model for melanoma-nevus classification using histopathological whole-slide images prospectively acquired at 6 German university hospitals between April 2021 and February 2023 and benchmarked it using both a holdout and an external test dataset. Data analysis was performed from February to April 2023. +EXPOSURES: All whole-slide images were retrospectively analyzed by an AI-based classifier without influencing routine clinical care. +MAIN OUTCOMES AND MEASURES: The area under the receiver operating characteristic curve (AUROC) served as the primary end point for evaluating the diagnostic performance. Secondary end points included balanced accuracy, sensitivity, and specificity. +RESULTS: The study included 1025 whole-slide images of clinically melanoma-suspicious skin lesions from 923 patients, consisting of 388 histopathologically confirmed invasive melanomas and 637 nevi. The median (range) age at diagnosis was 58 (18-95) years for the training set, 57 (18-93) years for the holdout test dataset, and 61 (18-95) years for the external test dataset; the median (range) Breslow thickness was 0.70 (0.10-34.00) mm, 0.70 (0.20-14.40) mm, and 0.80 (0.30-20.00) mm, respectively. The federated approach (0.8579; 95\% CI, 0.7693-0.9299) performed significantly worse than the classical centralized approach (0.9024; 95\% CI, 0.8379-0.9565) in terms of AUROC on a holdout test dataset (pairwise Wilcoxon signed-rank, P {\textless} .001) but performed significantly better (0.9126; 95\% CI, 0.8810-0.9412) than the classical centralized approach (0.9045; 95\% CI, 0.8701-0.9331) on an external test dataset (pairwise Wilcoxon signed-rank, P {\textless} .001). Notably, the federated approach performed significantly worse than the ensemble approach on both the holdout (0.8867; 95\% CI, 0.8103-0.9481) and external test dataset (0.9227; 95\% CI, 0.8941-0.9479). +CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that federated learning is a viable approach for the binary classification of invasive melanomas and nevi on a clinically representative distributed dataset. Federated learning can improve privacy protection in AI-based melanoma diagnostics while simultaneously promoting collaboration across institutions and countries. Moreover, it may have the potential to be extended to other image classification tasks in digital cancer histopathology and beyond.}, + language = {en-GB}, + number = {3}, + journal = {JAMA dermatology}, + author = {Haggenmüller, Sarah and Schmitt, Max and Krieghoff-Henning, Eva and Hekler, Achim and Maron, Roman C. and Wies, Christoph and Utikal, Jochen S. and Meier, Friedegund and Hobelsberger, Sarah and Gellrich, Frank F. and Sergon, Mildred and Hauschild, Axel and French, Lars E. and Heinzerling, Lucie and Schlager, Justin G. and Ghoreschi, Kamran and Schlaak, Max and Hilke, Franz J. and Poch, Gabriela and Korsing, Sören and Berking, Carola and Heppt, Markus V. and Erdmann, Michael and Haferkamp, Sebastian and Drexler, Konstantin and Schadendorf, Dirk and Sondermann, Wiebke and Goebeler, Matthias and Schilling, Bastian and Kather, Jakob N. and Fröhling, Stefan and Brinker, Titus J.}, + month = mar, + year = {2024}, + pmid = {38324293}, + pmcid = {PMC10851139}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Humans, Retrospective Studies, Artificial Intelligence, Dermatology, Melanoma, Nevus, Skin Neoplasms}, + pages = {303--311}, + file = {Volltext:/Users/jochenhanisch-johannsen/Zotero/storage/X8GQ5D5E/Haggenmüller et al. - 2024 - Federated Learning for Decentralized Artificial In.pdf:application/pdf}, +} + +@article{maleki_self-supervised_2024, + title = {A self-supervised framework for cross-modal search in histopathology archives using scale harmonization}, + volume = {14}, + issn = {2045-2322}, + doi = {10.1038/s41598-024-60256-7}, + abstract = {The exponential growth of data across various medical domains has generated a substantial demand for techniques to analyze multimodal big data. This demand is particularly pronounced in fields such as computational pathology due to the diverse nature of the tissue. Cross-modal retrieval aims to identify a common latent space where different modalities, such as image-text pairs, exhibit close alignment. The primary challenge, however, often lies in the representation of tissue features. While language models can be trained relatively easily, visual models frequently struggle due to the scarcity of labeled data. To address this issue, the innovative concept of harmonization has been introduced, extending the learning scheme distillation without supervision, known as DINO. The harmonization of scale refines the DINO paradigm through a novel patching approach, overcoming the complexities posed by gigapixel whole slide images in digital pathology. Experiments conducted on diverse datasets have demonstrated that the proposed approach significantly enhances cross-modal retrieval in tissue imaging. Moreover, it exhibits vast potential for other fields that rely on gigapixel imaging.}, + language = {en-GB}, + number = {1}, + journal = {Scientific Reports}, + author = {Maleki, Danial and Rahnamayan, Shahryar and Tizhoosh, H. R.}, + month = apr, + year = {2024}, + pmid = {38678157}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Humans, Algorithms, Image Processing, Computer-Assisted, Archives}, + pages = {9724}, +} + +@article{viberg_exploring_2024, + title = {Exploring teachers' (future) digital assessment practices in higher education: {Instrument} and model development}, + volume = {n/a}, + issn = {1467-8535}, + shorttitle = {Exploring teachers' (future) digital assessment practices in higher education}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13462}, + doi = {10.1111/bjet.13462}, + abstract = {Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work first develops and validates a survey instrument to examine teachers' digital assessment practices. Secondly, we build a model to investigate to what extent teachers' pedagogical digital assessment knowledge is a foundation for the future of digital assessment (ie, authentic, accessible, automated, continuous and responsible). A total of 219 university teachers at a large European university participated in the survey study. Factor exploratory analysis and structural equation modelling were used to validate the reliability and validity of items and internal causal relations of factors. The results show the survey is a valid and reliable instrument for assessing teachers' digital assessment practice in higher education. Teachers' pedagogical knowledge and pedagogical content knowledge of digital assessment is critical, while teachers' technological pedagogical knowledge seems to have a more limited impact on the future of digital assessment.Practitioner notesWhat is already known about this topic Digital technologies are increasingly used in assessment in higher education. Teachers are the key stakeholders in the assessment for learning. There is a limited transformative nature of digital assessment practices. What this paper adds A validated instrument to assess teachers' pedagogical practice of digital assessment in higher education. Teachers' pedagogical and pedagogical content knowledge of digital assessment is critical to the future of digital assessment. Teachers' technological pedagogical knowledge of digital assessment has a more limited impact on the future of digital assessment. Implications for practice and policy Teachers need to be supported in developing pedagogical digital assessment practices in higher education. Based on this study's outcomes, educators, institutions and policymakers can inform the design and implementation of effective and responsible digital assessment practices. The design and implementation of responsible digital assessments will enhance the quality of higher education in the digital age.}, + language = {en-GB}, + number = {n/a}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Viberg, Olga and Mutimukwe, Chantal and Hrastinski, Stefan and Cerratto-Pargman, Teresa and Lilliesköld, Joakim}, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13462}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, teachers, digital assessment, higher education, instrument development, responsible practice, TPACK}, + pages = {1--20}, + file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/EBDRQWHP/Viberg et al. - Exploring teachers' (future) digital assessment pr.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/LHKGYVCX/bjet.html:text/html}, +} + +@article{srivastava_geosolvar_2024, + title = {{GeoSolvAR}: {Scaffolding} spatial perspective-taking ability of middle-school students using {AR}-enhanced inquiry learning environment}, + volume = {n/a}, + issn = {1467-8535}, + shorttitle = {{GeoSolvAR}}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13456}, + doi = {10.1111/bjet.13456}, + abstract = {Spatial perspective-taking (SPT) ability positively influences performance in STEM fields. While limited research studies have been done with school students, they have yielded inconclusive findings and, hence, here we report findings from our study with an augmented reality (AR) enhanced learning environment (ARELE), GeoSolvAR, on middle-school students' SPT ability. We conducted a sequential explanatory mixed-method study with 90 students to test GeoSolvAR's twin features of augmented systems and inquiry-based activities. The study had one experimental (n = 30) and two control groups (n = 30 × 2), where students were individually administered an online pre- and posttest to measure their SPT ability. The experimental group worked with both the features of GeoSolvAR, while the control group worked with only the AR feature or had no intervention. Our findings reveal that the experimental group showed significant improvement in SPT ability while students in the control groups showed non-significant improvement or no change. Furthermore, we found that all experimental group students used certain body movements and imagined shifts in spatial positions while solving the activity questions. Thus, we conjecture that GeoSolvAR affords thinking and imagining with the body which makes it a potent tool for improving students' SPT ability. Practitioner notes What is already known about this topic Spatial perspective taking (SPT) belongs to a set of spatial abilities that have been shown to positively influence academic success and career success in STEM fields. Augmented reality systems with their ability to augment 2D images into 3D forms are being explored mostly in college and above levels to improve SPT ability. Limited research investigating the improvement of SPT in school students has used VR digital games or robots. These have either yielded inconclusive findings or not found any improvement in school students' SPT abilities. What this paper adds Conclusive evidence for improving SPT ability in middle-school students. Empirical evidence for a design to effectively combine augmenting abilities of AR systems with inquiry-based learning scaffolds to improve the SPT ability of middle-school students. A conjecture about the mechanism by which middle-school children's spatial perspective taking improves when scaffolded with an Augmented Reality Enhanced Learning Environment (ARELE) tool. Implications for practice and policy Practitioners such as teachers may directly use GeoSolvAR (the ARELE tool) to help middle-school students improve their spatial perspective-taking abilities. Researchers from the fields of both technology-enhanced learning and science education may use the findings to design improved AR tools and test their impact on students' SPT ability. This work can serve as the basis for further investigating the effect of improved SPT ability on students' performance in STEM subjects. Our work provides support for embodied cognition being used as a strategy for solving SPT tasks. The identification of specific head and hand movements (gestures) can be further probed to understand the exact mechanism of how the ARELE mediates students' performance on the SPT tasks.}, + language = {en-GB}, + number = {n/a}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Srivastava, Anveshna and Vaidya, Vihang and Murthy, Sahana and Dasgupta, Chandan}, + month = apr, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13456}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, augmented reality, 3D geometry, augmented reality enhanced learning environment, embodied cognition, inquiry, learning scaffolds, middle-school students, spatial perspective-taking ability}, + file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/59XFJCR5/bjet.html:text/html}, +} + +@article{ng_empowering_2024, + title = {Empowering student self-regulated learning and science education through {ChatGPT}: {A} pioneering pilot study}, + volume = {n/a}, + issn = {1467-8535}, + shorttitle = {Empowering student self-regulated learning and science education through {ChatGPT}}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13454}, + doi = {10.1111/bjet.13454}, + abstract = {In recent years, AI technologies have been developed to promote students' self-regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI-based (SRLbot) and rule-based AI chatbots (Nemobot) in a 3-week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule-based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT-enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self-regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule-based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning. Practitioner notes What is already known about this topic AI technologies have been used to support student self-regulated learning (SRL) across subjects. SRL has been identified as an important aspect of student learning that can be developed through technological support. Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback. What this paper adds This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students. The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule-based AI chatbot. The study offers insights into how ChatGPT can be used as a tool to facilitate SRL and promote sustained learning habits. Implications for practice and/or policy The findings of this study suggest that educators should consider the potential of ChatGPT and other generative AI technologies to support student learning and SRL. Educators and students should be aware of the limitations of AI technologies and ensure that they are used appropriately to generate desired responses. It is also important to equip teachers and students with AI competencies to enable them to use AI for learning and teaching.}, + language = {en-GB}, + number = {n/a}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Ng, Davy Tsz Kit and Tan, Chee Wei and Leung, Jac Ka Lok}, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13454}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, generative AI, ChatGPT, self-regulated learning, large language model, chatbot, science education}, + pages = {1--26}, + file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/46ATL8IG/Ng et al. - Empowering student self-regulated learning and sci.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/RXD3BNZ2/bjet.html:text/html}, +} + +@article{cusi_design_2024, + title = {Design of digital environments aimed at fostering asynchronous working group activities: emerging categories of students' collaborative processes}, + url = {https://air.unimi.it/handle/2434/1111013}, + abstract = {In this study we focus on the collaborative processes developed within an asynchronous small group activity carried out through an instant messaging platform. To investigate the ways students communicate and collaborate during the asynchronous activity, we refer to the theoretical lenses provided by the dimensions introduced by Weinberger and Fischer (2006) to study the processes realised within computer-supported collaborative learning environments. In particular, we develop a combined analysis that takes into account both the quantity of students’ interventions and their social modes of co-construction. This analysis has revealed two main macro-categories of collaborative processes activated by the groups of students who participated in the study, which mainly differ in the level of sharing and comparison within the groups and in the aim that guided their work.}, + language = {en-GB}, + urldate = {2025-07-17}, + author = {Cusi, Annalisa and Caputo, Sara Gagliani}, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + file = {Cusi und Caputo - DESIGN OF DIGITAL ENVIRONMENTS AIMED AT FOSTERING .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/272R5XMM/Cusi und Caputo - DESIGN OF DIGITAL ENVIRONMENTS AIMED AT FOSTERING .pdf:application/pdf}, +} + +@article{cigliana_improving_2024, + title = {Improving marking effectiveness and feedback provision in an {OSCE} assessment using {Microsoft} {Forms}: {A} pilot study in {Sport} and {Exercise} {Therapy}}, + volume = {32}, + copyright = {http://creativecommons.org/licenses/by/4.0}, + issn = {2156-7077, 2156-7069}, + shorttitle = {Improving marking effectiveness and feedback provision in an {OSCE} assessment using {Microsoft} {Forms}}, + url = {https://journal.alt.ac.uk/index.php/rlt/article/view/3097}, + doi = {10.25304/rlt.v32.3097}, + abstract = {An objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form’s ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods.}, + language = {en-GB}, + urldate = {2024-04-27}, + journal = {Research in Learning Technology}, + author = {Cigliana, Kassie A. and Gray, Tom and Gower, George}, + month = apr, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + file = {Cigliana et al. - 2024 - Improving marking effectiveness and feedback provi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/N2H6VBFG/Cigliana et al. - 2024 - Improving marking effectiveness and feedback provi.pdf:application/pdf}, +} + +@article{weber_subjektive_2023, + title = {Subjektive {Fortbildungsbedarfe} von {Lehrkräften} an {Schulen} in herausfordernden {Lagen}}, + issn = {1434-663X, 1862-5215}, + url = {https://link.springer.com/10.1007/s11618-023-01208-1}, + doi = {10.1007/s11618-023-01208-1}, + abstract = {The professional development of teachers is identified as a key element for supporting lower-performing students. The decision, about which professional development activities teachers attend, depends not only on the availability of the professional development activities but also on individual factors such as teachers’ interest and their professional development needs. In order to create the best possible fit between teachers’ professional development needs and professional development programs, it is important to gain knowledge about teachers’ professional development needs. Against this background, the study investigates the professional development needs of in-service teachers who work at schools in socioeconomically disadvantaged areas, since this group of teachers faces particular challenges in their daily work. Based on a sample of 2923 teachers from 196 schools in socioeconomically disadvantaged areas, this study investigates in which interdisciplinary competence areas teachers indicate a need for professional development activities. Furthermore, the study examines which socio-demographic and motivational-emotional characteristics of teachers predict these needs. The results of latent structural equation modelling show that teachers perceive their professional development needs mostly in the area of learning support as well as digital media use. Moreover, the findings from open-ended questions show that teachers express professional development needs in the area of dealing with special educational needs of students and handling heterogeneity. Furthermore, the analyses show that both socio-demographic characteristics (gender, professional experience, and alternatively certifications of teachers) as well as motivational-emotional teacher characteristics (subjective competency assessments, emotional exhaustion, and attributions of student achievement) are relevant predictors of specific, interdisciplinary professional development needs. The article discusses possible consequences for the provision of professional development activities.}, + language = {de-DE}, + urldate = {2023-12-09}, + journal = {Zeitschrift für Erziehungswissenschaft}, + author = {Weber, Kira Elena and Hawlitschek, Patrick and Richter, Dirk and Klusmann, Uta}, + month = dec, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + file = {Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/NAC5BICE/Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:application/pdf;Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LFX8M3BE/Weber et al. - 2023 - Subjektive Fortbildungsbedarfe von Lehrkräften an .pdf:application/pdf}, +} + +@article{hertling_how_2022, + title = {How far has the digitization of medical teaching progressed in times of {COVID}-19? {A} multinational survey among medical students and lecturers in {German}-speaking central {Europe}}, + volume = {22}, + issn = {1472-6920}, + shorttitle = {How far has the digitization of medical teaching progressed in times of {COVID}-19?}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03470-z}, + doi = {10/gsj3b4}, + abstract = {Abstract + + Background + To ensure successful medical education despite the COVID-19 pandemic, the demand for online instruction has substantially increased. Fast and efficient teaching in a digital format poses a great challenge for medical students and lecturers as well as the universities. + + + Objective + The aim of this study is to capture the readiness of medical students and faculty members to participate in rapidly- evolving online education. + + + Methods + This cross-sectional study is based on two questionnaires distributed among medical students and associate deans for education in Germany, Austria and Switzerland. Questions included decision- making questions, categorical questions, and open-ended questions, all addressing the frequency and format of the digital education offered, the perceived quality of digital education, and medical student satisfaction with digital education. Questions about missing content and areas for improvement from the perspectives of medical students were included. The associate deans were asked for their opinions about the impact of the pandemic on teaching, the organizational setup and implementation of digital education by universities, and plans for future initiatives. + + + Results + Three thousand and thirty medical students (m = 752 and f = 2245) from 53 universities participated in the study. The study showed that 92\% of students were affected by the pandemic, and 19\% of the students viewed the changes as entirely negative. 97\% of the medical students were able to participate in digital courses, but only 4\% were able to learn exclusively online. For 77\% of the medical students, digital offerings accounted for over 80\% of the education offered. In terms of content, medical students complained about a lack of practical teaching, such as contact with patients, lecturers, fellow medical students, and a poor perceived quality of teaching due to dubbing, frequent changeover of seminars, problem-oriented learning groups and in-person teaching, a lack of interaction possibilities and a lack of technical equipment, such as lecturers’ knowledge and server capacities, at the universities. Overall, almost half of the medical students (42\%) rated the implementation of digital teaching at their universities as good or very good. Forty-one of the 53 associate deans responded to the questionnaire, and 35 felt medical education was influenced by the pandemic. The associate deans (80\%; 33/41) felt that the digitalization of medical education was negatively influenced by the pandemic. Only 44\% (18/41) felt that their universities were well or very well positioned for digital teaching. All the associate deans believe that digital teaching in medicine will continue after the pandemic. + + + Conclusions + In the German-speaking world, the rapid conversion of medical teaching to a digital format has been well implemented in many cases. The perceived quality of the implementation of digital education still lacks practical relevance and the use of new digital media, such as learning games, VR, and online question time. The digital format of medical education will likely continue beyond the COVID-19 pandemic.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Hertling, Stefan Ferdinand and Back, David Alexander and Eckhart, Niklas and Kaiser, Mario and Graul, Isabel}, + month = dec, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + pages = {387}, + file = {Hertling et al. - 2022 - How far has the digitization of medical teaching p.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VS8L6CJR/Hertling et al. - 2022 - How far has the digitization of medical teaching p.pdf:application/pdf}, +} + +@article{kyaw_effectiveness_2019, + title = {Effectiveness of {Digital} {Education} on {Communication} {Skills} {Among} {Medical} {Students}: {Systematic} {Review} and {Meta}-{Analysis} by the {Digital} {Health} {Education} {Collaboration}}, + volume = {21}, + issn = {1438-8871}, + shorttitle = {Effectiveness of {Digital} {Education} on {Communication} {Skills} {Among} {Medical} {Students}}, + url = {http://www.jmir.org/2019/8/e12967/}, + doi = {10.2196/12967}, + abstract = {Background + Effective communication skills are essential in diagnosis and treatment processes and in building the doctor-patient relationship. + + + Objective + Our aim was to evaluate the effectiveness of digital education in medical students for communication skills development. Broadly, we assessed whether digital education could improve the quality of future doctors’ communication skills. + + + Methods + We performed a systematic review and searched seven electronic databases and two trial registries for randomized controlled trials (RCTs) and cluster RCTs (cRCTs) published between January 1990 and September 2018. Two reviewers independently screened the citations, extracted data from the included studies, and assessed the risk of bias. We also assessed the quality of evidence using the Grading of Recommendations, Assessment, Development, and Evaluations assessment (GRADE). + + + Results + We included 12 studies with 2101 medical students, of which 10 were RCTs and two were cRCTs. The digital education included online modules, virtual patient simulations, and video-assisted oral feedback. The control groups included didactic lectures, oral feedback, standard curriculum, role play, and no intervention as well as less interactive forms of digital education. The overall risk of bias was high, and the quality of evidence ranged from moderate to very low. For skills outcome, meta-analysis of three studies comparing digital education to traditional learning showed no statistically significant difference in postintervention skills scores between the groups (standardized mean difference [SMD]=–0.19; 95\% CI –0.9 to 0.52; I2=86\%, N=3 studies [304 students]; small effect size; low-quality evidence). Similarly, a meta-analysis of four studies comparing the effectiveness of blended digital education (ie, online or offline digital education plus traditional learning) and traditional learning showed no statistically significant difference in postintervention skills between the groups (SMD=0.15; 95\% CI –0.26 to 0.56; I2=86\%; N=4 studies [762 students]; small effect size; low-quality evidence). The additional meta-analysis of four studies comparing more interactive and less interactive forms of digital education also showed little or no difference in postintervention skills scores between the two groups (SMD=0.12; 95\% CI: –0.09 to 0.33; I2=40\%; N=4 studies [893 students]; small effect size; moderate-quality evidence). For knowledge outcome, two studies comparing the effectiveness of blended online digital education and traditional learning reported no difference in postintervention knowledge scores between the groups (SMD=0.18; 95\% CI: –0.2 to 0.55; I2=61\%; N=2 studies [292 students]; small effect size; low-quality evidence). The findings on attitudes, satisfaction, and patient-related outcomes were limited or mixed. None of the included studies reported adverse outcomes or economic evaluation of the interventions. + + + Conclusions + We found low-quality evidence showing that digital education is as effective as traditional learning in medical students’ communication skills training. Blended digital education seems to be at least as effective as and potentially more effective than traditional learning for communication skills and knowledge. We also found no difference in postintervention skills between more and less interactive forms of digital education. There is a need for further research to evaluate the effectiveness of other forms of digital education such as virtual reality, serious gaming, and mobile learning on medical students’ attitude, satisfaction, and patient-related outcomes as well as the adverse effects and cost-effectiveness of digital education.}, + language = {en-GB}, + number = {8}, + urldate = {2021-12-12}, + journal = {Journal of Medical Internet Research}, + author = {Kyaw, Bhone Myint and Posadzki, Pawel and Paddock, Sophie and Car, Josip and Campbell, James and Tudor Car, Lorainne}, + month = aug, + year = {2019}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, Bildung, Multimedia, communication skills, effectiveness, medical education, randomized controlled trials, systematic review}, + pages = {e12967}, + file = {Kyaw et al. - 2019 - Effectiveness of Digital Education on Communicatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EYZIB3BP/Kyaw et al. - 2019 - Effectiveness of Digital Education on Communicatio.pdf:application/pdf;Kyaw et al. - 2019 - Effectiveness of Digital Education on Communicatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5DI9MRRW/Kyaw et al. - 2019 - Effectiveness of Digital Education on Communicatio.pdf:application/pdf}, +} + +@article{rai_designing_2023, + title = {Designing a {Learning} {Environment} to {Foster} {Critical} {Thinking}}, + copyright = {Creative Commons Attribution 4.0 International, Open Access}, + url = {https://zenodo.org/record/8115681}, + doi = {10/gskv7r}, + abstract = {In an era of digital media and hyperconnectivity, individuals are frequently flooded with an abundance of information, much of which they are unable to effectively process and are thus vulnerable to misinformation. One particularly harmful form of misinformation is the proliferation of "fake news," which can have a damaging effect on the social cohesion of communities. In response to this issue, educational practitioners in various nations are striving to empower learners with the ability to identify and refute such misinformation. The present author is also contributing to this effort through the development of a technology-enhanced learning environment that is intended to foster critical thinking in learners.}, + language = {en-GB}, + urldate = {2023-08-08}, + author = {Rai, Ram Das}, + collaborator = {{Mingyu Feng} and Käser, Tanja and {Partha Talukdar}}, + month = jul, + year = {2023}, + note = {Publisher: Zenodo}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + file = {Rai - 2023 - Designing a Learning Environment to Foster Critica.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D6LJITBS/2023.EDM-doctoral-consortium.70.pdf:application/pdf}, +} + +@article{faculty_of_science_and_technology_nakhon_pathom_rajabhat_university_thailand_model_2023, + title = {Model {Component} {Analysis} of {Online} {Storytelling} {Media} via {Gamification} to {Enhance} the {Digital} {Literacy} {Skills} of {Students} in {Computer} {Education} {Thailand}}, + volume = {13}, + issn = {20103689}, + url = {http://www.ijiet.org/show-190-2513-1.html}, + doi = {10/gskbjt}, + abstract = {At present, digital literacy skills (DLS) are essential for student teachers for developing the ability to use creative IT which is useful for effective work implementation. However, student teachers do not really possess DLS and are unable to apply them to their teaching methods, so the digital storytelling media via gamification to enhance DLS: DSML(Digital story model learning) is needed as an instrument to support them in acquiring digital literacy. The objectives of this research were to analyze the factors of the DSML and to assess the model appropriateness. The study was implemented through 42 papers of relevant articles and research from specific primary and secondary sources. The research instruments included lesson plans, the learning model, assessments of DLS, and assessments of workpieces. The findings of the study show that the factors of model consist of activities through DSML in 2 aspects with 10 factors and 29 variables. The test was validated by experts for the appropriateness of the learning through DSML. Overall, the DSML was found to have the highest appropriateness level (mean = 4.62, S.D. = 0.13) so it can be used in real learning and teaching situations and it is helpful for enhancing students’ DLS in the design and development of digital media. Based on the findings, the students could extend their learning scope with DLS in building digital media. These skills are necessary for Thai teachers in the future, and the model can be a prototype for doing classroom-based research or presenting research work at a national level.}, + language = {en-GB}, + number = {7}, + urldate = {2023-07-25}, + journal = {International Journal of Information and Education Technology}, + author = {{Faculty of Science and Technology, Nakhon Pathom Rajabhat University, Thailand} and Aumgri, Charinthorn and Apirating, Kaiyasith}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + pages = {1101--1108}, + file = {Faculty of Science and Technology, Nakhon Pathom Rajabhat University, Thailand et al. - 2023 - Model Component Analysis of Online Storytelling Me.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CU6GYNWD/Faculty of Science and Technology, Nakhon Pathom Rajabhat University, Thailand et al. - 2023 - Model Component Analysis of Online Storytelling Me.pdf:application/pdf}, +} + +@article{morch_makerspace_2023, + title = {Makerspace activities in a school setting: {Top}-down and bottom-up approaches for teachers to leverage pupils' making in science education}, + volume = {39}, + issn = {22106561}, + shorttitle = {Makerspace activities in a school setting}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S2210656123000132}, + doi = {10/gsbsx4}, + abstract = {This article addresses the opportunities and challenges of turning a science, technology, engi­ neering, and mathematics (STEM) classroom into a makerspace for hands-on experimentation with digital tools and materials in science education. In this qualitative case study, over a period of 16 weeks, video data were collected during making activities in an advanced placement science course with 19 pupils aged 12–16 years, and interviews were conducted. We combined thematic and interaction analyses of empirical data and identified three themes: 1) engagement and spontaneous concepts, 2) programming and making physical objects, and 3) subject integration. Our conceptual framework for the analyses integrated two features of the Vygotskian sociocul­ tural theory of learning: concept development as a dialectical process of scientific and everyday concepts and the “tool and symbol” duality. Our findings show that both top-down and bottom-up approaches to integrating school subjects into a makerspace were effective but underused. We illustrate this by mapping pupils' shared understanding in a sociotechnical space, visualized as a process of “rising to the concrete”, which may require teacher's scaffolding at different levels of abstraction and use of instructional materials in different modalities.}, + language = {en-GB}, + urldate = {2023-06-08}, + journal = {Learning, Culture and Social Interaction}, + author = {Mørch, Anders I. and Flø, Ellen E. and Litherland, Kristina T. and Andersen, Renate}, + month = apr, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning}, + pages = {100697}, + file = {Mørch et al. - 2023 - Makerspace activities in a school setting Top-dow.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z2ZID8PF/Mørch et al. - 2023 - Makerspace activities in a school setting Top-dow.pdf:application/pdf}, +} + +@incollection{geramanis_kann_2021, + address = {Wiesbaden}, + title = {Kann der {Sozialbereich} digital? {Wie} {Hierarchien} {Entwicklungen} während {Krisen} prägen können}, + isbn = {978-3-658-34496-2 978-3-658-34497-9}, + shorttitle = {Kann der {Sozialbereich} digital?}, + url = {https://link.springer.com/10.1007/978-3-658-34497-9_15}, + language = {de-DE}, + urldate = {2021-10-17}, + booktitle = {Kooperation in der digitalen {Arbeitswelt}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bestgen, Sarah and Kirchhofer, Roger}, + editor = {Geramanis, Olaf and Hutmacher, Stefan and Walser, Lukas}, + year = {2021}, + doi = {10.1007/978-3-658-34497-9_15}, + note = {Series Title: uniscope. Publikationen der SGO Stiftung}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {247--261}, + file = {Bestgen und Kirchhofer - 2021 - Kann der Sozialbereich digital Wie Hierarchien En.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/J6CJGSBH/Bestgen und Kirchhofer - 2021 - Kann der Sozialbereich digital Wie Hierarchien En.pdf:application/pdf}, +} + +@inproceedings{komorowski_motivationen_2023, + title = {Motivationen von {Schülerinnen} und {Schülern} bei der {Nutzung} digitaler {Technologien} am {Lernort} {Berufsschule}: {Eine} qualitative {Befragung} von {Lehrkräften} an {Berufsschulen} in {Hamburg}}, + isbn = {978-3-88579-732-6}, + url = {https://dl.gi.de/handle/20.500.12116/42236}, + doi = {10/gsn7pj}, + abstract = {Die Digitalisierung der Arbeits- und Lebenswelt führt zu wachsenden Anforderungen an die digitalen Kompetenzen zukünftiger Fach- und Führungskräfte [He16]. Deshalb sollten die digita¬len Kompetenzen bereits in der Berufsschule gefördert werden [KMK16]. Dies gelingt besser, wenn sich die Gestaltung des Unterrichts und der genutzten digitalen Technologien an den psycho¬lo¬gi-schen Grundbedürfnissen der Selbstbestimmungstheorie [RD20] orientiert.}, + language = {de-DE}, + urldate = {2023-09-05}, + publisher = {Gesellschaft für Informatik e.V.}, + author = {Komorowski, Tim and Weiland, Meike and König, Daniel and Heimes, Lilli and Gruber, Thomai Svenja and Heister, Michael}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Digitalisierung, Promotion:FU1, Motivation, \#6:Konferenz-Paper:Bildung:Technologie, berufliche Bildung, Selbstbestimmungstheorie}, + file = {Komorowski et al. - 2023 - TextConference Paper.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/H5RKJHBN/Komorowski et al. - 2023 - TextConference Paper.pdf:application/pdf}, +} + +@article{jansen_kliniksanitater_2021, + title = {Kliniksanitäter. {Ein} interprofessionelles {Blended}-{Learning}-{Konzept} zur {Weiterqualifikation} von {Rettungsdienst}- und medizinischem {Personal} zum {Einsatz} auf {Intensivstationen} und in {Notaufnahmen} während der {COVID}-19-{Pandemie}}, + volume = {70}, + issn = {0003-2417, 1432-055X}, + url = {https://link.springer.com/10.1007/s00101-020-00873-9}, + doi = {10/gqcm3v}, + language = {de-DE}, + number = {1}, + urldate = {2022-06-18}, + journal = {Der Anaesthesist}, + author = {Jansen, G. and Latka, E. and Behrens, F. and Zeiser, S. and Scholz, S. and Janus, S. and Kinzel, K. and Thaemel, D. and Kottkamp, H.-W. and Rehberg, S. and Borgstedt, R.}, + month = jan, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5, NotSan, Bildung, Multimedia, Krisenreaktion im Bildungsbereich, Fliedner Fachhochschule Düsseldorf, Berufliche Bildung, \#8:Zeitschriftenartikel:blended:learning}, + pages = {13--22}, + file = {Jansen et al. - 2021 - Kliniksanitäter. Ein interprofessionelles Blended-.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FSTLAQXP/Jansen et al. - 2021 - Kliniksanitäter. Ein interprofessionelles Blended-.pdf:application/pdf}, +} + +@article{tedla_impacts_2024, + title = {The impacts of computer-supported collaborative learning on students’ critical thinking: a meta-analysis}, + issn = {1360-2357, 1573-7608}, + shorttitle = {The impacts of computer-supported collaborative learning on students’ critical thinking}, + url = {https://link.springer.com/10.1007/s10639-024-12857-y}, + doi = {10.1007/s10639-024-12857-y}, + abstract = {Critical thinking (CT) is among the core abilities students need to acquire to overcome the unprecedented and ever-changing challenges of the 21st century and beyond. To facilitate the attainment of CT, numerous researchers worldwide have conducted empirical studies focusing on leveraging computer-supported collaborative learning (CSCL) to improve students’ CT. Notwithstanding the existence of empirical studies, meta-analyses that clearly show the overall effect sizes (ESs) of the impacts are wanting. The current meta-analysis aimed at filling this lacuna by examining 30 empirical studies that were conducted between the years 2014 and 2023, stored in databases such as Scopus, the Web of Science, ERIC and Google Scholar, and search engines such as Google and Ecosia and that met the inclusion criteria. The study included journal articles, conference papers and student theses. The total number of participants in the studies was 2,980, representing 11 countries. The results indicated that CSCL was an effective instructional approach to foster students’ CT with statistically significant levels of overall ES estimates (ES = 0.859, z = 8.55, p {\textless} .001, 95\% CI [0.661–1.055]). The results also indicated that there was no apparent evidence of publication bias (Egger’s regression = 0.478, p {\textgreater} .05). Instructional activities, technology usage, participants’ level of education, dimensions of CT, intervention duration and sample size were found to significantly moderate the overall ES estimate. Based on the results, recommendations are made regarding effective ways to use digital technology and collaborative learning for honing students’ CT.}, + language = {en-GB}, + urldate = {2024-07-04}, + journal = {Education and Information Technologies}, + author = {Tedla, Yoseph Gebrehiwot and Chen, Hsiu-Ling}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning}, + file = {Tedla und Chen - 2024 - The impacts of computer-supported collaborative le.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/48XBKGN5/Tedla und Chen - 2024 - The impacts of computer-supported collaborative le.pdf:application/pdf}, +} + +@article{polz_ki_2024, + title = {{KI} – die {Revolution} des {Lernens}?: {Im} {Gespräch} mit {Senad} {Bećirović}}, + volume = {4}, + copyright = {https://creativecommons.org/licenses/by-nc-nd/4.0}, + issn = {2791-4046, 2791-4046}, + shorttitle = {{KI} – die {Revolution} des {Lernens}?}, + url = {https://schule-verantworten.education/journal/index.php/sv/article/view/399}, + doi = {10.53349/schuleverantworten.2024.i1.a399}, + abstract = {Senad Bećirović ist Universitätsprofessor für Erziehungs- und Geisteswissenschaften an der Internationalen Burch-Universität in Sarajevo. Sein spezifisches Forschungsinteresse gilt der Identifizierung und Förderung begabter Schüler*innen, dem Einsatz von Bildungstechnologien beim Lehren und Lernen sowie der interkulturellen Bildung. +Im vorliegenden Artikel beantwortet er aufgrund seiner Expertise Fragen zum Einsatz von KI im Unterricht und gibt Anregungen zur Gestaltung einer zukunftsfähigen Lern- und Prüfungskultur in der Schule.}, + language = {de-DE}, + number = {1}, + urldate = {2024-04-07}, + journal = {\#schuleverantworten}, + author = {Polz, Edda}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich}, + file = {Polz - 2024 - KI – die Revolution des Lernens Im Gespräch mit .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/M4J4HJEN/Polz - 2024 - KI – die Revolution des Lernens Im Gespräch mit .pdf:application/pdf}, +} + +@article{roa_romero_design_2021, + title = {Design and usability testing of an in-house developed performance feedback tool for medical students}, + volume = {21}, + issn = {1472-6920}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02788-4}, + doi = {10/gs565r}, + abstract = {Background: Feedback is essential in a self-regulated learning environment such as medical education. When feedback channels are widely spread, the need arises for a system of integrating this information in a single platform. This article reports on the design and initial testing of a feedback tool for medical students at CharitéUniversitätsmedizin, Berlin, a large teaching hospital. Following a needs analysis, we designed and programmed a feedback tool in a user-centered approach. The resulting interface was evaluated prior to release with usability testing and again post release using quantitative/qualitative questionnaires. +Results: The tool we created is a browser application for use on desktop or mobile devices. Students log in to see a dashboard of “cards” featuring summaries of assessment results, a portal for the documentation of acquired practical skills, and an overview of their progress along their course. Users see their cohort’s average for each format. Learning analytics rank students’ strengths by subject. The interface is characterized by colourful and simple graphics. In its initial form, the tool has been rated positively overall by students. During testing, the high task completion rate (78\%) and low overall number of non-critical errors indicated good usability, while the quantitative data (system usability scoring) also indicates high ease of use. The source code for the tool is open-source and can be adapted by other medical faculties. +Conclusions: The results suggest that the implemented tool LevelUp is well-accepted by students. It therefore holds promise for improved, digitalized integrated feedback about students’ learning progress. Our aim is that LevelUp will help medical students to keep track of their study progress and reflect on their skills. Further development will integrate users’ recommendations for additional features as well as optimizing data flow.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Roa Romero, Yadira and Tame, Hannah and Holzhausen, Ylva and Petzold, Mandy and Wyszynski, Jan-Vincent and Peters, Harm and Alhassan-Altoaama, Mohammed and Domanska, Monika and Dittmar, Martin}, + month = dec, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Bewertungsmethoden, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b}, + pages = {354}, + file = {Roa Romero et al. - 2021 - Design and usability testing of an in-house develo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DPUNCYNG/Roa Romero et al. - 2021 - Design and usability testing of an in-house develo.pdf:application/pdf}, +} + +@inproceedings{kiesler_open_2023, + address = {Aachen}, + title = {Open {Science} in den {Bildungstechnologien}: {Zur} {Publikation} und {Begutachtung} von {Forschungsdaten} inklusive {Software} im {Rahmen} der {DELFI}}, + url = {https://www.researchgate.net/publication/374553808_Open_Science_in_den_Bildungstechnologien_Zur_Publikation_und_Begutachtung_von_Forschungsdaten_inklusive_Software_im_Rahmen_der_DELFI}, + abstract = {Der Workshop des Arbeitskreises Open Science zielte darauf ab, gemeinsam mit der Fachcommunity mögliche Verfahren zur Begutachtung von Forschungsdaten (inklusive Software) aus dem Kontext Bildungstechnologien zu erörtern. Dazu gehören sowohl die Entwicklung realistischer und nachvollziehbarer Anforderung an die Publikation von Forschungsdaten, als auch Review Richtlinien für zukünftige DELFI Programmkomitees. Weiterhin war es das Ziel, die Vorund Nachteile neuer Publikationsformate gegeneinander abzuwiegen und zu diskutieren. Methodisch wurde im Workshop vor allem die Diskussion mit den Teilnehmenden angestrebt, sodass die Umsetzbarkeit neuer Anforderungen im Fokus blieb. In dem vorliegenden Beitrag werden die Ergebnisse des halbtägigen Workshops zusammengefasst.}, + language = {de-DE}, + urldate = {2025-07-17}, + author = {Kiesler, Natalie and Schiffner, Daniel}, + month = oct, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Promotion:FU5, Datenschutz und IT-Sicherheit, \#6:Konfernez-Paper:Bildung:Technologie}, + file = {Kiesler und Schiffner - Open Science in den Bildungstechnologien Zur Publ.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/XGDJ2RKP/Kiesler und Schiffner - Open Science in den Bildungstechnologien Zur Publ.pdf:application/pdf}, +} + +@article{meinert_exploring_2021, + title = {Exploring the {Cost} of {eLearning} in {Health} {Professions} {Education}: {Scoping} {Review}}, + volume = {7}, + issn = {2369-3762}, + shorttitle = {Exploring the {Cost} of {eLearning} in {Health} {Professions} {Education}}, + url = {http://mededu.jmir.org/2021/1/e13681/}, + doi = {10/gnrj69}, + abstract = {Background: Existing research on the costs associated with the design and deployment of eLearning in health professions education is limited. The relative costs of these learning platforms to those of face-to-face learning are also not well understood. The lack of predefined costing models used for eLearning cost data capture has made it difficult to complete cost evaluation. +Objective: The key aim of this scoping review was to explore the state of evidence concerning cost capture within eLearning in health professions education. The review explores the available data to define cost calculations related to eLearning. +Methods: The scoping review was performed using a search strategy with Medical Subject Heading terms and related keywords centered on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to articles published in English. No restriction was placed on literature publication date. +Results: In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references following screening. Full-text review resulted in 168 studies being excluded. Of these, 61 studies were excluded because they were unrelated to eLearning and focused on general education. In addition, 103 studies were excluded because of lack of detailed information regarding costs; these studies referred to cost in ways either indicating cost favorability or unfavorability, but without data to support findings. Finally, 4 studies were excluded because of limited cost data that were insufficient for analysis. In total, 42 studies provided data and analysis of the impact of cost and value in health professions education. The most common data source was total cost of training (n=29). Other sources included cost per learner, referring to the cost for individual students (n=13). The population most frequently cited was medical students (n=15), although 12 articles focused on multiple populations. A further 22 studies provide details of costing approaches for the production and delivery of eLearning. These studies offer insight into the ways eLearning has been budgeted and project-managed through implementation. +Conclusions: Although cost is a recognized factor in studies detailing eLearning design and implementation, the way cost is captured is inconsistent. Despite a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test eLearning cost-effectiveness and how to implement eLearning with cost benefits and advantages over traditional instruction.}, + language = {en-GB}, + number = {1}, + urldate = {2023-02-10}, + journal = {JMIR Medical Education}, + author = {Meinert, Edward and Eerens, Jessie and Banks, Christina and Maloney, Stephen and Rivers, George and Ilic, Dragan and Walsh, Kieran and Majeed, Azeem and Car, Josip}, + month = mar, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, \#6:Zeitschriftenartikel:Bildung:Technologie, Bildung, Multimedia, Promotion:FU3, education, online learning, distance education, online education, professional education, costs and cost analysis, economics}, + pages = {e13681}, + file = {Meinert et al. - 2021 - Exploring the Cost of eLearning in Health Professi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PVPWI8VP/Meinert et al. - 2021 - Exploring the Cost of eLearning in Health Professi.pdf:application/pdf}, +} + +@incollection{fend_digitale_2024, + address = {Wiesbaden}, + title = {Digitale {Transformation} im {Consumer} {Banking} durch {FinTech}}, + isbn = {978-3-658-43440-3 978-3-658-43441-0}, + url = {https://link.springer.com/10.1007/978-3-658-43441-0_30}, + language = {de-DE}, + urldate = {2024-06-30}, + booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Locher, Christian and Mesch, Stefan}, + editor = {Fend, Lars and Hofmann, Jürgen}, + year = {2024}, + doi = {10.1007/978-3-658-43441-0_30}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {695--720}, + file = {Locher und Mesch - 2024 - Digitale Transformation im Consumer Banking durch .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E2ND8ECE/Locher und Mesch - 2024 - Digitale Transformation im Consumer Banking durch .pdf:application/pdf}, +} + +@incollection{fend_digitalisierung_2024, + address = {Wiesbaden}, + title = {Digitalisierung im {Technologie}- und {Innovationsmanagement} am {Beispiel} der {Innovationsplattform} ({IP}) bei {Nokia}}, + isbn = {978-3-658-43440-3 978-3-658-43441-0}, + url = {https://link.springer.com/10.1007/978-3-658-43441-0_22}, + language = {de-DE}, + urldate = {2024-06-30}, + booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Augsdörfer, Peter and Schlage, Fabian}, + editor = {Fend, Lars and Hofmann, Jürgen}, + year = {2024}, + doi = {10.1007/978-3-658-43441-0_22}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {531--547}, + file = {Augsdörfer und Schlage - 2024 - Digitalisierung im Technologie- und Innovationsman.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JDFZMZTR/Augsdörfer und Schlage - 2024 - Digitalisierung im Technologie- und Innovationsman.pdf:application/pdf}, +} + +@incollection{fend_innovation_2024, + address = {Wiesbaden}, + title = {Innovation und geistiges {Eigentum} in {KI}-basierten {Geschäftsmodellen}}, + isbn = {978-3-658-43440-3 978-3-658-43441-0}, + url = {https://link.springer.com/10.1007/978-3-658-43441-0_12}, + language = {de-DE}, + urldate = {2024-06-30}, + booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bader, Martin A. and Stummeyer, Christian}, + editor = {Fend, Lars and Hofmann, Jürgen}, + year = {2024}, + doi = {10.1007/978-3-658-43441-0_12}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {293--323}, + file = {Bader und Stummeyer - 2024 - Innovation und geistiges Eigentum in KI-basierten .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2YMPPTL3/Bader und Stummeyer - 2024 - Innovation und geistiges Eigentum in KI-basierten .pdf:application/pdf}, +} + +@incollection{fend_digital_2024, + address = {Wiesbaden}, + title = {Digital {Logistics}}, + isbn = {978-3-658-43440-3 978-3-658-43441-0}, + url = {https://link.springer.com/10.1007/978-3-658-43441-0_8}, + language = {de-DE}, + urldate = {2024-06-30}, + booktitle = {Digitalisierung in {Industrie}-, {Handels}- und {Dienstleistungsunternehmen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kille, Christian}, + editor = {Fend, Lars and Hofmann, Jürgen}, + year = {2024}, + doi = {10.1007/978-3-658-43441-0_8}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {199--211}, + file = {Kille - 2024 - Digital Logistics.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BE9ITKGS/Kille - 2024 - Digital Logistics.pdf:application/pdf}, +} + +@incollection{knickrehm_digitale_2023, + address = {Wiesbaden}, + title = {Digitale {Reflexionsanlässe}: {Lassen} sich {YouTube}-{Formate} zur {Beruflichen} {Orientierung} nutzen?}, + isbn = {978-3-658-40600-4 978-3-658-40601-1}, + shorttitle = {Digitale {Reflexionsanlässe}}, + url = {https://link.springer.com/10.1007/978-3-658-40601-1_17}, + language = {de-DE}, + urldate = {2023-04-08}, + booktitle = {Berufliche {Orientierung} und {Beratung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kirchner, Vera}, + editor = {Knickrehm, Barbara and Fletemeyer, Tina and Ertelt, Bernd-Joachim}, + year = {2023}, + doi = {10.1007/978-3-658-40601-1_17}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {297--304}, + file = {Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FZD9S4A9/Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:application/pdf;Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/2HRLHFQ4/Kirchner - 2023 - Digitale Reflexionsanlässe Lassen sich YouTube-Fo.pdf:application/pdf}, +} + +@incollection{altenfelder_kundenzentrierte_2021, + address = {Wiesbaden}, + title = {Kundenzentrierte {Entwicklung} von {Smart} {Services}: {Kundenzufriedenheit} und -bindung durch {Smart} {Services} – eine erfolgreiche {Digitale} {Transformation} geht immer von der {Kundschaft} aus}, + isbn = {978-3-658-33974-6 978-3-658-33975-3}, + shorttitle = {Kundenzentrierte {Entwicklung} von {Smart} {Services}}, + url = {https://link.springer.com/10.1007/978-3-658-33975-3_10}, + language = {de-DE}, + urldate = {2023-01-29}, + booktitle = {Services {Management} und digitale {Transformation}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kieffer-Radwan, Sonja}, + editor = {Altenfelder, Kai and Schönfeld, Dieter and Krenkler, Wolfgang}, + year = {2021}, + doi = {10.1007/978-3-658-33975-3_10}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {163--177}, + file = {Kieffer-Radwan - 2021 - Kundenzentrierte Entwicklung von Smart Services K.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E9H5PTLD/Kieffer-Radwan - 2021 - Kundenzentrierte Entwicklung von Smart Services K.pdf:application/pdf}, +} + +@incollection{ganguin_bereit_2023, + address = {Wiesbaden}, + title = {Bereit für die {Zukunft} – {Informatische} {Grundkompetenzen} für alle {Lehrkräfte}}, + volume = {48}, + isbn = {978-3-658-41636-2 978-3-658-41637-9}, + url = {https://link.springer.com/10.1007/978-3-658-41637-9_3}, + language = {de-DE}, + urldate = {2023-08-27}, + booktitle = {Digitalisierung in der {Lehrer}:innenbildung}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Baberowski, David and Nenner, Christin and Bergner, Nadine}, + editor = {Ganguin, Sonja and Tiemann, Heike and Glück, Christian W. and Förster, Anna}, + year = {2023}, + doi = {10.1007/978-3-658-41637-9_3}, + note = {Series Title: Medienbildung und Gesellschaft}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {33--64}, + file = {Baberowski et al. - 2023 - Bereit für die Zukunft – Informatische Grundkompet.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MAKW7LV3/Baberowski et al. - 2023 - Bereit für die Zukunft – Informatische Grundkompet.pdf:application/pdf}, +} + +@incollection{knappertsbusch_digitales_2023, + address = {Wiesbaden}, + title = {Digitales {Zugangsrecht} der {Gewerkschaft} zum {Betrieb}}, + isbn = {978-3-658-42231-8 978-3-658-42232-5}, + url = {https://link.springer.com/10.1007/978-3-658-42232-5_24}, + language = {de-DE}, + urldate = {2023-11-04}, + booktitle = {Die {Zukunft} der {Arbeit}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Stück, Volker}, + editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind}, + year = {2023}, + doi = {10.1007/978-3-658-42232-5_24}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {201--209}, + file = {Stück - 2023 - Digitales Zugangsrecht der Gewerkschaft zum Betrie.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S572V63L/Stück - 2023 - Digitales Zugangsrecht der Gewerkschaft zum Betrie.pdf:application/pdf}, +} + +@incollection{knappertsbusch_kross-funktionale_2023, + address = {Wiesbaden}, + title = {Kross-funktionale {Expertenteams} – {Wie} gemischte ad-hoc {Teams} {Projekte} und {Produktentwicklung} im digitalen {Arbeitsumfeld} meistern}, + isbn = {978-3-658-42231-8 978-3-658-42232-5}, + url = {https://link.springer.com/10.1007/978-3-658-42232-5_26}, + language = {de-DE}, + urldate = {2023-11-04}, + booktitle = {Die {Zukunft} der {Arbeit}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Halft, Daniel}, + editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind}, + year = {2023}, + doi = {10.1007/978-3-658-42232-5_26}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {221--225}, + file = {Halft - 2023 - Kross-funktionale Expertenteams – Wie gemischte ad.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LEGKF7CL/Halft - 2023 - Kross-funktionale Expertenteams – Wie gemischte ad.pdf:application/pdf}, +} + +@incollection{knappertsbusch_digitales_2023-1, + address = {Wiesbaden}, + title = {Digitales {Lernen}}, + isbn = {978-3-658-42231-8 978-3-658-42232-5}, + url = {https://link.springer.com/10.1007/978-3-658-42232-5_36}, + language = {de-DE}, + urldate = {2023-11-04}, + booktitle = {Die {Zukunft} der {Arbeit}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Matthes, Wibke}, + editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind}, + year = {2023}, + doi = {10.1007/978-3-658-42232-5_36}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {305--312}, + file = {Matthes - 2023 - Digitales Lernen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LT8WXFVT/Matthes - 2023 - Digitales Lernen.pdf:application/pdf}, +} + +@incollection{knappertsbusch_wenn_2023, + address = {Wiesbaden}, + title = {Wenn digitaler auf demografischen {Wandel} trifft – {Welche} {Chancen} und {Risiken} birgt die digitale {Transformation} bei einer schrumpfenden und alternden {Erwerbsbevölkerung}?}, + isbn = {978-3-658-42231-8 978-3-658-42232-5}, + url = {https://link.springer.com/10.1007/978-3-658-42232-5_4}, + language = {de-DE}, + urldate = {2023-11-04}, + booktitle = {Die {Zukunft} der {Arbeit}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Stettes, Oliver}, + editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind}, + year = {2023}, + doi = {10.1007/978-3-658-42232-5_4}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {31--37}, + file = {Stettes - 2023 - Wenn digitaler auf demografischen Wandel trifft – .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/W6IJ5C4A/Stettes - 2023 - Wenn digitaler auf demografischen Wandel trifft – .pdf:application/pdf}, +} + +@incollection{knappertsbusch_digitale_2023, + address = {Wiesbaden}, + title = {Digitale {Erreichbarkeit} im {Rahmen} von {New} {Work}}, + isbn = {978-3-658-42231-8 978-3-658-42232-5}, + url = {https://link.springer.com/10.1007/978-3-658-42232-5_22}, + language = {de-DE}, + urldate = {2023-11-04}, + booktitle = {Die {Zukunft} der {Arbeit}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Genner, Sarah}, + editor = {Knappertsbusch, Inka and Wisskirchen, Gerlind}, + year = {2023}, + doi = {10.1007/978-3-658-42232-5_22}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {185--191}, + file = {Genner - 2023 - Digitale Erreichbarkeit im Rahmen von New Work.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UGWM47KQ/Genner - 2023 - Digitale Erreichbarkeit im Rahmen von New Work.pdf:application/pdf}, +} + +@incollection{meier_lern_2023, + address = {Wiesbaden}, + title = {Lern – und {Erlebnislabor} {Industrienatur} ({LELINA}): {Digitale} {Medien} in der außerschulischen {Bildung} für {Nachhaltige} {Entwicklung} in einem {Lehr}-{Lern}-{Labor} auf einer {Industrienaturfläche} in der {Metropole} {Ruhr}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {Lern – und {Erlebnislabor} {Industrienatur} ({LELINA})}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_7}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Otto, Karl-Heinz and Ciprina, Steffen and Hohmann, Jan and Paulus, Katja and Rath, Anna and Jeske, Ina and Keil, Andreas}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_7}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia}, + pages = {91--105}, + file = {Otto et al. - 2023 - Lern – und Erlebnislabor Industrienatur (LELINA) .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/88KSBYS6/Otto et al. - 2023 - Lern – und Erlebnislabor Industrienatur (LELINA) .pdf:application/pdf}, +} + +@incollection{meier_basement_2023, + address = {Wiesbaden}, + title = {The {Basement} – ein {Klassenraum} der {Zukunft} am {Leibniz}-{Institut} für {Bildungsmedien}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_21}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Tribukait, Maren and Becker, Janina}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_21}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia}, + pages = {203--207}, + file = {Tribukait und Becker - 2023 - The Basement – ein Klassenraum der Zukunft am Leib.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SJ9TQ72C/Tribukait und Becker - 2023 - The Basement – ein Klassenraum der Zukunft am Leib.pdf:application/pdf}, +} + +@incollection{getto_digitalisierung_2018, + address = {Münster New York}, + series = {Medien in der {Wissenschaft}}, + title = {Digitalisierung der {Hochschulbildung} aus sozialwissenschaftlicher {Perspektive}: {Das} {Forschungsprojekt} „{DISTELL}“}, + isbn = {978-3-8309-3868-2}, + language = {de-DE}, + number = {74}, + booktitle = {Digitalisierung und {Hochschulentwicklung}: {Proceedings} zur 26. {Tagung} der {Gesellschaft} für {Medien} in der {Wissenschaft} e.{V}}, + publisher = {Waxmann}, + author = {Ketter, Verena and Schmidt, Josephina and Tsirikiotis, Athanasios}, + editor = {Getto, Barbara and Hintze, Patrick and Kerres, Michael and Gesellschaft für Medien in der Wissenschaft}, + year = {2018}, + note = {Meeting Name: Tagung der Gesellschaft für Medien in der Wissenschaft e. V +OCLC: 1052431717}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, FernUni-Hagen:MABM:M6}, + pages = {82--92}, +} + +@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{scheiter_digitales_2023, + address = {Wiesbaden}, + title = {Digitales {Niemandsland}? {Eine} {Bestandsaufnahme} der digitalen {Bildung} an deutschen {Kindertageseinrichtungen}}, + volume = {15}, + isbn = {978-3-658-37894-3 978-3-658-37895-0}, + shorttitle = {Digitales {Niemandsland}?}, + url = {https://link.springer.com/10.1007/978-3-658-37895-0_2}, + language = {de-DE}, + urldate = {2023-09-22}, + booktitle = {Bildung für eine digitale {Zukunft}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Wirth, Astrid and Lohr, Anne and Sailer, Michael and Niklas, Frank}, + editor = {Scheiter, Katharina and Gogolin, Ingrid}, + year = {2023}, + doi = {10.1007/978-3-658-37895-0_2}, + note = {Series Title: Edition ZfE}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {27--55}, + file = {Wirth et al. - 2023 - Digitales Niemandsland Eine Bestandsaufnahme der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PBMQN76D/Wirth et al. - 2023 - Digitales Niemandsland Eine Bestandsaufnahme der .pdf:application/pdf}, +} + +@incollection{scheiter_data-based_2023, + address = {Wiesbaden}, + title = {Data-based decision making in einer digitalen {Welt}: {Data} {Literacy} von {Lehrpersonen} als notwendige {Voraussetzung}}, + volume = {15}, + isbn = {978-3-658-37894-3 978-3-658-37895-0}, + shorttitle = {Data-based decision making in einer digitalen {Welt}}, + url = {https://link.springer.com/10.1007/978-3-658-37895-0_14}, + language = {de-DE}, + urldate = {2023-09-22}, + booktitle = {Bildung für eine digitale {Zukunft}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bez, Sarah and Tomasik, Martin J. and Merk, Samuel}, + editor = {Scheiter, Katharina and Gogolin, Ingrid}, + year = {2023}, + doi = {10.1007/978-3-658-37895-0_14}, + note = {Series Title: Edition ZfE}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {339--362}, + file = {Bez et al. - 2023 - Data-based decision making in einer digitalen Welt.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JIW8YBSN/Bez et al. - 2023 - Data-based decision making in einer digitalen Welt.pdf:application/pdf}, +} + +@incollection{bohndick_textwissenschaftliche_2021, + address = {Wiesbaden}, + title = {Textwissenschaftliche {Kompetenzen} digital. {Ein} {Praxisbericht} aus der studierenden-zentrierten {Curriculumsentwicklung} in den {Digital} {Humanities}}, + isbn = {978-3-658-32271-7 978-3-658-32272-4}, + url = {https://link.springer.com/10.1007/978-3-658-32272-4_13}, + language = {de-DE}, + urldate = {2021-11-10}, + booktitle = {Hochschullehre im {Spannungsfeld} zwischen individueller und institutioneller {Verantwortung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Rehnolt, Juliane and Swidsinski, Anja}, + editor = {Bohndick, Carla and Bülow-Schramm, Margret and Paul, Daria and Reinmann, Gabi}, + year = {2021}, + doi = {10.1007/978-3-658-32272-4_13}, + note = {ZSCC: NoCitationData[s0] }, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {173--184}, + file = {Rehnolt und Swidsinski - 2021 - Textwissenschaftliche Kompetenzen digital. Ein Pra.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ALM3PPJF/Rehnolt und Swidsinski - 2021 - Textwissenschaftliche Kompetenzen digital. Ein Pra.pdf:application/pdf;rehnolt_swidsinski_2021_textwissenschaftliche_kompetenzen_digital.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JZ4Z4WZG/rehnolt_swidsinski_2021_textwissenschaftliche_kompetenzen_digital.pdf:application/pdf}, +} + +@incollection{mortel_living_2023, + address = {Wiesbaden}, + title = {Living by objectives: {Self}-{Tracking} und {Nudging} im digitalen {Kapitalismus}}, + isbn = {978-3-658-40637-0 978-3-658-40638-7}, + shorttitle = {Living by objectives}, + url = {https://link.springer.com/10.1007/978-3-658-40638-7_20}, + language = {de-DE}, + urldate = {2023-08-08}, + booktitle = {Indikatoren in {Entscheidungsprozessen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Nosthoff, Anna-Verena and Maschewski, Felix}, + editor = {Mörtel, Julia and Nordmann, Alfred and Schlaudt, Oliver}, + year = {2023}, + doi = {10.1007/978-3-658-40638-7_20}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {137--147}, + file = {Nosthoff und Maschewski - 2023 - Living by objectives Self-Tracking und Nudging im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/A6IFZ2N2/Nosthoff und Maschewski - 2023 - Living by objectives Self-Tracking und Nudging im.pdf:application/pdf}, +} + +@incollection{kaiser_digital_2023, + address = {Wiesbaden}, + title = {Das {Digital} {Mindset} als essenzieller {Bestandteil} von {Future} {Skills}: {Ein} Überblick über notwendige {Kompetenzen} in der digitalisierten {Zukunft}}, + isbn = {978-3-658-41103-9 978-3-658-41104-6}, + shorttitle = {Das {Digital} {Mindset} als essenzieller {Bestandteil} von {Future} {Skills}}, + url = {https://link.springer.com/10.1007/978-3-658-41104-6_3}, + language = {de-DE}, + urldate = {2023-08-03}, + booktitle = {Digitale {Mindsets}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Chochoiek, Nadine and Lorenz, Sarah}, + editor = {Kaiser, Stephan and Ertl, Bernhard}, + year = {2023}, + doi = {10.1007/978-3-658-41104-6_3}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {29--42}, + file = {Chochoiek und Lorenz - 2023 - Das Digital Mindset als essenzieller Bestandteil v.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RHULRIES/Chochoiek und Lorenz - 2023 - Das Digital Mindset als essenzieller Bestandteil v.pdf:application/pdf}, +} + +@incollection{hippe_digital_2023, + address = {Wiesbaden}, + title = {„{Digital} {Health}“ in der {Betriebsgastronomie}: {Monitoring} der {Gesundheit} von {Mitarbeitenden} durch den {Einsatz} von {Glukose}- und {Ernährungstracking}}, + isbn = {978-3-658-41617-1 978-3-658-41618-8}, + shorttitle = {„{Digital} {Health}“ in der {Betriebsgastronomie}}, + url = {https://link.springer.com/10.1007/978-3-658-41618-8_16}, + language = {de-DE}, + urldate = {2023-08-02}, + booktitle = {Nachhaltigkeit und {Innovation} in internen und externen {Unternehmensbeziehungen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Röhl, Kevin and Wirsam, Jan}, + editor = {Hippe, Alan and Wirsam, Jan}, + year = {2023}, + doi = {10.1007/978-3-658-41618-8_16}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {293--306}, + file = {Röhl und Wirsam - 2023 - „Digital Health“ in der Betriebsgastronomie Monit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5MFX8T94/Röhl und Wirsam - 2023 - „Digital Health“ in der Betriebsgastronomie Monit.pdf:application/pdf}, +} + +@incollection{schmidt_social_2023, + address = {Wiesbaden}, + title = {Social {Issues} or the {Social} as an {Issue}—{Rethinking} {Sociality} in a {Post}-{Digital} {Era}}, + volume = {35}, + isbn = {978-3-658-40704-9 978-3-658-40705-6}, + url = {https://link.springer.com/10.1007/978-3-658-40705-6_5}, + abstract = {In the post-digital era we are currently experiencing, digital technologies are becoming so ubiquitous that we have begun to take them for granted in our lives—at home as well as at work. The argument of this chapter is that this technological transformation is, in fact, a social revolution, and that this urges us to re-think what we mean with ‘the social’. The chapter starts by teasing out what makes the current technological transformation a social revolution. Then we unpack what the contemporary technological development does to the social. In so doing, we outline two existential concerns: the separation of humans and machines, and the proliferation of relationships to many others. Because of these reconfigurations, we argue, sociality needs to be reconceptualized in a way that also should be considered by those interested in communication. We end the chapter by elaborating on this.}, + language = {en-GB}, + urldate = {2023-06-26}, + booktitle = {Soziale {Themen} in {Unternehmens}- und {Wirtschaftskommunikation}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Hallin, Anette and Ivory, Chris}, + editor = {Schmidt, Christopher M. and Heinemann, Sabine and Banholzer, Volker Markus and Nielsen, Martin and Siems, Florian U.}, + year = {2023}, + doi = {10.1007/978-3-658-40705-6_5}, + note = {Series Title: Europäische Kulturen in der Wirtschaftskommunikation}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {111--123}, + file = {Hallin und Ivory - 2023 - Social Issues or the Social as an Issue—Rethinking.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZWD85WSX/Hallin und Ivory - 2023 - Social Issues or the Social as an Issue—Rethinking.pdf:application/pdf}, +} + +@incollection{lattemann_digitalisierung_2023, + address = {Wiesbaden}, + title = {Digitalisierung personennaher {Dienstleistungen}: {Die} {Service} {Canvas} als {Gestaltungswerkzeug}}, + isbn = {978-3-658-38812-6 978-3-658-38813-3}, + shorttitle = {Digitalisierung personennaher {Dienstleistungen}}, + url = {https://link.springer.com/10.1007/978-3-658-38813-3_9}, + language = {de-DE}, + urldate = {2023-05-30}, + booktitle = {Personennahe {Dienstleistungen} der {Zukunft}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Lattemann, Christoph and Ahmad, Rangina and Gebbing, Pia and Geiger, Manuel and Guerrero, Ricardo and Kroschewski, Theresa and Lohrenz, Lisa and Michalke, Simon}, + editor = {Lattemann, Christoph and Robra-Bissantz, Susanne}, + year = {2023}, + doi = {10.1007/978-3-658-38813-3_9}, + note = {Series Title: Edition HMD}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {149--165}, + file = {Lattemann et al. - 2023 - Digitalisierung personennaher Dienstleistungen Di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HUF2EJD7/Lattemann et al. - 2023 - Digitalisierung personennaher Dienstleistungen Di.pdf:application/pdf}, +} + +@incollection{lattemann_durch_2023, + address = {Wiesbaden}, + title = {Durch {Selbstlernkompetenz} beim informellen {Arbeitsplatzlernen} mit der digitalen {Transformation} {Schritt} halten: {Wissenschaftliche} {Ergebnisse} aus dem {Projekt} {Lernen} in der digitalisierten {Arbeitswelt} – {LidA}}, + isbn = {978-3-658-38812-6 978-3-658-38813-3}, + shorttitle = {Durch {Selbstlernkompetenz} beim informellen {Arbeitsplatzlernen} mit der digitalen {Transformation} {Schritt} halten}, + url = {https://link.springer.com/10.1007/978-3-658-38813-3_10}, + language = {de-DE}, + urldate = {2023-05-30}, + booktitle = {Personennahe {Dienstleistungen} der {Zukunft}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kittel, Anne F. D. and Radi-Pentz, Anita and Seufert, Tina}, + editor = {Lattemann, Christoph and Robra-Bissantz, Susanne}, + year = {2023}, + doi = {10.1007/978-3-658-38813-3_10}, + note = {Series Title: Edition HMD}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {167--180}, + file = {Kittel et al. - 2023 - Durch Selbstlernkompetenz beim informellen Arbeits.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DH2RCDMX/Kittel et al. - 2023 - Durch Selbstlernkompetenz beim informellen Arbeits.pdf:application/pdf}, +} + +@incollection{lattemann_lernen_2023, + address = {Wiesbaden}, + title = {Lernen in der digitalisierten {Arbeitswelt} ({LidA})}, + isbn = {978-3-658-38812-6 978-3-658-38813-3}, + url = {https://link.springer.com/10.1007/978-3-658-38813-3_19}, + language = {de-DE}, + urldate = {2023-05-30}, + booktitle = {Personennahe {Dienstleistungen} der {Zukunft}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Seiter, Mischa and Kasselmann, Sebastian and Stich, Volker and Senderek, Roman and Seufert, Tina and Kittel, Anne and Radi-Pentz, Anita and Tödt, Alexandra and Samoila, Oliver and Zenzen, Enrico and Zeyrek, Korhan and Hutfless, Joachim and Schupik, Christian and Piel, Lena}, + editor = {Lattemann, Christoph and Robra-Bissantz, Susanne}, + year = {2023}, + doi = {10.1007/978-3-658-38813-3_19}, + note = {Series Title: Edition HMD}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {327--352}, + file = {Seiter et al. - 2023 - Lernen in der digitalisierten Arbeitswelt (LidA).pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SZBKQD73/Seiter et al. - 2023 - Lernen in der digitalisierten Arbeitswelt (LidA).pdf:application/pdf}, +} + +@incollection{baur_digitale_2019, + address = {Wiesbaden}, + title = {Digitale {Spiele}}, + isbn = {978-3-658-21307-7 978-3-658-21308-4}, + url = {http://link.springer.com/10.1007/978-3-658-21308-4_78}, + language = {de-DE}, + urldate = {2023-02-08}, + booktitle = {Handbuch {Methoden} der empirischen {Sozialforschung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Bottel, Matthias and Kirschner, Heiko}, + editor = {Baur, Nina and Blasius, Jörg}, + year = {2019}, + doi = {10.1007/978-3-658-21308-4_78}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1089--1102}, + file = {Bottel und Kirschner - 2019 - Digitale Spiele.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/42EWUYV6/Bottel und Kirschner - 2019 - Digitale Spiele.pdf:application/pdf}, +} + +@incollection{pfannstiel_nutzerzentrierte_2019, + address = {Wiesbaden}, + title = {Nutzerzentrierte {Entwicklung} eines roboterbasierten {Telerehabilitationssystems} für {Schlaganfallpatienten}}, + isbn = {978-3-658-23986-2 978-3-658-23987-9}, + url = {http://link.springer.com/10.1007/978-3-658-23987-9_13}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Ivanova, Ekaterina and Jankowski, Natalie and Lorenz, Katharina and Schrader, Mareike and Schmidt, Henning and Krüger, Jörg and Minge, Michael}, + editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald}, + year = {2019}, + doi = {10.1007/978-3-658-23987-9_13}, + keywords = {NFS-H-19, \#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {255--278}, + file = {Ivanova et al. - 2019 - Nutzerzentrierte Entwicklung eines roboterbasierte.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/24WEWP5S/Ivanova et al. - 2019 - Nutzerzentrierte Entwicklung eines roboterbasierte.pdf:application/pdf}, +} + +@incollection{meier_lehr-lern-labore_2023-1, + address = {Wiesbaden}, + title = {Lehr-{Lern}-{Labore} und {Digitalisierung}: {Strömungen} und {Veränderungen} in der {Lehr}-{Lern}-{Labor}-{Landschaft} als {Folge} des digitalen {Wandels}}, + isbn = {978-3-658-40108-5 978-3-658-40109-2}, + shorttitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + url = {https://link.springer.com/10.1007/978-3-658-40109-2_1}, + language = {de-DE}, + urldate = {2023-04-05}, + booktitle = {Lehr-{Lern}-{Labore} und {Digitalisierung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + editor = {Meier, Monique and Greefrath, Gilbert and Hammann, Marcus and Wodzinski, Rita and Ziepprecht, Kathrin}, + year = {2023}, + doi = {10.1007/978-3-658-40109-2_1}, + note = {Series Title: Edition Fachdidaktiken}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1--16}, + file = {Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung Strömungen u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DUNZZGJI/Meier et al. - 2023 - Lehr-Lern-Labore und Digitalisierung Strömungen u.pdf:application/pdf}, +} + +@incollection{de_witt_fortgeschrittene_2023, + address = {Wiesbaden}, + title = {Fortgeschrittene {Digitalisierung} und {Strategien} für die berufliche ({Weiter}-){Bildung}. {Augmentation}, {Fusion} {Skills} und {Augmentationsstrategien}}, + isbn = {978-3-658-40078-1 978-3-658-40079-8}, + url = {https://link.springer.com/10.1007/978-3-658-40079-8_16}, + language = {de-DE}, + urldate = {2024-04-03}, + booktitle = {Künstliche {Intelligenz} in der {Bildung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Seufert, Sabine and Meier, Christoph}, + editor = {De Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth}, + year = {2023}, + doi = {10.1007/978-3-658-40079-8_16}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {331--353}, + file = {Seufert und Meier - 2023 - Fortgeschrittene Digitalisierung und Strategien fü.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QECCQAUP/Seufert und Meier - 2023 - Fortgeschrittene Digitalisierung und Strategien fü.pdf:application/pdf}, +} + +@incollection{de_witt_computational_2023, + address = {Wiesbaden}, + title = {Computational {Thinking} vermitteln. {Wie} {Problemlösekompetenz} als {Bestandteil} digitaler {Souveränität} erworben werden kann}, + isbn = {978-3-658-40078-1 978-3-658-40079-8}, + url = {https://link.springer.com/10.1007/978-3-658-40079-8_9}, + language = {de-DE}, + urldate = {2024-04-03}, + booktitle = {Künstliche {Intelligenz} in der {Bildung}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Fehrmann, Raphael and Zeinz, Horst}, + editor = {De Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth}, + year = {2023}, + doi = {10.1007/978-3-658-40079-8_9}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {175--196}, + file = {Fehrmann und Zeinz - 2023 - Computational Thinking vermitteln. Wie Problemlöse.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VZLYIBBJ/Fehrmann und Zeinz - 2023 - Computational Thinking vermitteln. Wie Problemlöse.pdf:application/pdf}, +} + +@incollection{kurtz_digitalisierung_2024, + address = {Wiesbaden}, + title = {Digitalisierung als {Forschungsgegenstand} der {Schulpädagogik}}, + volume = {47}, + isbn = {978-3-658-42541-8 978-3-658-42542-5}, + url = {https://link.springer.com/10.1007/978-3-658-42542-5_5}, + language = {de-DE}, + urldate = {2024-03-11}, + booktitle = {Digitale {Medien} und die {Produktion} von {Wissenschaft}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Tulodziecki, Gerhard}, + editor = {Kurtz, Thomas and Meister, Dorothee M. and Sander, Uwe}, + year = {2024}, + doi = {10.1007/978-3-658-42542-5_5}, + note = {Series Title: Medienbildung und Gesellschaft}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {63--83}, + file = {Tulodziecki - 2024 - Digitalisierung als Forschungsgegenstand der Schul.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GLV8YKK8/Tulodziecki - 2024 - Digitalisierung als Forschungsgegenstand der Schul.pdf:application/pdf}, +} + +@incollection{fegert_sexueller_2023, + address = {Berlin, Heidelberg}, + title = {Sexueller {Missbrauch}. {Bislang} marginalisierte {Konstellationen} sexueller {Gewalt} sowie die {Rolle} der digitalen {Medien}}, + isbn = {978-3-662-66899-3 978-3-662-66900-6}, + url = {https://link.springer.com/10.1007/978-3-662-66900-6_24}, + language = {de-DE}, + urldate = {2024-01-10}, + booktitle = {Gute {Kinderschutzverfahren}}, + publisher = {Springer Berlin Heidelberg}, + author = {Gerke, Jelena and Rassenhofer, Miriam and Fegert, Jörg M.}, + editor = {Fegert, Jörg M. and Meysen, Thomas and Kindler, Heinz and Chauviré-Geib, Katrin and Hoffmann, Ulrike and Schumann, Eva}, + year = {2023}, + doi = {10.1007/978-3-662-66900-6_24}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {353--361}, + file = {Gerke et al. - 2023 - Sexueller Missbrauch. Bislang marginalisierte Kons.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RTF45JYP/Gerke et al. - 2023 - Sexueller Missbrauch. Bislang marginalisierte Kons.pdf:application/pdf}, +} + +@incollection{bohnet-joschko_intelligente_2023, + address = {Wiesbaden}, + title = {Intelligente {Hirnschrittmacher} verbessern die {Parkinsontherapie}}, + isbn = {978-3-658-41780-2 978-3-658-41781-9}, + url = {https://link.springer.com/10.1007/978-3-658-41781-9_36}, + language = {de-DE}, + urldate = {2024-01-04}, + booktitle = {Handbuch {Digitale} {Gesundheitswirtschaft}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Melzer, Laura}, + editor = {Bohnet-Joschko, Sabine and Pilgrim, Katharina}, + year = {2023}, + doi = {10.1007/978-3-658-41781-9_36}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {173--176}, + file = {Melzer - 2023 - Intelligente Hirnschrittmacher verbessern die Park.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8MNN4IWY/Melzer - 2023 - Intelligente Hirnschrittmacher verbessern die Park.pdf:application/pdf}, +} + +@article{egami_causal_2024, + title = {Causal effect of video gaming on mental well-being in {Japan} 2020–2022}, + issn = {2397-3374}, + url = {https://www.nature.com/articles/s41562-024-01948-y}, + doi = {10.1038/s41562-024-01948-y}, + abstract = {Abstract + + The widespread use of video games has raised concerns about their potential negative impact on mental well-being. Nevertheless, the empirical evidence supporting this notion is largely based on correlational studies, warranting further investigation into the causal relationship. Here we identify the causal effect of video gaming on mental well-being in Japan (2020–2022) using game console lotteries as a natural experiment. Employing approaches designed for causal inference on survey data ( + n +  = 97,602), we found that game console ownership, along with increased game play, improved mental well-being. The console ownership reduced psychological distress and improved life satisfaction by 0.1–0.6 standard deviations. Furthermore, a causal forest machine learning algorithm revealed divergent impacts between different types of console, with one showing smaller benefits for adolescents and females while the other showed larger benefits for adolescents. These findings highlight the complex impact of digital media on mental well-being and the importance of considering differential screen time effects.}, + language = {en-GB}, + urldate = {2024-08-24}, + journal = {Nature Human Behaviour}, + author = {Egami, Hiroyuki and Rahman, Md. Shafiur and Yamamoto, Tsuyoshi and Egami, Chihiro and Wakabayashi, Takahisa}, + month = aug, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:Relevanz:3}, + file = {Egami et al. - 2024 - Causal effect of video gaming on mental well-being.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/778JI5WN/Egami et al. - 2024 - Causal effect of video gaming on mental well-being.pdf:application/pdf}, +} + +@incollection{androutsopoulos_24_2024, + title = {24. {Digital} {Literacies} im {Sprachunterricht}}, + isbn = {978-3-11-074416-3}, + url = {https://www.degruyter.com/document/doi/10.1515/9783110744163-024/html}, + abstract = {Digitale Medienkompetenzen werden als Kulturtechnik betrachtet, die den traditionellen Kanon aus Lesen, Schreiben, Rechnen ergänzt und verändert. Somit stellen sie für den Sprach- und insbesondere den Deutschunterricht einen relevanten Unterrichtsgegenstand dar. Die Reflexion über Praktiken digitaler Alltagskommunikation ist stets auch ein Nachdenken über situative Bedingungen und sprachliche Angemessenheit. Die linguistische Analyse und Modellierung digitaler Praktiken schafft die Voraussetzungen, digitalen Sprachgebrauch kompetent analysieren, differenziert beurteilen und selbständig produzieren zu können. Die Vermittlung nötiger Kompetenzen im Sinne von Digital Literacies stellt eine schulische Herausforderung dar. Der Beitrag fokussiert Medienkompetenzen in der digitalen Welt, indem Digital Literacies auf aktuelle KMK-Strategien zu Medienbildung in Deutschland bezogen und durch das Konzept der funktionalen Angemessenheit erweitert werden. Auf der Basis von Schulbuchanalysen und der Konzeption einer exemplarischen Unterrichtssequenz wird gezeigt, wie die Reflexion über Sprachgebrauch in digitalen Medien didaktisch umgesetzt werden kann und welche hochschuldidaktischen Konsequenzen daraus erwachsen.}, + language = {de-DE}, + urldate = {2024-08-16}, + booktitle = {Handbuch {Sprache} und digitale {Kommunikation}}, + publisher = {De Gruyter}, + author = {Arendt, Birte and Kiesendahl, Jana}, + editor = {Androutsopoulos, Jannis and Vogel, Friedemann}, + month = jun, + year = {2024}, + doi = {10.1515/9783110744163-024}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {501--526}, + file = {Arendt und Kiesendahl - 2024 - 24. Digital Literacies im Sprachunterricht.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6S9KVWLW/Arendt und Kiesendahl - 2024 - 24. Digital Literacies im Sprachunterricht.pdf:application/pdf}, +} + +@article{zhang_effects_2024, + title = {The effects of unplugged programming activities on {K}-9 students’ computational thinking: meta-analysis}, + volume = {72}, + issn = {1042-1629, 1556-6501}, + shorttitle = {The effects of unplugged programming activities on {K}-9 students’ computational thinking}, + url = {https://link.springer.com/10.1007/s11423-023-10339-5}, + doi = {10.1007/s11423-023-10339-5}, + abstract = {Due to its task-based, gamified, and interactive features, unplugged programming activity has been widely employed in education and teaching as an activity away from electronic screens and other digital devices. There is ongoing debate over how to help K-9 pupils develop their computational thinking through unplugged programming activities. Based on findings from 15 experimental and quasi-experimental studies conducted domestically and abroad between 2006 and 2023, this study adopts meta-analysis to quantitatively analyze the influence of unplugged programming activities on K-9 students’ computational thinking, focusing on an in-depth analysis of variables such as different students’ grade, gender, experimental period, research discipline, and unplugged programming activities categories. The results show that unplugged programming activity has a positive effect on the computational thinking of K-9 students (Hedges’ g = .631, 95\% CI .463, .799, P {\textless} .001), and its promotion effect is affected by the variables such as students’ grade, learning time, subjects studied, and unplugged programming activities categories. Based on the conclusions of the meta-analysis, this paper proposes several suggestions. For example, it suggests paying attention to the cultivation of computational thinking among middle school students, and mastering the appropriate timing for unplugged programming activities to avoid the plateau effect. Additionally, it recommends strengthening the integration of unplugged programming activities across different disciplines, as well as promoting the use of storytelling and collaborative unplugged programming activities in the classroom.}, + language = {en-GB}, + number = {3}, + urldate = {2024-07-21}, + journal = {Educational technology research and development}, + author = {Zhang, Yanjun and Liang, Yanping and Tian, Xiaohong and Yu, Xiao}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Systemanpassung, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning}, + pages = {1331--1356}, + file = {Zhang et al. - 2024 - The effects of unplugged programming activities on.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4UIEPZ35/Zhang et al. - 2024 - The effects of unplugged programming activities on.pdf:application/pdf}, +} + +@article{janeczko_forderung_2024, + title = {Förderung der professionellen {Wahrnehmung} und {Selbstwirksamkeitsüberzeugungen} über {Klassenführung} mithilfe eines digitalen, videobasierten {Mastery}-{Learning}-{Moduls}}, + issn = {0340-4099, 2520-873X}, + url = {https://link.springer.com/10.1007/s42010-024-00197-2}, + doi = {10.1007/s42010-024-00197-2}, + abstract = {Professional vision is an essential prerequisite for successful teaching. Video-based face-to-face courses have proven their worth in training the professional vision of teaching quality features such as classroom management in teacher education. However, individually adaptable mastery learning offers enable a more effective consideration of different learning requirements and the provision of specific feedback. Therefore, a digital, video-based and individually adaptable learning module for promoting the professional vision and self-efficacy beliefs about classroom management was developed (mastery learning offer) and compared to a digital, videobased seminar concept that was traditionally conducted by lecturers at fixed times in a group context (unified learning offer). 121 student teachers participated in the quasi-experimental pre–post–follow-up study and analyzed classroom managementrelated events with the mastery learning offer (n = 49), with the unified learning offer (n = 39) or were part of an untreated control group (n = 33). Analyses of longitudinal growth curve models showed that, compared to the control group, both video-based formats contributed to significantly higher latent increases in professional vision of classroom management, with the mastery learning group performing best. With regard to classroom management-related self-efficacy beliefs, there were increases in the intervention groups, but these did not differ significantly from the control group. The article provides important starting points for examining video-based teaching formats that address student’s heterogeneity and the digitization as challenges for teacher education.}, + language = {de-DE}, + urldate = {2024-03-11}, + journal = {Unterrichtswissenschaft}, + author = {Janeczko, Jennifer Maria and Junker, Robin and Hörter, Philip and Holodynski, Manfred}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Lernsystemarchitektur}, + file = {Janeczko et al. - 2024 - Förderung der professionellen Wahrnehmung und Selb.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5FW7M493/Janeczko et al. - 2024 - Förderung der professionellen Wahrnehmung und Selb.pdf:application/pdf}, +} + +@article{konig_transfer_2023, + title = {The transfer of digitalized teaching-learning and assessment tools in higher education: approaches and best practices}, + volume = {26}, + issn = {1434-663X, 1862-5215}, + shorttitle = {The transfer of digitalized teaching-learning and assessment tools in higher education}, + url = {https://link.springer.com/10.1007/s11618-023-01172-w}, + doi = {10/gs39fk}, + language = {en-GB}, + number = {3}, + urldate = {2023-11-08}, + journal = {Zeitschrift für Erziehungswissenschaft}, + author = {König, Johannes and Lindmeier, Anke and Zlatkin-Troitschanskaia, Olga and Borowski, Andreas}, + month = jun, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:FU4b}, + pages = {579--584}, + file = {König et al. - 2023 - The transfer of digitalized teaching-learning and .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4UNR2VQ4/König et al. - 2023 - The transfer of digitalized teaching-learning and .pdf:application/pdf}, +} + +@article{asbrand_digital_2024, + title = {„{Digital} natives“ – psychisch gesund aufwachsen in einer digitalen {Welt}}, + issn = {0026-9298, 1433-0474}, + url = {https://link.springer.com/10.1007/s00112-024-02006-7}, + doi = {10.1007/s00112-024-02006-7}, + abstract = {Fazit für die Praxis 4 Kinder und Jugendliche als „digital natives“ leben in einer Welt mit allzeit präsenten digitalen Medien. Die Aufgabe der sie begleitenden Erwachsenen ist es, sie im Umgang mit diesen zu Schulen.}, + language = {de-DE}, + urldate = {2024-07-17}, + journal = {Monatsschrift Kinderheilkunde}, + author = {Asbrand, Julia and Schmitz, Julian}, + month = jul, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Datenschutz und IT-Sicherheit, Krisenreaktion im Bildungsbereich}, + file = {Asbrand und Schmitz - 2024 - „Digital natives“ – psychisch gesund aufwachsen in.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/US3KMGIC/Asbrand und Schmitz - 2024 - „Digital natives“ – psychisch gesund aufwachsen in.pdf:application/pdf}, +} + +@incollection{gottburgsen_digitale_2023, + title = {Digitale {Lernumwelten}, studentische {Diversität} und {Learning} {Outcomes}: {Empirische} {Befunde} und {Implikationen} für die digitale {Hochschulbildung}}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=27834}, + abstract = {Digitalen Lernumwelten, die Künstliche Intelligenz (KI) einsetzen, wird zugeschrieben, dass sie der Diversität Studierender, ihren unterschiedlichen Lebenslagen und differierenden Lernvoraussetzungen sowie -erfahrungen besser gerecht werden, indem sie flexibles, zeit- und ortsunabhängiges sowie personalisiertes Lernen ermöglichen und somit zum individuellen Lern- und Studienerfolg beitragen können. Dieser Beitrag gibt einen Überblick, in welcher Weise die Vielfalt der Studierenden bisher in die empirische Forschung zur digitalen Hochschulbildung (unter Einbeziehung von KI) Eingang gefunden hat. Während diversitätsorientierte Studien zur ICT-Literacy sowie zu Mediennutzung und -präferenzen diverser Studierendengruppen international vorhanden sind, werden die Effekte digitaler Lernumwelten bzw. Lernformate oder die Auswirkungen von KI auf die Learning Outcomes einer divers zusammengesetzten Studierendenschaft (z.B. Lernerfolge, Mobilität) auch international selten thematisiert. Der vorliegende Beitrag stellt daher exemplarisch aktuelle Befunde zum Einfluss digitaler Lernumwelten auf die Mobilität diverser Studierender vor und zeigt, welche Ansatzpunkte und Herausforderungen für künftige Forschung zur digitalen Hochschulbildung bestehen.}, + language = {de-DE}, + urldate = {2025-07-17}, + booktitle = {Künstliche {Intelligenz} in der {Hochschulbildung}. {Chancen} und {Grenzen} des {KI}-gestützten {Lernens} und {Lehrens}}, + author = {Gottburgsen, Anja and Hofmann, Yvette E and Willige, Janka}, + editor = {Schmohl, Tobias, Tobias and Watanabe, Alice and Schelling, Kathrin}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#9:Buchteil:digital:lernen, Forschungsansätze, Technologieintegration, Promotion:Argumentation, Krisenreaktion im Bildungsbereich, Promotion:FU3}, + pages = {119--144}, + file = {Gottburgsen et al. - Digitale Lernumwelten, studentische Diversität und.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LRSNQXU9/Gottburgsen et al. - Digitale Lernumwelten, studentische Diversität und.pdf:application/pdf}, +} + +@article{braun_uberzeugungsmuster_2022, + title = {Überzeugungsmuster angehender {Lehrpersonen} zum {Einsatz} digitaler {Medien} im {Unterricht}}, + issn = {1424-3636}, + url = {https://www.medienpaed.com/article/view/1391}, + doi = {10.21240/mpaed/00/2022.12.08.X}, + abstract = {The present study identifies belief patterns of future teachers (N = 504) about the use of digital media in teaching using cluster analysis. Overall, positive beliefs about the use of media show lower attribute levels. Negative beliefs are more agreed on; nevertheless, the clusters differ considerably. 40 \% of the teacher students consider the use of media for innovating teaching, scholars’ motivation and fostering scholars cautiously positive. In contrast, in two other groups of future teachers belief patterns characterized by excessive demands and health risks through the use of media as well as doubts about the promotion of the ‹right› skills are found. About every fifth student teacher particularly agrees with such negative beliefs. The patterns and following implications are discussed with regard to the difficult changeability of beliefs.}, + language = {de-DE}, + urldate = {2022-12-21}, + journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, + author = {Braun, Annika and Weiß, Sabine and Kiel, Ewald}, + month = dec, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5}, + pages = {235--259}, + file = {Braun et al. - 2022 - Überzeugungsmuster angehender Lehrpersonen zum Ein.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/7A3QG5SL/Braun et al. - 2022 - Überzeugungsmuster angehender Lehrpersonen zum Ein.pdf:application/pdf}, +} + +@article{king_defining_2001, + title = {Defining {Distance} {Learning} and {Distance} {Education}}, + volume = {9}, + abstract = {There is, in most academic and scientific fields, a common yet distinct vocabulary. This precise vocabulary makes it possible for researchers and practitioners within that domain to communicate clearly and succinctly with each other. At this time, there is a lack of such a precise vocabulary in the domain of distance learning and distance education. This paper hopes to start the movement toward a common vocabulary by offering precise definitions of distance learning and distance education, and their interrelationship. This is accomplished by first proposing a single definition of learning and then breaking down the concept of learning into three subcategories: instruction, exploration and serendipity. Each of these, in turn, is defined and the concepts of distance learning and distance education are derived and categorized.}, + language = {en-GB}, + number = {1}, + journal = {AACE Review (formerly AACE Journal)}, + author = {King, Frederick B and Young, Michael F and Drivere-Richmond, Kelly and Schrader, P G}, + year = {2001}, + note = {ZSCC: 0000148}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4, Lernsystemarchitektur, Promotion:todo}, + pages = {14}, + file = {King et al. - Defining Distance Learning and Distance Education.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E8KWZPMR/King et al. - Defining Distance Learning and Distance Education.pdf:application/pdf}, +} + +@article{hammaren_management_2024, + title = {The management of digital competence sharing in health care: {A} qualitative study of managers' and professionals' views}, + volume = {80}, + issn = {1365-2648}, + shorttitle = {The management of digital competence sharing in health care}, + doi = {10.1111/jan.15963}, + abstract = {AIM: To describe managers' and professionals' views on the management of digital competence sharing in health care. +DESIGN: A qualitative descriptive study. +METHODS: Managers (n = 22) and professionals (n = 12) from two public primary, one public special and one private health care organization in Finland participated in semi-structured individual interviews between February and May 2022. Data were analysed using inductive content analysis. +RESULTS: Managers' and professionals' views formed six main categories: providing resources and opportunities for digital competence sharing, creating methods and practices for digital competence sharing, managing digital competence, implementing intergenerational learning, creating a friendly and safe digital organizational atmosphere, and promoting digital competence sharing through leadership. +CONCLUSION: The support of management is significant in promoting the sharing of digital competence in health care organizations. The management of digital competence sharing requires a both resources and a commitment to continuous training and development. It also requires the creation of a collaborative culture to promote mutual learning between professionals and people of different generations. +IMPACT: Due to rapid technological advancements and the resulting load, it is important to focus on the development and sharing of digital competence among health care professionals. The study indicated that managers should have the ability to identify the strengths of professionals' digital competence and be able to utilize them in promoting digital competence sharing. It also highlighted the specific competency requirements for managers in this context. The results can be applied to the training of health care managers and professionals, particularly around digital competence. +PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution. +REPORTING METHOD: The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was used in the reporting.}, + language = {en-GB}, + number = {5}, + journal = {Journal of Advanced Nursing}, + author = {Hammarén, Mira and Pölkki, Tarja and Kanste, Outi}, + month = may, + year = {2024}, + pmid = {37975297}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Promotion:Kerngedanke, Technologieintegration, Promotion:FU3, Humans, \#9:Zeitschriftenartikel:digital:lernen, health care, Finland, Attitude of Health Personnel, Health Personnel, Qualitative Research, interview, management, digital competence, inductive content analysis, knowledge sharing}, + pages = {2051--2064}, + file = {Hammarén et al. - 2024 - The management of digital competence sharing in he.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WKMQ6F8U/Hammarén et al. - 2024 - The management of digital competence sharing in he.pdf:application/pdf}, +} + +@article{grajek_multidimensionale_2024, + title = {Multidimensionale {Formate} chirurgischer {Anatomie} in der studentischen {Ausbildung} der {HNO}-{Heilkunde} – ein {Effektivitätsvergleich}}, + volume = {72}, + issn = {0017-6192, 1433-0458}, + url = {https://link.springer.com/10.1007/s00106-024-01427-w}, + doi = {10.1007/s00106-024-01427-w}, + abstract = {Zusammenfassung + + Hintergrund + Der technologische Wandel im Gesundheitswesen und die digitale Transformation der Lehre erfordern Neuerungen in der studentischen Lehre im Bereich der Medizin. Neue Technologien sind nötig, um die Bereitstellung und Nutzung diverser Lehr- und Lernformate von Bildungseinrichtungen unabhängig von Zeit und Ort zu ermöglichen. Ziel der Studie ist die Analyse der Effektivität verschiedener multidimensionaler Formate in der studentischen Lehre in der chirurgischen HNO-ärztlichen Anatomie. + + + Material und Methoden + Während des Sommersemesters 2022 und des Wintersemesters 2022/2023 wurde das digitale Lehr- und Lernprogramm ausgeweitet, indem mit Studierenden unterschiedliche Visualisierungsformate (3-D-Brillen, Cardboards oder VR-Brille) im Rahmen eines hochstandardisierten Operationsverfahrens, der Cochleaimplantation, getestet wurden. Prä- und postinterventionell wurde in allen Gruppen eine Wissensstandserhebung und im Anschluss daran eine Evaluation durchgeführt. + + + Ergebnisse + + Von 183 Studierenden nahmen 91 Studierende vollständig an der Studie teil. Die postinterventionelle Wissensstandserhebung ergab unabhängig vom Visualisierungsformat einen signifikanten Anstieg der korrekten Antworten. Im direkten Vergleich antwortete die Operationssaal(OP)-Gruppe signifikant häufiger richtig als die Cardboard-Gruppe ( + p +  = 0,0424). Ein Großteil der Studierenden wünscht sich 3‑D-Lehre als festen Bestandteil im Lehrprogramm (87,9 \%) und ein größeres Streamingangebot von Live-Operationen (93,4 \%). Sie sehen die Anwendung der verschiedenen Technologien als sehr gute Ergänzung zur herkömmlichen chirurgischen Lehre (72,5 \%), da bei guter Anschaulichkeit (89 \%) die Merkfähigkeit (74,7 \%) und Motivation (81,3 \%) steigt. + + + + Schlussfolgerungen + Der Einsatz und die Nutzung neuer Visualisierungstechnologien im klinischen Alltag ist ein vielversprechender Ansatz zur Erweiterung der studentischen Ausbildung. Mobile, interaktive und personalisierte technische Formate sind an das Lernverhalten von Studierenden anpassbar. Nicht zuletzt wird durch den Einsatz neuer Medien die Lernmotivation beeinflusst. Eine Erweiterung digitaler Lehr- und Lernformate kann auf der Basis dieser Studie ausdrücklich empfohlen werden. + + , + Abstract + + Background + Technological change in healthcare and the digital transformation of teaching require innovations in student teaching in medicine. New technologies are needed to enable the delivery and use of diverse teaching and learning formats by educational institutions independent of time and place. The aim of this study is to analyze the effectiveness of different multidimensional formats in student teaching in surgical ENT medical anatomy. + + + Materials and methods + During the summer semester 2022 and winter semester 2022/2023, the digital teaching and learning program was expanded by testing different visualization formats (3D glasses, cardboards, or VR glasses) with students in the context of a highly standardized surgical procedure, namely cochlear implantation. A pre- and post-intervention knowledge assessment was carried out in all groups, followed by an evaluation. + + + Results + + Of 183 students, 91 students fully participated in the study. The post-intervention knowledge assessment showed a significant increase in correct answers regardless of visualization format. In a direct comparison, the operating room (OR) group answered correctly significantly more often than the cardboard group ( + p +  = 0.0424). The majority of students would like to see 3D teaching as an integral part of the teaching program (87.9\%) and more streaming of live surgeries (93.4\%). They see the use of the various technologies as a very good addition to conventional surgical teaching (72.5\%), as good visualization (89\%) increases retention (74.7\%) and motivation (81.3\%). + + + + Conclusion + Application and use of new visualization technologies in everyday clinical practice is a promising approach to expanding student training. Mobile, interactive, and personalized technical formats can be adapted to the learning behavior of students. Last but not least, the use of new media influences learning motivation. An expansion of digital teaching and learning formats can be expressly recommended on the basis of this study.}, + language = {de-DE}, + number = {5}, + urldate = {2024-02-10}, + journal = {HNO}, + author = {Grajek, Jan S. and Rettschlag, Stefanie and Schneider, Armin and Schraven, Sebastian P. and Mlynski, Robert and Van Bonn, Sara M.}, + month = feb, + year = {2024}, + pmid = {38324064}, + pmcid = {PMC11045569}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, \#6:Zeitschriftenartikel:Bildung:Technologie, Germany, Krisenreaktion im Bildungsbereich, Promotion:FU3, Curriculum, Teaching, Humans, Female, Male, Adult, Students, Medical, Computer-Assisted Instruction, Anatomy, Virtual reality, Young Adult, Digital health, Educational Measurement, Medical students, Otolaryngology, Computer simulation}, + pages = {357--366}, + file = {Grajek et al. - 2024 - Multidimensionale Formate chirurgischer Anatomie i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GZMFSSRX/Grajek et al. - 2024 - Multidimensionale Formate chirurgischer Anatomie i.pdf:application/pdf}, +} + +@article{bierschwale_digitalitat_2023, + title = {Digitalität meets {Inklusion}: {Vorstellung} eines {Selbstlernangebots} für die {Aus}- und {Fortbildung} von {Lehrkräften}: {Digitalität} meets {Inklusion}: {A} self-study course for (further) education of (prospective) teachers}, + volume = {5}, + issn = {2699-2477}, + shorttitle = {Digitalität meets {Inklusion}}, + url = {https://www.qfi-oz.de/index.php/inklusion/article/view/88}, + doi = {10/gs57b5}, + abstract = {Eine zeitgemäße Lehrkräftebildung sollte die Verschränkung von „Inklusion“ und „Digitalität“ als ein zentrales Element der Aus- und Fortbildung begreifen. Es gilt, (angehende) Lehrkräfte für die Potenziale digitaler Medien zur Sicherung einer umfänglichen Teilhabe aller Schüler:innen zu sensibilisieren. Der Online-Lehrgang Digitalität meets Inklusion greift diesen Bedarf auf, indem er für (angehende) Lehrkräfte Materialien zur Umsetzung einer inklusiven Schule in einer digital geprägten Welt bereitstellt. Neben der Auseinandersetzung mit grundlegenden Verständ­nissen von Digitalität und Inklusion (Grundlagenmodul), können (angehende) Lehrkräfte zu verschiedenen Ausbildungszeitpunkten durch fünf thematische Module die assistive Funktion von Medien, Ansprüche an eine Inklusive Medienbildung sowie methodisch-didaktische Ansprüche an einen inklusiven Unterricht mit Medien kennenlernen. Sie lernen, Bildungs­materialien kriteriengeleitet auszuwählen und können dank vielfältiger Good Practice-Beispiele Anregungen für den eigenen Unterricht bekommen. Bei der Konzeption der Selbstlerneinheit wurde auf eine möglichst zugängliche und lernförderliche Gestaltung sowie die Bereitstellung des Angebots als Open Educational Ressource (OER, freies Bildungsmaterial) geachtet. Der Beitrag beschreibt die grundlegenden methodisch-didaktischen Gestaltungsprinzipien, den Aufbau und den Inhalt des Selbstlernkurses und diskutiert vor diesem Hintergrund Potenziale und Herausforderungen eines solchen Angebots. +  +Abstract +In teacher training today, the interweaving of the requirements of inclusion and digitization should be a central element of initial and in-service training to sensitize (prospective) teachers to the potential of digital media for the participation of all students. The online course “Inclusion goes Digital” addresses this need by teaching (prospective) teachers how inclusion can be fostered at schools in a digitally shaped world and with digital media. In addition to the basic understanding of digitality and inclusion, (prospective) teachers can learn about the assistive function of media and the demands and implementation possibilities of media education as well as inclusive teaching with media by means of a basic module and six thematic modules. They can learn to select educational materials based on criteria and, thanks to a variety of examples, take away suggestions for their own teaching. The self-study course was designed to be as accessible and conducive to the learning process as possible and shall be made available as an Open Educational Resource (OER). The article describes the basic design principles, the structure and the content of the self-study course and discusses the potentials and challenges of such an offer against this background.}, + language = {de-DE}, + number = {2}, + urldate = {2023-11-18}, + journal = {QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}, + author = {Bierschwale, Christoph and Vogt, Michaela and Kamin, Anna-Maria and Mertens, Claudia and Bruns, Saskia and Schaper, Franziska and Bremer, Katja}, + month = oct, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:FU3, \#9:Zeitschriftenartikel:digital:lernen}, + file = {Bierschwale et al. - 2023 - Digitalität meets Inklusion Vorstellung eines Sel.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TSTGG35T/Bierschwale et al. - 2023 - Digitalität meets Inklusion Vorstellung eines Sel.pdf:application/pdf}, +} + +@article{brisch_ubermasige_2024, + title = {Übermäßige digitale {Mediennutzung} bei {Kindern} und {Jugendlichen}: {Risiken}, {Schutzfaktoren}, {Bindung} und {Therapie}}, + volume = {36}, + issn = {1867-2132, 2196-6443}, + shorttitle = {Übermäßige digitale {Mediennutzung} bei {Kindern} und {Jugendlichen}}, + url = {https://www.springermedizin.de/doi/10.1007/s15014-024-5433-1}, + doi = {10.1007/s15014-024-5433-1}, + language = {de-DE}, + number = {3}, + urldate = {2024-08-08}, + journal = {Pädiatrie}, + author = {Brisch, Karl Heinz}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Promotion:Argumentation, \#7:Zeitschriftenartikel:digital:Medien, Promotion:FU5, Krisenreaktion im Bildungsbereich}, + pages = {22--27}, + file = {Brisch - 2024 - Übermäßige digitale Mediennutzung bei Kindern und .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZHLLXNVI/Brisch - 2024 - Übermäßige digitale Mediennutzung bei Kindern und .pdf:application/pdf}, +} + +@article{giannakos_promise_2024, + title = {The promise and challenges of generative {AI} in education}, + issn = {0144-929X, 1362-3001}, + url = {https://www.tandfonline.com/doi/full/10.1080/0144929X.2024.2394886}, + doi = {10.1080/0144929X.2024.2394886}, + abstract = {Generative artificial intelligence (GenAI) tools, such as large language models (LLMs), generate natural language and other types of content to perform a wide range of tasks. This represents a significant technological advancement that poses opportunities and challenges to educational research and practice. This commentary brings together contributions from nine experts working in the intersection of learning and technology and presents critical reflections on the opportunities, challenges, and implications related to GenAI technologies in the context of education. In the commentary, it is acknowledged that GenAI’s capabilities can enhance some teaching and learning practices, such as learning design, regulation of learning, automated content, feedback, and assessment. Nevertheless, we also highlight its limitations, potential disruptions, ethical consequences, and potential misuses. The identified avenues for further research include the development of new insights into the roles human experts can play, strong and continuous evidence, human-centric design of technology, necessary policy, and support and competence mechanisms. Overall, we concur with the general skeptical optimism about the use of GenAI tools such as LLMs in education. Moreover, we highlight the danger of hastily adopting GenAI tools in education without deep consideration of the efficacy, ecosystem-level implications, ethics, and pedagogical soundness of such practices.}, + language = {en-GB}, + urldate = {2024-11-03}, + journal = {Behaviour \& Information Technology}, + author = {Giannakos, Michail and Azevedo, Roger and Brusilovsky, Peter and Cukurova, Mutlu and Dimitriadis, Yannis and Hernandez-Leo, Davinia and Järvelä, Sanna and Mavrikis, Manolis and Rienties, Bart}, + month = sep, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Datenschutz und IT-Sicherheit, Promotion:FU6}, + pages = {1--27}, + file = {Giannakos et al. - 2024 - The promise and challenges of generative AI in education:/Users/jochenhanisch-johannsen/Zotero/storage/MBIIBEIT/Giannakos et al. - 2024 - The promise and challenges of generative AI in education.pdf:application/pdf}, +} + +@article{chen_using_2024, + title = {Using peer feedback to improve critical thinking in computer‐supported collaborative argumentation: {An} exploratory study}, + issn = {0266-4909, 1365-2729}, + shorttitle = {Using peer feedback to improve critical thinking in computer‐supported collaborative argumentation}, + url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.13078}, + doi = {10.1111/jcal.13078}, + abstract = {Background: Critical thinking is one of the 21st Century competencies for students. While previous research acknowledges the potential of peer feedback to enhance critical thinking skills, particularly within computer-supported collaborative learning (CSCL) environments, there is limited understanding of which specific aspects of critical thinking are improved through peer feedback and how various components of critical thinking are interrelated within a CSCL environment in K-12 education contexts.}, + language = {en-GB}, + urldate = {2024-10-17}, + journal = {Journal of Computer Assisted Learning}, + author = {Chen, Wenli and Hu, Hua and Lyu, Qianru and Zheng, Lishan}, + month = oct, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration}, + pages = {jcal.13078}, + file = {Chen et al. - 2024 - Using peer feedback to improve critical thinking i.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z9F6PQDW/Chen et al. - 2024 - Using peer feedback to improve critical thinking i.pdf:application/pdf}, +} + +@article{babik_systematic_2024, + title = {A systematic review of educational online peer-review and assessment systems: charting the landscape}, + volume = {72}, + issn = {1042-1629, 1556-6501}, + shorttitle = {A systematic review of educational online peer-review and assessment systems}, + url = {https://link.springer.com/10.1007/s11423-024-10349-x}, + doi = {10.1007/s11423-024-10349-x}, + abstract = {Over the past two decades, there has been an explosion of innovation in software tools that encapsulate and expand the capabilities of the widely used student peer assessment. While the affordances and pedagogical impacts of traditional in-person, “paper-and-pencil” peer assessment have been studied extensively and are relatively well understood, computerized (online) peer assessment introduced not only shifts in scalability and efficiency, but also entirely new capabilities and forms of social learning interactions, instructor leverage, and distributed cognition, that still need to be researched and systematized. Despite the ample research on traditional peer assessment and evidence of its efficacy, common vocabulary and shared understanding of online peer-assessment system design, including the variety of methods, techniques, and implementations, is still missing. We present key findings of a comprehensive survey based on a systematic research framework for examining and generalizing affordances and constraints of online peer-assessment systems. This framework (a) provides a foundation of a design-science metatheory of online peer assessment, (b) helps structure the discussion of user needs and design options, and (c) informs educators and system design practitioners. We identified two major themes in existing and potential research—orientation towards scaffolded learning vs. exploratory learning and system maturity. We also outlined an agenda for future studies.}, + language = {en-GB}, + number = {3}, + urldate = {2024-07-21}, + journal = {Educational technology research and development}, + author = {Babik, Dmytro and Gehringer, Edward and Kidd, Jennifer and Sunday, Kristine and Tinapple, David and Gilbert, Steven}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU5}, + pages = {1653--1689}, + file = {Babik et al. - 2024 - A systematic review of educational online peer-rev.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/CA5ZZ22U/Babik et al. - 2024 - A systematic review of educational online peer-rev.pdf:application/pdf}, +} + +@article{rzepinski_machine_2024, + title = {Machine {Learning} {Algorithms} in the {Personalized} {Modeling} of {Incapacitated} {Patients}’ {Decision} {Making}—{Is} {It} a {Viable} {Concept}?}, + volume = {24}, + issn = {1526-5161, 1536-0075}, + url = {https://www.tandfonline.com/doi/full/10.1080/15265161.2024.2353026}, + doi = {10.1080/15265161.2024.2353026}, + language = {en-GB}, + number = {7}, + urldate = {2024-06-28}, + journal = {The American Journal of Bioethics}, + author = {Rzepiński, Tomasz and Deskur-Śmielecka, Ewa and Chojnicki, Michał}, + month = jul, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {51--53}, + file = {Rzepiński et al. - 2024 - Machine Learning Algorithms in the Personalized Mo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RNYMY7PQ/Rzepiński et al. - 2024 - Machine Learning Algorithms in the Personalized Mo.pdf:application/pdf}, +} + +@article{kobayashi_enhancing_2024, + title = {Enhancing {ICT}-{Based} {International} {Interactions}: {Impact} of {Zoom} and {Padlet} on {Willingness} to {Communicate}, {International} {Posture}, and {Speaking} {Proficiency}}, + volume = {6}, + copyright = {https://creativecommons.org/licenses/by-nc/4.0}, + issn = {2652-1687}, + shorttitle = {Enhancing {ICT}-{Based} {International} {Interactions}}, + url = {https://www.castledown.com/journals/tltl/article/view/1248}, + doi = {10.29140/tltl.v6n2.1248}, + abstract = {This study explores the affective aspects ― willingness to communicate (WTC) and International Posture (IP) ― and speaking skills after using technological tools. Online synchronous meeting tool, Zoom, and the asynchronous tool, Padlet, were used as online learning platforms. Data were collected using an 8-item questionnaire on the WTC and a 20-item questionnaire on the IP. They were pre-existing questionnaires developed for the Japanese context and were administered to 34 college students before and after their lessons. Participants’ speaking ability was tested twice (pre- and posttests). Open-ended responses and participant reflections were also analyzed to gain further insights. Results showed significant effects on enhancing WTC, IP and speaking skills of participants with regard to ICT-based International Interactions. In addition, positive communication experiences with cross-cultural partners using Zoom and Padlet led to higher affective aspects and learning motivation. The findings suggest the viability of Padlet and Zoom as a tool for all proficient learners because of their relative ease of use and data management features. The implication of this study is relevant to a pedagogical tool in online exchanges for the current generation of students.}, + language = {en-GB}, + number = {2}, + urldate = {2024-06-26}, + journal = {Technology in Language Teaching \& Learning}, + author = {Kobayashi, Sho}, + month = jun, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {1--18}, + file = {Kobayashi - 2024 - Enhancing ICT-Based International Interactions Im.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9ZRFJ6K5/Kobayashi - 2024 - Enhancing ICT-Based International Interactions Im.pdf:application/pdf}, +} + +@article{sun_exploring_2024, + title = {Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic: {Cognition} and interaction}, + issn = {0007-1013, 1467-8535}, + shorttitle = {Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic}, + url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13492}, + doi = {10.1111/bjet.13492}, + abstract = {Abstract + + + Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post‐pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic compared to traditional face‐to‐face learning. Addressing this gap, this exploratory study utilized a quasi‐experimental design to analyse and compare the learning performance and outcomes of two cohorts of students (totalling 45) in a 12‐week university course delivered through the computer‐supported collaborative learning (CSCL) approach, both during and after the pandemic. Employing quantitative analysis and lag sequential analysis, the study examined students' behaviours, similarities and differences in performance within CSCL environments under two distinct social situations. Results indicated that students engaged in complete online learning with CSCL and those in face‐to‐face teaching with CSCL achieved similar levels of conceptual understanding. Additionally, a comparable distribution pattern of learning behaviours was observed. However, significant differences in behaviour sequences emerged between the two implementations, with students exhibiting a higher level of engagement in CSCL activities during the post‐pandemic period. These findings inform the design of CSCL environments should integrate student‐centred activities and include guiding scripts, prompts and scaffoldings in navigating learning endeavours effectively. + + + + + + + Practitioner notes + + + What is already known about this topic + + + The CSCL environment could facilitate teacher‐student and student–student interaction in learning activities. + + + Studies have been conducted on the impact of scripts and prompts on students' cognition and social interaction in CSCL environment. + + + There is a crucial need for conducting more in‐depth data analysis to comprehensively explore the CSCL process within university settings. + + + + + What this paper adds + + + A well‐designed CSCL environment, coupled with effective instructional strategies, exhibits resilience, sustaining its beneficial effects on students' academic performance and interaction. + + + Both cohorts demonstrated a proclivity for engaging in repetitive behaviours, particularly focused on reviewing and reading activities. + + + The latter cohort displayed a preference for individual tasks over collaborative efforts, showcasing a relatively higher frequency of individual work as opposed to group activities. + + + Notably absent in both groups were crucial behavioural sequences, namely VR‐IA and VC‐IA, underscoring potential areas for CSCL improvement. + + + + + Implications for practice and/or policy + + + In the CSCL environment, a variety of activities rooted in student‐centred pedagogy (ie, self‐regulated learning, inquiry‐based learning and peer feedback) should be seamlessly integrated. + + + It is recommended to furnish students with scripts, prompts and scaffoldings to bolster their navigation through collaborative and independent learning endeavours within CSCL environment. + + + Students are encouraged to bridge their newly acquired knowledge with their existing understanding, for enhancing engagement and promoting deeper comprehension.}, + language = {en-GB}, + urldate = {2024-06-15}, + journal = {British Journal of Educational Technology}, + author = {Sun, Daner and Looi, Chee‐Kit and Yang, Yuqin and Jia, Fenglin}, + month = may, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5}, + pages = {bjet.13492}, + file = {Sun et al. - 2024 - Exploring students' learning performance in comput.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9U9LEM5Z/Sun et al. - 2024 - Exploring students' learning performance in comput.pdf:application/pdf}, +} + +@article{bouali_university_2025, + title = {University students’ misconceptions of cellular structures and functions}, + issn = {0021-9266, 2157-6009}, + url = {https://www.tandfonline.com/doi/full/10.1080/00219266.2025.2452203}, + doi = {10.1080/00219266.2025.2452203}, + abstract = {The goal of the present study was to assess biology students’ level of understanding and identify their misconceptions about cellular concepts. We conducted a questionnaire survey followed by interviews. Study participants (n = 620) were students enrolled in a biology degree programme. Data analysis showed that students had low knowledge of the basic characteristics of cells. Misconceptions were identified in all four core competencies of cell biology education. The most identified common misconceptions concerned the relationship between the structure and function of the cell membrane, nucleus and endoplasmic reticulum. Students have difficulty making the connection between cellular transport and its relationship to the structure of the plasma membrane. Students also struggled to make the connection between the different levels of organisation (macroscopic, microscopic and molecular). However, most students understood the concepts related to the chemical constituents of cells. Several potential factors are responsible for the appearance of misconceptions among the participants in this study, including levels, failure to use learning resources to visualise the various phenomena that take place in the cell, incomprehensible terms, and complexity of the processes and mechanisms of cell biology which, to understand them, require recourse to concepts taught in other disciplines such as physics and chemistry.}, + language = {en-GB}, + urldate = {2025-01-30}, + journal = {Journal of Biological Education}, + author = {Bouali, Rahma and Agorram, Boujemaa and Maskour, Lhoussaine and Zaki, Moncef and Ksiksou, Jamal and Lidrissi-hassani, Samiha}, + month = jan, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU5}, + pages = {1--16}, + file = {Bouali et al. - 2025 - University students’ misconceptions of cellular structures and functions:/Users/jochenhanisch-johannsen/Zotero/storage/IS6RTUJ2/Bouali et al. - 2025 - University students’ misconceptions of cellular structures and functions.pdf:application/pdf}, +} + +@article{nguyen_model_2024, + title = {A model to create a personalized online course based on the student’s learning styles}, + volume = {29}, + issn = {1360-2357, 1573-7608}, + url = {https://link.springer.com/10.1007/s10639-023-12287-2}, + doi = {10.1007/s10639-023-12287-2}, + abstract = {This article presents the results of an experiment in personalizing course content and learning activity model tailored for online courses based on students’ learning styles. The main research objectives are to design and pilot a model to determine students’ learning styles to create personalized online courses. The study also addressed an effective method to identify learning styles and evaluate how student’s learning styles impact students’ learning outcomes. With an aim to personalize suitable content and learning process for each student, machine learning techniques have been used to detect students’ learning styles and classified them into learning styles based on the VARK model by analyzing learning activity data. Based on students’ learning styles, rules were proposed to select appropriate content and learning processes. The research results show that the SVM method performs the best among classification methods used to determine students’ learning styles. In addition, a plugin was developed on the Moodle system to support the automatic identification of students’ learning styles, based on which a learning process and appropriate content were generated to test the model’s results. The experiment results also indicate that students with a visual learning style had better learning outcomes in theory-oriented courses. In contrast, students with a kinesthetic learning style had better learning outcomes in practice-oriented courses. Although the experiment was only conducted on a small scale, the positive results show that the model can fully meet the needs of large-scale LMS systems.}, + language = {en-GB}, + number = {1}, + urldate = {2024-01-10}, + journal = {Education and Information Technologies}, + author = {Nguyen, Hoa-Huy and Do Trung, Kien and Duc, Loc Nguyen and Hoang, Long Dang and Ba, Phong Tran and Nguyen, Viet Anh}, + month = jan, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU3, Promotion:Schlussfolgerung}, + pages = {571--593}, + file = {Nguyen et al. - 2024 - A model to create a personalized online course bas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/39E75RHW/Nguyen et al. - 2024 - A model to create a personalized online course bas.pdf:application/pdf}, +} + +@article{donkin_online_2023, + title = {Online case-based learning in medical education: a scoping review}, + volume = {23}, + issn = {1472-6920}, + shorttitle = {Online case-based learning in medical education}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04520-w}, + doi = {10/gs569f}, + abstract = {Background  Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve cases from clinical patients. Due to the challenges afforded by the COVID-19 pandemic, small group learning such as CBL, transitioned quickly to include technologyenhanced learning to enable distance delivery, with little information on how to apply pedagogical frameworks and use learning theories to design and deliver online content. +Methods  To extend understanding of online CBL a scoping review protocol following the PRISMA-ScR framework explored the literature that describes the use of online CBL application in medical education and the outcomes, perceptions, and learning theories. A literature search was conducted in January 2022 followed by a subsequent review in October 2022. After peer review using the PRESS guidelines, the CASP appraisal tool was used to assess the rigor of each study design. +Results  The scoping review identified literature published between 2010 and 2022 (n = 13 articles), on online CBL in the field of medical education with 11 observational studies describing student and facilitator perceptions and two randomized controlled studies. Positive perceptions of online learning included a flexible work-life balance, connection with learners, and improved accessibility. Negative experiences of online CBL included poor internet access, a distracting learning environment, and loss of communication. In the studies that collected student performance data, results showed equivalent or improved outcomes compared to the control. The CASP appraisal tool highlighted the deficiencies in most study designs, lack of framework or learning theory, and poor reproducibility of the methods to answer the research questions. +Conclusion  This scoping review identified literature to describe the academic outcomes, and student and facilitator perceptions of online CBL in medical education. However, the CASP tool uncovered deficiencies in study descriptions and design leading to poor quality evidence in this area. The authors provide recommendations for frameworks and learning theories for the future implementation of online CBL.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Donkin, Rebecca and Yule, Heather and Fyfe, Trina}, + month = aug, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Promotion:Argumentation, Promotion:FU6}, + pages = {564}, + file = {Donkin et al. - 2023 - Online case-based learning in medical education a.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IS5BMMA3/Donkin et al. - 2023 - Online case-based learning in medical education a.pdf:application/pdf}, +} + +@article{van_merrienboer_taking_2003, + title = {Taking the {Load} {Off} a {Learner}'s {Mind}: {Instructional} {Design} for {Complex} {Learning}}, + volume = {38}, + issn = {0046-1520, 1532-6985}, + shorttitle = {Taking the {Load} {Off} a {Learner}'s {Mind}}, + url = {https://www.tandfonline.com/doi/full/10.1207/S15326985EP3801_2}, + doi = {10.1207/S15326985EP3801_2}, + abstract = {Complex learning aims at the integration of knowledge, skills and attitudes; the coordination of qualitatively different constituent skills, and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning, but due to the complexity of those tasks learning may be hampered by the limited processing capacity of the human mind. This article presents a framework for scaffolding practice and just-in-time information presentation, aiming to effectively control cognitive load. It briefly describes a design model for complex learning consistent with cognitive load theory. Theoretical and practical implications of the presented framework are discussed.}, + language = {en-GB}, + number = {1}, + urldate = {2020-04-22}, + journal = {Educational Psychologist}, + author = {van Merrienboer, Jeroen J. G. and Kirschner, Paul A. and Kester, Liesbeth}, + month = jan, + year = {2003}, + note = {http://web.archive.org/web/20200422112322/https://www.tandfonline.com/doi/abs/10.1207/S15326985EP3801\_2}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Bewertungsmethoden, Bildungstheorien, Promotion:Argumentation, Lernsystemarchitektur, Promotion:FU3}, + pages = {5--13}, + file = {van_merrienboer_et_al_2003_taking_the_load_off_a_learner's_mind.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JWSGN3PZ/van_merrienboer_et_al_2003_taking_the_load_off_a_learner's_mind.pdf:application/pdf}, +} + +@article{wang_online_2024, + title = {Online peer tutoring programs fostering community and learning skills among college students}, + issn = {1360-2357, 1573-7608}, + url = {https://link.springer.com/10.1007/s10639-024-12656-5}, + doi = {10.1007/s10639-024-12656-5}, + abstract = {Peer tutoring is beneficial as a method of education because it allows students with different learning styles to work together in comfortable settings to complete academic assignments that will improve their grades. Peer tutoring gives students of all skill levels the chance to collaborate, democratically, and amicably work on academic assignments in pairs. With this method, students with different levels of intelligence rely on one another to understand academic material, especially while completing challenging assignments. Hence, the current investigation aims to explore the effectiveness of online peer tutoring programs in college education. The findings of the analysis indicate that the impact of online peer tutoring on academic performance is consistent across diverse academic disciplines. By examining the full range of advantages of online tutoring programs in higher education, examining their effects on students’ learning engagement, concentrating on China as a special context, and providing helpful recommendations for their implementation in higher education, the study makes a novel contribution to the field of online tutoring programs. The results demonstrate that college students who regularly engage in online peer tutoring are more likely to have higher retention rates. As per the findings, the analysis proves that online peer tutoring significantly enhances the sense of community among college students, leading to increased engagement in their coursework. The results reveal that online peer tutoring significantly enhances collaborative learning skills among college students.}, + language = {en-GB}, + urldate = {2024-05-09}, + journal = {Education and Information Technologies}, + author = {Wang, Tao}, + month = may, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a}, + file = {Wang - 2024 - Online peer tutoring programs fostering community .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IYVH7EEX/Wang - 2024 - Online peer tutoring programs fostering community .pdf:application/pdf}, +} + +@article{naamati-schneider_enhancing_2023, + title = {Enhancing collaborative learning in health management education: an investigation of {Padlet}-mediated interventions and the influence of flexible thinking}, + volume = {23}, + issn = {1472-6920}, + shorttitle = {Enhancing collaborative learning in health management education}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04796-y}, + doi = {10/gs5658}, + abstract = {This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regard‑ing this intervention and how it affected their collaborative learning experiences. Additionally, the third objective of the study aimed to investigate how students’ flexible thinking within the learning process might shape their perceptions of the advantages derived from this instructional activity within the domain of online collaborative learning. Data for the analysis were gathered from 100 Israeli undergraduate students by two measurements: Flexible thinking in learning and Student perceptions of collaborative learning via Padlet. The intervention program included several stages. First, the students discussed the pedagogic objective of using Padlet. In the second stage, the students were presented with ill-structured problems related to the course content. Each group had to choose one prob‑lem and analyze it from three perspectives discussed in the course—healthcare provider, patient, and organization. Next, the students presented and explained their solutions employing the shared knowledge base. The final work was presented in different formats using various technologies. The PLS-SEM analysis has corroborated our hypoth‑esis that students’ flexible thinking might positively contribute to their perception of Padlet utilization. According to the empirical model, in general, students who perceived themselves as more flexible were found more receptive to utilizing the proposed technological tool (Padlet) and hence tended to appreciate its function as a collaborative learning platform enabler. This study mainly underscores the important role flexible thinking plays in motivating man‑agers and medical professionals to embrace innovative technologies or methods for teamwork, that could enable them to weigh arguments, seek alternative solutions to authentic problems, and adjust their approaches effectively and collaboratively as new challenges emerge.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Naamati-Schneider, Lior and Alt, Dorit}, + month = nov, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a}, + pages = {846}, + file = {Naamati-Schneider und Alt - 2023 - Enhancing collaborative learning in health managem.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DCX7GB9E/Naamati-Schneider und Alt - 2023 - Enhancing collaborative learning in health managem.pdf:application/pdf}, +} + +@article{park_taking_2024, + title = {Taking a stance in the process of learning: {Developing} perspectival understandings through knowledge co-construction during synchronous computer-mediated classroom discussion}, + volume = {19}, + issn = {1556-1607, 1556-1615}, + shorttitle = {Taking a stance in the process of learning}, + url = {https://link.springer.com/10.1007/s11412-023-09416-x}, + doi = {10.1007/s11412-023-09416-x}, + abstract = {This study extends research on perspectival understanding (Greeno \& van de Sande, 2007) by using Du Bois’ (2007) discourse work on stancetaking to investigate how students expressed their perspectives on course content through a variety of stances/positions as they negotiated meaning in online discussions. Participants were students in a hybrid graduate-level course with weekly synchronous computer-mediated discussions. Adapting Du Bois’ stancetaking triangle, we coded discussion transcripts for shifts in stance and for evidence of influence on students’ perspective taking as they considered course concepts. Findings were that stances and stance objects (that is, topics) were introduced as students collaborated in discussion, with an epistemic stance indicating students’ primary focus on wanting to learn and understand course concepts. Evaluative and affective stances were less frequent and most often intertwined with an epistemic stance but nevertheless important in supporting the group’s discussion. Synchronous online discussions afforded a venue for iterative discourse interactions of evaluation, positioning, and alignment and for shared knowledge co-construction and perspectival understanding.}, + language = {en-GB}, + number = {1}, + urldate = {2024-04-17}, + journal = {International Journal of Computer-Supported Collaborative Learning}, + author = {Park, Hannah and Schallert, Diane L. and Williams, Kyle M. and Gaines, Rachel E. and Lee, Jeonghyun and Choi, Eunjeong}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Technologieintegration, Bildungstheorien, Promotion:Relevanz:4}, + pages = {67--95}, + file = {Park et al. - 2024 - Taking a stance in the process of learning Develo.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LGJHB583/Park et al. - 2024 - Taking a stance in the process of learning Develo.pdf:application/pdf}, +} + +@article{radovic_analysing_2023, + title = {Analysing students' self‐assessment practice in a distance education environment: {Student} behaviour, accuracy, and task‐related characteristics}, + issn = {0266-4909, 1365-2729}, + shorttitle = {Analysing students' self‐assessment practice in a distance education environment}, + url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12907}, + doi = {10.1111/jcal.12907}, + abstract = {Background: Self-assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to improve one's competence. However, the complexity of the self-assessment process is widely recognized, as well as that students can benefit from it only if their assessment is accurate enough.}, + language = {en-GB}, + urldate = {2023-11-22}, + journal = {Journal of Computer Assisted Learning}, + author = {Radović, Slaviša and Seidel, Niels and Haake, Joerg M. and Kasakowskij, Regina}, + month = nov, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:Relevanz:4, Promotion:FU2b}, + pages = {jcal.12907}, + file = {Radović et al. - 2023 - Analysing students' self‐assessment practice in a .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MC8LL5QB/Radović et al. - 2023 - Analysing students' self‐assessment practice in a .pdf:application/pdf}, +} + +@article{nyfoudi_managerial_2022, + title = {Managerial coaching skill and team performance: {How} does the relationship work and under what conditions?}, + issn = {0954-5395, 1748-8583}, + shorttitle = {Managerial coaching skill and team performance}, + url = {https://onlinelibrary.wiley.com/doi/10.1111/1748-8583.12443}, + doi = {10/gptb4c}, + abstract = {Empirical evidence about whether and how managerial coaching relates to team performance continues to lag behind research conducted on individual employee outcomes. We address this question by drawing on social cognition theory and turning the spotlight on the moderating role of managers' learning goal orientation and the mediating role of team-level architectural knowledge. We employ dual-source data from 182 knowledge workers and their managers nested in 60 teams in knowledge-based organisations. Our findings indicate that team-level architectural knowledge mediates the relationship between managerial coaching skill and team performance when the managers' learning goal orientation is high rather than low. Our study contributes to the human resources literature by highlighting the importance of managers in devolved developmental interventions and offers practical implications for the informed workplace use of managerial coaching.}, + language = {en-GB}, + urldate = {2022-05-12}, + journal = {Human Resource Management Journal}, + author = {Nyfoudi, Margarita and Shipton, Helen and Theodorakopoulos, Nicholas and Budhwar, Pawan}, + month = mar, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {1748--8583.12443}, + file = {Nyfoudi et al. - 2022 - Managerial coaching skill and team performance Ho.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/IBZFATF7/Nyfoudi et al. - 2022 - Managerial coaching skill and team performance Ho.pdf:application/pdf}, +} + +@article{fatima_united_2021, + title = {The {United} {States} {Medical} {Licensing} {Exam} {Step} 2 {Clinical} {Skills} {Examination}: {Potential} {Alternatives} {During} and {After} the {COVID}-19 {Pandemic}}, + volume = {7}, + issn = {2369-3762}, + shorttitle = {The {United} {States} {Medical} {Licensing} {Exam} {Step} 2 {Clinical} {Skills} {Examination}}, + url = {https://mededu.jmir.org/2021/2/e25903}, + doi = {10.2196/25903}, + abstract = {We feel that the current COVID-19 crisis has created great uncertainty and anxiety among medical students. With medical school classes initially being conducted on the web and the approaching season of “the Match” (a uniform system by which residency candidates and residency programs in the United States simultaneously “match” with the aid of a computer algorithm to fill first-year and second-year postgraduate training positions accredited by the Accreditation Council for Graduate Medical Education), the situation did not seem to be improving. The National Resident Matching Program made an official announcement on May 26, 2020, that candidates would not be required to take or pass the United States Medical Licensing Examination Step 2 Clinical Skills (CS) examination to participate in the Match. On January 26, 2021, formal discontinuation of Step 2 CS was announced; for this reason, we have provided our perspective of possible alternative solutions to the Step 2 CS examination. A successful alternative model can be implemented in future residency match seasons as well.}, + language = {en-GB}, + number = {2}, + urldate = {2021-12-12}, + journal = {JMIR Medical Education}, + author = {Fatima, Rawish and Assaly, Ahmad R and Aziz, Muhammad and Moussa, Mohamad and Assaly, Ragheb}, + month = apr, + year = {2021}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, COVID-19, online learning, medical education, medical student, United States, alternative, medical school, model, exam, NRMP, Step 2 Clinical Skills, Step 2 CS, test, The National Resident Matching Program, United States Medical Licensing Examination, USMLE}, + pages = {e25903}, +} + +@article{meuwly_use_2021, + title = {Use of an {Online} {Ultrasound} {Simulator} to {Teach} {Basic} {Psychomotor} {Skills} to {Medical} {Students} {During} the {Initial} {COVID}-19 {Lockdown}: {Quality} {Control} {Study}}, + volume = {7}, + issn = {2369-3762}, + shorttitle = {Use of an {Online} {Ultrasound} {Simulator} to {Teach} {Basic} {Psychomotor} {Skills} to {Medical} {Students} {During} the {Initial} {COVID}-19 {Lockdown}}, + url = {https://mededu.jmir.org/2021/4/e31132}, + doi = {10.2196/31132}, + abstract = {Background: Teaching medical ultrasound has increased in popularity in medical schools with hands-on workshops as an essential part of teaching. However, the lockdown due to COVID-19 kept medical schools from conducting these workshops. +Objective: The aim of this paper is to describe an alternative method used by our medical school to allow our students to acquire the essential psychomotor skills to produce ultrasound images. +Methods: Our students took online ultrasound courses. Consequently, they had to practice ultrasound exercises on a virtual simulator, using the mouse of their computer to control a simulated transducer. Our team measured the precision reached at the completion of simulation exercises. Before and after completion of the courses and simulator’s exercises, students had to complete a questionnaire dedicated to psychomotor skills. A general evaluation questionnaire was also submitted. +Results: A total of 193 students returned the precourse questionnaire. A total of 184 performed all the simulator exercises and 181 answered the postcourse questionnaire. Of the 180 general evaluation questionnaires that were sent out, 136 (76\%) were returned. The average precourse score was 4.23 (SD 2.14). After exercising, the average postcourse score was 6.36 (SD 1.82), with a significant improvement (P{\textless}.001). The postcourse score was related to the accuracy with which the simulator exercises were performed (Spearman rho 0.2664; P{\textless}.001). Nearly two-thirds (n=84, 62.6\%) of the students said they enjoyed working on the simulator. A total of 79 (58.0\%) students felt that they had achieved the course’s objective of reproducing ultrasound images. Inadequate connection speed had been a problem for 40.2\% (n=54) of students. +Conclusions: The integration of an online simulator for the practical learning of ultrasound in remote learning situations has allowed for substantial acquisitions in the psychomotor field of ultrasound diagnosis. Despite the absence of workshops, the students were able to learn and practice how to handle an ultrasound probe to reproduce standard images. This study enhances the value of online programs in medical education, even for practical skills.}, + language = {en-GB}, + number = {4}, + urldate = {2021-12-12}, + journal = {JMIR Medical Education}, + author = {Meuwly, Jean-Yves and Mandralis, Katerina and Tenisch, Estelle and Gullo, Giuseppe and Frossard, Pierre and Morend, Laura}, + month = nov, + year = {2021}, + keywords = {Simulation, Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, medical education, teaching, ultrasound, ultrasonography, medical students, psychomotor, anatomy, computers in anatomical education, internet application in anatomy, motor skills, simulator}, + pages = {e31132}, + file = {Meuwly et al. - 2021 - Use of an Online Ultrasound Simulator to Teach Bas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/S25DJ3NQ/Meuwly et al. - 2021 - Use of an Online Ultrasound Simulator to Teach Bas.pdf:application/pdf}, +} + +@article{purwanti_virtual_2022, + title = {Virtual {Simulation} in {Clinical} {Nursing} {Education} to {Improve} {Knowledge} and {Clinical} {Skills}: {Literature} {Review}}, + volume = {10}, + issn = {1857-9655}, + shorttitle = {Virtual {Simulation} in {Clinical} {Nursing} {Education} to {Improve} {Knowledge} and {Clinical} {Skills}}, + url = {https://oamjms.eu/index.php/mjms/article/view/9435}, + doi = {10/gqmm8x}, + abstract = {BACKGROUND: Nursing as a professional education must have a solid professional foundation to encourage nursing professionals’ attitude, behavior, and ability to carry out the nursing practice. AIM: This study aims to review the effectiveness of virtual simulations (vSIMs) in clinical nursing education in increasing the clinical knowledge and skills of new nurses and nursing students. +METHODS: A literature review using the PRISMA method from the online database Science Direct, Scopus, and PubMed with the keywords vSIM, clinical nursing education, knowledge, and nursing skills from 2016 to 2020. +RESULTS: It was found that 162 articles were found. Then, 25 articles can be reviewed based on inclusion and exclusion criteria. The reviewed articles used a quasi-experimental design. While articles in the form of pilot projects, literature/systematic reviews, qualitative, and descriptive studies were excluded from the study. Based on the review of articles, it was found that, on average, they discussed the effectiveness of vSIMs used in the clinical learning process in hospitals. It can be applied to new nurses and nursing students. +CONCLUSION: Virtual simulation is useful for learning new skills; practicing skills that combine content, critical thinking, and psychomotor elements; learning skills competencies, and the ability to make decisions. In the era of the Coronavirus Disease 2019 pandemic, vSIM is a safe and realistic nursing education technology for nurses and nursing students.}, + language = {en-GB}, + number = {F}, + urldate = {2022-08-07}, + journal = {Open Access Macedonian Journal of Medical Sciences}, + author = {Purwanti, Lina Ema and Sukartini, Tintin and Kurniawati, Ninuk Dian and Nursalam, Nursalam and Susilowati, Tri}, + month = may, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {396--404}, + file = {Purwanti et al. - 2022 - Virtual Simulation in Clinical Nursing Education t.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/L59JKT3V/Purwanti et al. - 2022 - Virtual Simulation in Clinical Nursing Education t.pdf:application/pdf}, +} + +@incollection{klimsa_konnektivitat_2011, + address = {München}, + edition = {2., verbesserte und ergänzte Aufl.}, + title = {Konnektivität von {Online}-{Anwendungen}}, + isbn = {978-3-486-70263-7}, + language = {de-DE}, + booktitle = {Online-{Lernen}: {Handbuch} für {Wissenschaft} und {Praxis}}, + publisher = {Oldenbourg}, + author = {Bernhardt, Thomas and Kirchner, Marcel and Klosa, Oliver}, + editor = {Klimsa, Paul and Issing, Ludwig J.}, + year = {2011}, + note = {ZSCC: NoCitationData[s0] +OCLC: 697485213}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#a:Buchteil:online:lernen}, + pages = {165--178}, +} + +@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{kirk_sullivan_lighting_2023, + title = {Lighting the fire: unleashing student agency in emergency remote teaching during the covid-19 pedagogical shift}, + shorttitle = {Lighting the fire}, + url = {https://www.abdn.ac.uk/education/research/eitn/journal/archive/63/735/}, + doi = {10.26203/W38E-J819}, + abstract = {This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.}, + language = {en-GB}, + urldate = {2023-12-23}, + author = {{Kirk Sullivan} and {Niclas Lindström} and {Hannah Lindfors} and {Lukas Oskarsson} and {Gustav Surting} and {Nils Vestring}}, + year = {2023}, + note = {Publisher: University of Aberdeen}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + file = {Kirk Sullivan et al. - 2023 - Lighting the fire unleashing student agency in em.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8JQ5DII6/Kirk Sullivan et al. - 2023 - Lighting the fire unleashing student agency in em.pdf:application/pdf}, +} + +@article{louis_design_2015, + title = {Design thinking tools empower teachers to spread {CPR} training in school. {The} {EL} {ABC} que {Salva} {Vidas} program}, + volume = {96}, + issn = {03009572}, + url = {https://linkinghub.elsevier.com/retrieve/pii/S0300957215005948}, + doi = {10.1016/j.resuscitation.2015.09.199}, + abstract = {Background: Today design thinking (DT) is employed in many areas including education and health. +Purpose of the study: To employ DT with teachers to elaborate a CPR teachers training course to make CPR training in schools cost effective and sustainable. +Methodology: A prototype CPR training program was initiated for teachers to learn CPR and then train children. Iterations where carried out as data was obtained from each subsequent course experience as DT tools including brainstorming, journey maps, ethnographic interviews helped discover problems (institutional, learning, economic, didactic) regarding implementation and help find solutions.1 +Results: After 4 years the course has evolved into a 3 phase program: learn CPR theory online, practice on hands CPR and teach CPR. Teachers prefer a combined online-plus-hands on approach to training. Free online videos and didactic material are available permanently through moodle. Manikins are rented for free and increasingly schools acquire their own. Hands-on practice includes case based scenarios, peer assessment and debriefing ensuring CPR practice, assessment and teachers ability to detect errors in CPR performance. The current course also offers teachers AED provider certification. In 4 years, over 300 teachers have been trained and approximately 85\% continue training students independently. School implementation has reached over 19,000 people, 98\% are students: primary school (59\%) Overall teacher satisfaction is 9/10 (n = 259). +Conclusions: Long term commitment and sustainability of school CPR training can be obtained when programs are designed with teachers in their specific context and not for them. Empowering teachers through DT tools and enhancing creative capital has proved successful and represents the EL ABC que Salva Vidas training program employed in Navarra schools in Spain. Given the success of the program in March 2013 CPR was introduced as curricular content in primary schools. Online content favors retention and reviewing. On hands practice improves confidence and commitment to spread CPR knowledge in schools.}, + language = {en-GB}, + urldate = {2023-11-24}, + journal = {Resuscitation}, + author = {Louis, Clint Jean and Diez, Diego Reyero and Caminos, Carlos Beaumont and Garciandia, Fermina Beramendi and Rámirez, José Roldan and Urdaci, Ana Fernandez}, + month = nov, + year = {2015}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {84--85}, + file = {Louis et al. - 2015 - Design thinking tools empower teachers to spread C.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/HNLKP3XT/Louis et al. - 2015 - Design thinking tools empower teachers to spread C.pdf:application/pdf}, +} + +@article{woon_it_2023, + title = {“{It} kinda helped us to be there”: students’ perspectives on the use of virtual patient software in psychiatry posting}, + volume = {23}, + issn = {1472-6920}, + shorttitle = {“{It} kinda helped us to be there”}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04834-9}, + doi = {10/gs5657}, + abstract = {Background  At the Faculty of Medicine of the National University of Malaysia, a virtual patient software program, DxR Clinician, was utilised for the teaching of neurocognitive disorder topics during the psychiatry posting of undergraduate medical students in a modified team-based learning (TBL) module. This study aimed to explore medical students’ learning experiences with virtual patient. +Methods  Ten students who previously underwent the learning module were recruited through purposive sampling. The inclusion criteria were: (a) Fourth-year medical students; and (b) Completed psychiatry posting with the new module. Students who dropped out or were unable to participate in data collection were excluded. Two online focus group discussions (FGDs) with five participants each were conducted by an independent facilitator, guided by a questioning route. The data were transcribed verbatim and coded using the thematic analysis approach to identify themes. +Results  Three main themes of their learning experience were identified: (1) fulfilment of the desired pedagogy (2), realism of the clinical case, and (3) ease of use related to technical settings. The pedagogy theme was further divided into the following subthemes: level of entry for students, flexibility of presentation of content, provision of learning guidance, collaboration with peers, provision of feedback, and assessment of performance. The realism theme had two subthemes: how much the virtual patient experience mimicked an actual patient and how much the case scenario reflected real conditions in the Malaysian context. The technical setting theme entailed two subthemes: access to the software and appearance of the user interface. The study findings are considered in the light of learning formats, pedagogical and learning theories, and technological frameworks. +Conclusions  The findings shed light on both positive and negative aspects of using virtual patients for medical students’ psychiatry posting, which opens room for further improvement of their usage in undergraduate psychiatry education.}, + language = {en-GB}, + number = {1}, + urldate = {2023-11-18}, + journal = {BMC Medical Education}, + author = {Woon, Luke Sy-Cherng and Mohd Daud, Tuti Iryani and Tong, Seng Fah}, + month = nov, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {851}, + file = {Woon et al. - 2023 - “It kinda helped us to be there” students’ perspe.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/RGPW2FKZ/Woon et al. - 2023 - “It kinda helped us to be there” students’ perspe.pdf:application/pdf}, +} + +@article{kube_hacking_2023, + title = {Hacking gender in computer‐supported collaborative learning: {The} experience of being in mixed‐gender teams at a computer science hackathon}, + issn = {0266-4909, 1365-2729}, + shorttitle = {Hacking gender in computer‐supported collaborative learning}, + url = {https://onlinelibrary.wiley.com/doi/10.1111/jcal.12905}, + doi = {10/gs567v}, + abstract = {Background: Gender stereotypes about women and men are prevalent in computer science (CS). The study's goal was to investigate the role of gender bias in computersupported collaborative learning (CSCL) in a CS context by elaborating on gendered experiences in the perception of individual and team performance in mixed-gender teams in a hackathon.}, + language = {en-GB}, + urldate = {2023-11-18}, + journal = {Journal of Computer Assisted Learning}, + author = {Kube, Dana and Gombert, Sebastian and Suter, Brigitte and Weidlich, Joshua and Kreijns, Karel and Drachsler, Hendrik}, + month = nov, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {jcal.12905}, + file = {Kube et al. - 2023 - Hacking gender in computer‐supported collaborative.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/E8UU6YHQ/Kube et al. - 2023 - Hacking gender in computer‐supported collaborative.pdf:application/pdf}, +} + +@inproceedings{gombert_making_2023, + title = {Making an {Online} {Whiteboard} {Ready} for {Multimodal} {Interaction}: {Integrating} {Text}- and {Voice} {Chat} into {Hyperchalk}}, + abstract = {Hyperchalk is an open-source online whiteboard aimed at use cases in education and has been developed with Learning Analytics in mind. It allows users to sketch and draw in a collaborative environment. Similar to commercial whiteboard tools, this allows the implementation of various collaborative learning tasks. However, unlike commercial solutions, in the background, the tool collects trace data, which can be used to study learners’ collaboration processes and calculate metrics that inform teachers about their learners’ collaboration processes. Collaboration, however, always involves communication between collaborators, and analyzing it is crucial for understanding emerging learning processes. So far, this was a dead spot of Hyperchalk as the tool was limited to collecting only what happened on the whiteboard itself. In this paper, we present an updated version of the tool, which allows users to communicate directly within Hyperchalk with the help of text and voice chat functionalities that have been added. In particular, we illustrate the technical architecture that is a basis for these added features.}, + language = {en-GB}, + author = {Gombert, Sebastian and Menzel, Lukas and Karademir, Onur and Mitri, Daniele Di and Drachsler, Hendrik}, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Lernsystemarchitektur, \#b:Konferenz-Paper:online:learning}, + file = {Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D5QKR25J/Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:application/pdf}, +} + +@article{kasakowskij_self-assessment_2023, + title = {Self-{Assessment} {Task} {Processing} {Behavior} of {Students} in {Higher} {Education}}, + copyright = {Creative Commons Attribution 4.0 International, Open Access}, + url = {https://zenodo.org/record/8115707}, + doi = {10/gskbn3}, + abstract = {Improving competence requires practicing, e.g. by solving tasks. The Self-Assessment task type is a new form of scalable online task providing immediate feedback, sample solution and iterative improvement within the newly developed SAFRAN plugin. Effective learning not only requires suitable tasks but also their meaningful usage within the student’s learning process. So far, learning processes of students working on such Self-Assessment tasks have not been studied. Thus, SAFRAN was extended with activity logging allowing process mining. SAFRAN was used in a first-year computer science university course. Students' behavior was clustered and analyzed using log data. 3 task completion behavior patterns were identified indicating positive, neutral or negative impact on task processing. Differences in the use of feedback and sample solutions were also identified. The results are particularly relevant for instructors who can tailor adaptive feedback content better to its target group. The analytics approach described may be useful for researchers who want to implement and study adaptive and personalized task processing support.}, + language = {en-GB}, + urldate = {2023-07-31}, + author = {Kasakowskij, Regina and {Joerg M. Haake} and Seidel, Niels}, + collaborator = {{Mingyu Feng} and Käser, Tanja and {Partha Talukdar}}, + month = jul, + year = {2023}, + note = {Publisher: Zenodo}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + file = {Kasakowskij et al. - 2023 - Self-Assessment Task Processing Behavior of Studen.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/4YRRRIBU/Kasakowskij et al. - 2023 - Self-Assessment Task Processing Behavior of Studen.pdf:application/pdf}, +} + +@article{ferrari_distance_2022, + title = {Distance {Learning}: {Rethinking} learning design in higher education during the {Covid}-19 pandemic}, + volume = {14}, + issn = {2037-0849}, + shorttitle = {Distance {Learning}}, + url = {https://www.sciendo.com/article/10.2478/rem-2022-0004}, + doi = {10/gsc5f3}, + abstract = {During the second semester of the 2019/2020 academic year, due to the regulatory restrictions arising from the Covid-19 pandemic, Bologna University, like many others, was compelled to stop delivering its face-to-face offering and to switch, in a very short time, to the creation of a technological architecture that would enable students to continue their education through teaching via Distance Learning. After illustrating the active teaching model adopted in two courses offered by the University of Bologna Department of Education Studies, this paper addresses future educators by focusing on the main findings from a semi-structured online questionnaire completed by 84 students. The first part of the paper considers a rethinking of educational planning at the time of Covid-19, while the second and final part analyses student perceptions (using the questionnaire’s open questions) of their Distance Learning experience in the initial phases of the pandemic scenario.}, + language = {en-GB}, + number = {1}, + urldate = {2023-06-21}, + journal = {Research on Education and Media}, + author = {Ferrari, Luca and Fabbri, Manuela}, + month = jun, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, NotSan}, + pages = {25--35}, + file = {Ferrari und Fabbri - 2022 - Distance Learning Rethinking learning design in h.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D6DGMT8G/Ferrari und Fabbri - 2022 - Distance Learning Rethinking learning design in h.pdf:application/pdf}, +} + +@article{sadykov_systematic_2023, + title = {A systematic review of programmed learning approach in science education}, + volume = {10}, + issn = {2331-186X}, + url = {https://www.tandfonline.com/doi/full/10.1080/2331186X.2023.2189889}, + doi = {10/grzg7w}, + abstract = {Natural science subjects have always been the most challenging for students in schools and universities. While the pandemic brought about a lot of new challenges, it also gave academics the chance to test out evaluation methodologies they had previously thought about but hadn’t used in a relatively low-risk setting.}, + language = {en-GB}, + number = {1}, + urldate = {2023-03-23}, + journal = {Cogent Education}, + author = {Sadykov, Timur and Kokibasova, Gulmira and Minayeva, Yelena and Ospanova, Aliyash and Kasymova, Maral}, + month = dec, + year = {2023}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {2189889}, + file = {Sadykov et al. - 2023 - A systematic review of programmed learning approac.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/5YTR9SV9/Sadykov et al. - 2023 - A systematic review of programmed learning approac.pdf:application/pdf}, +} + +@article{gellisch_decreased_2022, + title = {Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to {Covid}‐19‐related adaptations under different learning environments}, + issn = {1935-9772, 1935-9780}, + url = {https://onlinelibrary.wiley.com/doi/10.1002/ase.2213}, + doi = {10/gqnxmp}, + abstract = {To examine the implications of the transition from face-­to-­face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-­to-­face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-­to-­face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-­to-­face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-­to-­face learning, suggesting stronger stress responses in the face-­to-­face learning environment (η2 = 0.421, p {\textless} 0.001). Furthermore, participants engaged in face-­to-­face learning showed significantly higher cortisol concentrations (η2 = 0.115, p = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-­to-­face condition (r = 0.365, p = 0.043). These results indicate that the transfer of a face-­to-­face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.}, + language = {en-GB}, + urldate = {2022-09-03}, + journal = {Anatomical Sciences Education}, + author = {Gellisch, Morris and Wolf, Oliver T. and Minkley, Nina and Kirchner, Wolfgang H. and Brüne, Martin and Brand‐Saberi, Beate}, + month = aug, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {ase.2213}, + file = {Gellisch et al. - 2022 - Decreased sympathetic cardiovascular influences an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/B3XGNDPC/Gellisch et al. - 2022 - Decreased sympathetic cardiovascular influences an.pdf:application/pdf}, +} + +@article{ferns_escape_2022, + title = {The escape room experience: {Exploring} new ways to deliver interprofessional education}, + issn = {1470-3297, 1470-3300}, + shorttitle = {The escape room experience}, + url = {https://www.tandfonline.com/doi/full/10.1080/14703297.2022.2158900}, + doi = {10.1080/14703297.2022.2158900}, + abstract = {Interprofessional education is a key component of preparing health professional students to become collaborative practice-ready gradu­ ates. In the design and delivery of activities, educators seek ways to enhance student participation and learning with the goal of devel­ oping students’ collaborative practice capabilities. Traditionally, learning formats have largely maintained a clinical focus to enable students to learn with, from and about each other’s roles as health professionals. In recent years, escape rooms have emerged as an innovative teaching approach within interprofessional education. Utilising gamification, escape rooms require students to work colla­ boratively, employing teamwork, communication, conflict resolution and problem-solving skills to ‘escape’ a set scenario. This article explores our experience of using escape rooms as an interprofes­ sional education strategy. Additionally, we report on trialling a nonclinical focus within the activity as an alternative means of educating students for collaborative practice.}, + language = {en-GB}, + urldate = {2022-12-29}, + journal = {Innovations in Education and Teaching International}, + author = {Ferns, Jane and Hawkins, Natasha and Little, Alexandra and Hamiduzzaman, Mohammad}, + month = dec, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {1--12}, + file = {Ferns et al. - 2022 - The escape room experience Exploring new ways to .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TLWRXY26/Ferns et al. - 2022 - The escape room experience Exploring new ways to .pdf:application/pdf}, +} + +@article{szathmari_forced_2022, + title = {Forced interruption and reunion: the effect of {COVID}-pandemic related restrictions on ongoing psychodrama groups in {Hungary}}, + issn = {1619-5507, 1862-2526}, + shorttitle = {Forced interruption and reunion}, + url = {https://link.springer.com/10.1007/s11620-021-00640-x}, + doi = {10.1007/s11620-021-00640-x}, + abstract = {The COVID-pandemic measures, restricting physical distancing and lockdown in 2020, had fundamental effects on all aspects of life, including face-to-face group methods, like psychodrama. This situation provided a unique opportunity to study the effects of unavoidable environmental interruptions on psychodrama groups and the leaders’ roles and responses in such situations. We invited Hungarian psychodrama leaders to describe their experiences with their ongoing groups. They completed two online questionnaires; the first was after the initial lock-down and the second during the next wave of the pandemic. Results showed the risk factors and protection regarding the stress on leaders during the interruption and their immediate and lasting consequences after the reunion of the group. In addition, to using role reversal and mirror technique questions, the emerging themes and patterns of their experiences and their key learning regarding interruption and online group sessions were also identified.}, + language = {en-GB}, + urldate = {2022-12-29}, + journal = {Zeitschrift für Psychodrama und Soziometrie}, + author = {Szathmári, Edit and Ferencz, Veronika and Kiss, Orhidea Edith}, + month = feb, + year = {2022}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + file = {Szathmári et al. - 2022 - Forced interruption and reunion the effect of COV.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8LUGS7MU/Szathmári et al. - 2022 - Forced interruption and reunion the effect of COV.pdf:application/pdf}, +} + +@article{loytomaki_serious_2024, + title = {Serious game the {Emotion} {Detectives} helps to improve social–emotional skills of children with neurodevelopmental disorders}, + volume = {55}, + issn = {1467-8535}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13420}, + doi = {10.1111/bjet.13420}, + abstract = {Children with neurodevelopmental disorders often have social–emotional difficulties. Serious games can be used to support their social–emotional learning. This study investigated if 6–10-year-old children with autism spectrum condition, attention deficit hyperactivity disorder and developmental language disorder would improve their emotion discrimination skills by playing a serious game. Intervention (n = 30) and control groups (n = 20), comprising children with neurodevelopmental disorders, and a group of typically developing (TD) age peers (n = 106), completed six emotion discrimination tasks. ABA research design was applied in this study. Prior to the game intervention, children with neurodevelopmental disorders were significantly delayed in relation to their TD age peers in all tasks. After playing the game for two months, the children in the intervention group had significantly improved their emotion discrimination skills in four tasks, whereas the control group had significantly advanced in only one task without practice. Intervention gains were maintained at the one-month follow-up. Parents reported that the children in the intervention group somewhat improved their emotion recognition and behavioural skills in daily life in comparison to the control group. Implications for practice are discussed. Practitioner notes What is already known about this topic Children with neurodevelopmental disorders often exhibit various social–emotional symptoms. Within the field of social–emotional learning, many serious games have a narrow focus on specific skills, and they often only provide possibilities for observing target behaviours, not actual skill training. There are mixed results on the efficacy of game-based interventions targeted at improving social–emotional skills. What this paper adds The Emotion Detectives game used in this study offers a well-designed learning environment that provides adaptive learning and feedback systems. The participating children's social–emotional skills were assessed with versatile methods and via triangulation. Intervention with the Emotion Detectives game helped to decrease some emotion and behavioural symptoms of the players. Implications for practice This study provides information about the efficacy of a web-based game that is freely available for supporting children's social–emotional learning. Improvements in emotion discrimination and recognition, as well as behavioural skills, can be gained by playing serious games. For optimal intervention outcomes, multimodal training should be utilized in serious games targeting social–emotional learning.}, + language = {en-GB}, + number = {3}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Löytömäki, Joanna and Ohtonen, Pasi and Huttunen, Kerttu}, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13420}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, serious games, game-based learning, emotion discrimination, emotion recognition, social–emotional learning}, + pages = {1126--1144}, + file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/47MR4BR7/Löytömäki et al. - 2024 - Serious game the Emotion Detectives helps to impro.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/NJC375CN/bjet.html:text/html}, +} + +@article{yin_why_2024, + title = {Why do college students engage in in-class media multitasking behaviours? {A} social learning perspective}, + volume = {55}, + issn = {1467-8535}, + shorttitle = {Why do college students engage in in-class media multitasking behaviours?}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13422}, + doi = {10.1111/bjet.13422}, + abstract = {People in modern society are media multitaskers due to portable devices and omnipresent wireless networks, and college students are no exception. Previous studies have indicated that students' media multitasking behaviours in class harm their academic performances, and understanding the reasons for college students' engagement in such behaviour is meaningful. However, the literature takes media multitasking behaviour as an audience behaviour, which ignores the interaction between students and their surroundings. This study fills this gap by emphasizing the role of the social learning process. A survey was conducted in a public and comprehensive university in western China, and a total of 457 valid respondents were obtained. The results from PLS-SEM revealed that college students' in-class media multitasking behaviours were influenced by both observational learning (ie, imitating others) and reinforcement learning (ie, in-class interventions), and this learning process was shaped by students' media multitasking self-efficacy and self-management of learning. These findings contribute to the current literature by providing a relatively new perspective for understanding college students' in-class media multitasking behaviours, and suggestions about how to deal with such behaviours are also provided. Practitioner notes What is already known about this topic In-class media multitasking behaviours (ICMMBs) damage college students' academic performance. College students' ICMMBs are affected by individual factors, such as internet addiction and sensation seeking. Social learning theory is widely adopted as a general theoretical background to explain those behaviours of which possible consequences are easily observed no matter from others or from individuals themselves. What this paper adds This work enriches the media multitasking literature by investigating the predictors of ICMMBs from a relatively new perspective, that is, the social learning perspective. This work also contributes to the literature on media multitasking by examining how the social learning process of college students' ICMMBs differs across students. This work extends the application scope of social learning theory to the context of college students' ICMMBs. Implications for practice and/or policy. The role of imitating others proves the importance of the learning atmosphere in classrooms, so teachers or lecturers should pay special attention to build a learning atmosphere away from ICMMBs. Some in-class interventions should be established, especially the formal policy of schools to require students to hand in their smartphones or other media before class and students' own mindfulness of such behaviour. Teachers or lecturers should take actions to lower the academic performance expectations of students with higher media multitasking self-efficacy (MMSE) because students with higher MMSE often overestimate their capabilities to have good performance when conducting other tasks simultaneously.}, + language = {en-GB}, + number = {3}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Yin, Chunxiao and Li, Lirui and Yu, Liang}, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13422}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, academic performance, in-class media multitasking, media multitasking self-efficacy, self-management of learning, social learning}, + pages = {1105--1125}, + file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/BUE4V9X3/bjet.html:text/html}, +} + +@article{zeng_exploring_2024, + title = {Exploring the impact of gamification on students’ academic performance: {A} comprehensive meta-analysis of studies from the year 2008 to 2023}, + volume = {n/a}, + issn = {1467-8535}, + shorttitle = {Exploring the impact of gamification on students’ academic performance}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13471}, + doi = {10.1111/bjet.13471}, + abstract = {Gamification, characterized by the integration of game design elements into non-game environments, has gained popularity in classrooms due to its potential for increased engagement and enjoyment compared to traditional lecture-based teaching methods. While students generally exhibit positive attitudes towards gamification, its impact on academic achievement remains a subject of debate. This study employed a meta-analysis approach to examine the overall influence of gamification on students' academic performance. The sample comprised 22 experimental studies conducted between 2008 and 2023, comparing the effects of gamified and non-gamified classes. Utilizing a random effects model, the results revealed a moderately positive effect of gamification on student academic performance (Hedges's g = 0.782, p {\textless} 0.05). The paper further discussed the outcomes of various moderator analyses, providing valuable insights into the selection and utilization of game design elements, as well as considerations specific to different educational stages.Practitioner notesWhat is already known about this topic Most research has consistently demonstrated that gamification has a positive impact on students' achievement. The current state of review research is not sufficiently comprehensive. There is a lack of meta-analyses exploring the diverse impacts of gamification. What this paper adds The effect of factors such as geographical regions, education levels, learning environments, subjects and game elements on gamification was examined. The study revealed a significant and positive impact of gamification on students' achievement across various factors, including geographical regions, education levels, learning environments, subjects and game elements. Implications for practice and/or policy Gamification represents a prudent choice for teachers seeking to enhance students' achievement. Teachers are suggested to adopt and employ appropriate game elements in their instructional approaches. Future research could focus on investigating the impact of feedback as a game element in teaching and learning.}, + language = {en-GB}, + number = {n/a}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Zeng, Jiyuan and Sun, Daner and Looi, Chee-Kit and Fan, Andy Chun Wai}, + month = apr, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13471}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, meta-analysis, gamification, academic performance}, + file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/VXAGXBYC/bjet.html:text/html}, +} + +@article{liu_assessing_2024, + title = {Assessing implicit computational thinking in game-based learning: {A} logical puzzle game study}, + volume = {n/a}, + issn = {1467-8535}, + shorttitle = {Assessing implicit computational thinking in game-based learning}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13443}, + doi = {10.1111/bjet.13443}, + abstract = {To date, extensive work has been devoted to incorporating computational thinking in K-12 education. Recognizing students' computational thinking stages in game-based learning environments is essential to capture unproductive learning and provide appropriate scaffolding. However, few reliable and valid computational thinking measures have been developed, especially in games, where computational knowledge acquisition and computational skill construction are implicit. This study introduced an innovative approach to explore students' implicit computational thinking through various explicit factors in game-based learning, with a specific focus on Zoombinis, a logical puzzle-based game designed to enhance students' computational thinking skills. Our results showed that factors such as duration, accuracy, number of actions and puzzle difficulty were significantly related to students' computational thinking stages, while gender and grade level were not. Besides, findings indicated gameplay performance has the potential to reveal students' computational thinking stages and skills. Effective performance (shorter duration, fewer actions and higher accuracy) indicated practical problem-solving strategies and systematic computational thinking stages (eg, Algorithm Design). This work helps simplify the process of implicit computational thinking assessment in games by observing the explicit factors and gameplay performance. These insights will serve to enhance the application of gamification in K-12 computational thinking education, offering a more efficient method to understanding and fostering students' computational thinking skills. Practitioner notes What is already known about this topic Game-based learning is a pedagogical framework for developing computational thinking in K-12 education. Computational thinking assessment in games faces difficulties because students' knowledge acquisition and skill construction are implicit. Qualitative methods have widely been used to measure students' computational thinking skills in game-based learning environments. What this paper adds Categorize students' computational thinking experiences into distinct stages and analyse recurrent patterns employed at each stage through sequential analysis. This approach serves as inspiration for advancing the assessment of stage-based implicit learning with machine learning methods. Gameplay performance and puzzle difficulty significantly relate to students' computational thinking skills. Researchers and instructors can assess students' implicit computational thinking by observing their real-time gameplay actions. High-performing students can develop practical problem-solving strategies and exhibit systematic computational thinking stages, while low-performing students may need appropriate interventions to enhance their computational thinking practices. Implications for practice and/or policy Introduce a practical method with the potential for generalization across various game-based learning to better understand learning processes by analysing significant correlations between certain gameplay variables and implicit learning stages. Allow unproductive learning detection and timely intervention by modelling the reflection of gameplay variables in students' implicit learning processes, helping improve knowledge mastery and skill construction in games. Further investigations on the causal relationship between gameplay performance and implicit learning skills, with careful consideration of more performance factors, are expected.}, + language = {en-GB}, + number = {n/a}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Liu, Tongxi}, + month = feb, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13443}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, computational thinking assessment, data science applications, game-based learning analytics, implicit computational thinking behaviours, learning behaviour patterns}, + file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/KGKALIM6/bjet.html:text/html}, +} + +@article{zhang_use_2024, + title = {Use of human–computer interactive games for the dynamic assessment of language skills of children with autism spectrum disorder}, + volume = {55}, + issn = {1467-8535}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13438}, + doi = {10.1111/bjet.13438}, + abstract = {This study explored the influence of the dynamic assessment of human–computer interactive games on children's language potential. Thirty-seven special children aged 3–7 years were selected to participate in the study. They were divided into three groups according to their scores on the Autism Behaviour Checklist: (1) a non-autism group, (2) a suspected autism group and (3) an autism group. In two stages of static and dynamic assessment, all three groups of children completed language tests under the conditions of no mediated prompt and mediated prompts, and the data generated in the game interactions were processed and analysed. The findings suggest the following: (1) static assessment may ignore children's language potential, while dynamic assessment can measure and differentiate children's potential language development ability; (2) children with ASD need more mediation prompts and are more likely to complete tasks with explicit mediation prompts; (3) children with ASD have weaker language potential, and children with suspected ASD or non-ASD children have homogeneous language potential; and (4) assessors should pay timely attention to and maintain children's learning status and psychological changes. This study demonstrates the importance of human–computer interactive games as a dynamic assessment tool to tap into children's language potential and to determine their proximal developmental zone, which has important implications for teachers in understanding groups with different language abilities. Practitioner notes What is already known about the topic? The traditional language assessment paradigm (static assessment) can only evaluate the learners' current language development ability, while the short-term development potential may not be observed. Different prompts in the mediation strategy can be used as a quantitative assessment paradigm in dynamic assessment. Much of the dynamic assessment in children with ASD focuses on language vocabulary learning outcomes and lacks measurement or quantification of language potential. What this paper adds? Presents a method for the dynamic assessment of a human–computer interactive language game suitable for children aged 3–7 years with ASD. Quantifies the potential level of language skills in children with varying degrees of ASD. Objectively and dynamically compares differences in language development potential between different groups. In dynamic assessment, children's learning status and psychological changes should be paid attention to and maintained in time. Implications for practice, research or policy This paper provides a concrete example of how human–computer interactive games can be used to dynamically assess the language potential of children with ASD. These findings highlight the importance of progressive scaffolds (mediated prompts) in children's language learning, which can help children identify and solve problems in a timely manner. For educational developers, language intervention materials should be prepared in a way that encompasses the different levels of language skills of children with different disabilities, that is, within the individual's zone of proximal development.}, + language = {en-GB}, + number = {5}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Zhang, Kai and Chen, Jingying and Yang, Zongkai}, + month = feb, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13438}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, children with ASD, dynamic assessment, human–computer interactive games, language skills, mediated prompts}, + file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/7JUTNL5Y/bjet.html:text/html}, +} + +@article{huang_relationships_2024, + title = {Relationships among class climate, students' internal help-seeking inclinations, participation in peer help and achievement in an online class}, + volume = {n/a}, + issn = {1467-8535}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13437}, + doi = {10.1111/bjet.13437}, + abstract = {Help seeking has traditionally been studied in face-to-face settings using self-report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer-help analytics as well as self-report measures, this study simultaneously modelled the structural relationships among students' perceived class climate, internal help-seeking inclinations, help-seeking engagement, participation in peer help and performance in an online class. Results from structural equation modelling indicated that students' perceived goal structure of an online class had a significant influence on their internal help-seeking inclinations, which subsequently affected their help-seeking engagement, participation in peer help and learning outcomes. Instructors of online classes should pay particular attention to fostering a mastery-oriented climate in order to encourage help seeking and improve academic performance. Practitioner notes What is already known about this topic Help seeking is important for academic success. Due to a variety of individual and contextual factors, students often do not seek help despite the need. Existing research on help seeking focuses on the face-to-face setting and relies on self-report measures. Students' help-seeking inclinations and patterns may differ between in-person classes and the online environment. What this paper adds This study examined help seeking in an online class through self-report measures and objective analytics data. This study modelled the structural relationships among the external climate of an online class, students' internal help-seeking inclinations, engagement in help seeking, participation in peer help and course performance. Structural equation modelling found that the goal structure of an online class influenced students' internal help-seeking inclinations. Online students' internal help-seeking inclinations affected their grades through their participation in help seeking. Implications for practice and/or policy A mastery-oriented class climate elicits online learners' positive help-seeking inclinations while discouraging negative ones. The design and teaching of online classes should aim to foster a mastery-oriented climate. Online classes should offer peer-help opportunities and encourage student participation, which is conducive to academic performance.}, + language = {en-GB}, + number = {n/a}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Huang, Kun and Law, Victor and Lee-Post, Anita}, + month = feb, + year = {2024}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13437}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, online learning, learning analytics, self-regulated learning, class climate, help seeking}, + file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/B6NK2LJF/bjet.html:text/html}, +} + +@article{kaplan-rakowski_impact_2023, + title = {The impact of sound and immersive experience on learners when using virtual reality and tablet: {A} mixed-method study}, + volume = {n/a}, + issn = {1467-8535}, + shorttitle = {The impact of sound and immersive experience on learners when using virtual reality and tablet}, + url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13417}, + doi = {10.1111/bjet.13417}, + abstract = {Multisensory-rich VR experiences, which encompass visual, auditory, and haptic stimuli, have the potential to enhance engagement, motivation, and learning. However, extensive sensory stimuli could also compromise learning through sensory overload. In museum settings, visitors who are inundated with excessive stimuli such as unrelated background music or competing visual options may not experience optimal learning. This mixed-methods study addressed this potential problem by exploring the impact of sound on learning, enjoyment, sense of presence, and the development of interest among museum attendees (N = 255) who used two different types of technology: high-immersion VR or a tablet. Results from a one-way MANOVA revealed that learning and sense of presence were unaffected by the technology used unless sound was added. Using a tablet with sound lowered the sense of presence. Participants in the VR condition with or without sound had significantly higher enjoyment scores than those in either tablet condition. The development of interest was not significantly affected by any condition, regardless of whether sound was used. The research findings have implications for implementing VR for learning in museum settings. For instance, VR can enhance a sense of presence in museum exhibits, but a sense of presence may be significantly diminished when museum visitors use tablets with sound. Additional recommendations for the use of multimodal VR in museums are provided. Practitioner notes What is already known about this topic VR can support an immersive and engaging experience for users. VR is more immersive than tablets. When designed effectively, sound can increase immersion and engagement. When integrated into the visual environment, sound can add authenticity to the learning content. VR can complement museum exhibits as it allows museum visitors to extend their learning experiences. What this paper adds VR enriched with sound can significantly and positively impact sense of presence. Compared with a soundless VR exhibition, VR enriched with sound enhances engagement of museum visitors by drawing their attention to the content of the exhibits. VR with and without sound can support learning and add enjoyment to museum visitor experiences. Implications for practice and/or policy Developers interested in adding sound to VR should ensure that the visual and auditory experiences are directly related to the desired content delivery. Museum exhibit creators and curators should consider the use of VR to provide dynamic learning experiences that increase enjoyment and presence.}, + language = {en-GB}, + number = {n/a}, + urldate = {2024-05-14}, + journal = {British Journal of Educational Technology}, + author = {Kaplan-Rakowski, Regina and Cockerham, Deborah and Ferdig, Richard E.}, + month = dec, + year = {2023}, + note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13417}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, development of interest, enjoyment, high-immersion virtual reality, informal museum education, learning with tablets, multi-sensory VR, multimodal learning, sense of presence, sound in VR}, + file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/XU77SVAJ/bjet.html:text/html}, +} + +@article{kuo_game-based_2024, + title = {Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding}, + issn = {1615-5289, 1615-5297}, + shorttitle = {Game-based collaborative decision-making training}, + url = {https://link.springer.com/10.1007/s10209-024-01103-4}, + doi = {10.1007/s10209-024-01103-4}, + abstract = {Decision-making is considered an essential competence of the twenty-first century skills. Remote synchronous collaborative problem-solving has gained much attention especially for decision-making training. We designed a framework to promote decision-making training with a multidimensional scaffolding-based game, and 84 participants were recruited online to evaluate the game based on the proposed framework. The quasi-experimental study compared collaborative and individual learners’ game performance, anxiety, motivation, acceptance, behavior patterns, and perceived learning process for decision-making. The result showed that both collaborative and individual learners had low anxiety, high motivation, and high acceptance in the multidimensional scaffolding-based online educational game; however, the collaborative team had better game performance and found the clues to be more useful for the learning process than the individual team did. Behavioral pattern analysis revealed that the high-performance collaborative team had more well-organized problem-solving and in-depth reflection.}, + language = {en-GB}, + urldate = {2024-03-23}, + journal = {Universal Access in the Information Society}, + author = {Kuo, Chih-Chen and Hou, Huei-Tse}, + month = mar, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + file = {Kuo und Hou - 2024 - Game-based collaborative decision-making training.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/K4XTA5C3/Kuo und Hou - 2024 - Game-based collaborative decision-making training.pdf:application/pdf}, +} + +@article{ratmono_virtual_2024, + title = {Virtual reality and perceived learning effectiveness in accounting studies: the mediating role of task-technology fit}, + volume = {11}, + issn = {2331-1975}, + shorttitle = {Virtual reality and perceived learning effectiveness in accounting studies}, + url = {https://www.tandfonline.com/doi/full/10.1080/23311975.2024.2316890}, + doi = {10.1080/23311975.2024.2316890}, + abstract = {The use of virtual reality (VR) for the improvement of learning outcomes for accounting studies is an area in which the research is still limited. Technology-based accounting learning is very important because, currently, the accounting profession is very much affected by rapid technological change which means that it must adapt to remain relevant in the business world. This study aims to examine the role of the mediating effect of task-technology fit (TTF) on the relationship between the use of VR and learning outcomes for accounting studies. This research model states that the use of VR will be able to increase TTF, technology quality and accessibility, and then increase reflective thinking and reduce cognitive overload thereby increasing perceived learning effectiveness (PLE). The hypotheses derived from this model were tested empirically using survey data from 199 users of VR engaged in accounting studies. The data analysis uses partial least squares-structural equation modeling (PLS-SEM), and the results support the hypothesis that TTF mediates the relationship between VR use, learning behavior, and PLE.}, + language = {en-GB}, + number = {1}, + urldate = {2024-02-29}, + journal = {Cogent Business \& Management}, + author = {Ratmono, Dwi and Sari, Ratna Candra and Warsono, Sony and Ubaidillah, Muhammad and Wibowo, Luqman Mulki}, + month = dec, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {2316890}, + file = {Ratmono et al. - 2024 - Virtual reality and perceived learning effectivene.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/WG9TZMHS/Ratmono et al. - 2024 - Virtual reality and perceived learning effectivene.pdf:application/pdf}, +} + +@article{li_test_2024, + title = {Test takers’ attitudes of using exam-oriented mobile application as a tool to adapt in a high-stakes speaking test}, + volume = {29}, + issn = {1360-2357, 1573-7608}, + url = {https://link.springer.com/10.1007/s10639-023-12297-0}, + doi = {10.1007/s10639-023-12297-0}, + abstract = {Mobile-assisted Language Learning (MALL) has been widely adopted in teaching and learning, yet there has been scant research concerning speaking test adaptation. An emerging type of mobile application is designed to facilitate test takers’ performance in a high-stakes speaking test (e.g., the International English Language Testing System (IELTS)). Such an exam-oriented mobile application provides customized learning opportunity with automatic feedbacks through artificial intelligence (AI) technology for users to enhance their speaking skills. This study aims to explore the attitudes of test takers on using exam-oriented mobile application to adapt in testing environment as influenced by their perceptions through the theory of Technology Acceptance Model. 235 Chinese IELTS test takers with experience of using such applications were invited to fill out an online questionnaire. Collected data were analysed through statistical method, textual analysis, word cloud approach, and sentiment analysis. Results revealed that test takers’ perceived usefulness and perceived ease of use towards the exam-oriented mobile application explained their attitudes to use such an application. They also expressed the concern of personalized AI function to support speaking test adaptation. Implications for educators, test taker, and application developers are provided.}, + language = {en-GB}, + number = {1}, + urldate = {2024-01-10}, + journal = {Education and Information Technologies}, + author = {Li, Qianru and Chan, Kan Kan}, + month = jan, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning}, + pages = {219--237}, + file = {Li und Chan - 2024 - Test takers’ attitudes of using exam-oriented mobi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6YT72GRJ/Li und Chan - 2024 - Test takers’ attitudes of using exam-oriented mobi.pdf:application/pdf}, +} + +@article{edwards_human_2024, + title = {Human‐ {\textless}span style="font-variant:small-caps;"{\textgreater}{AI}{\textless}/span{\textgreater} collaboration: {Designing} artificial agents to facilitate socially shared regulation among learners}, + issn = {0007-1013, 1467-8535}, + shorttitle = {Human‐ {\textless}span style="font-variant}, + url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13534}, + doi = {10.1111/bjet.13534}, + abstract = {Abstract + Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their group‐level metacognitive awareness with the aim of facilitating SSRL. We present the methodology we used to design MAI, drawing on the Echeloned DSR (eDSR) Methodological Framework and making use of the Wizard of Oz prototyping paradigm. We likewise present empirical results evaluating our initial prototype of MAI, using lexical alignment between speakers as a quantitative measure of the effect of MAI's prompts on facilitating SSRL, the Partner Model Questionnaire as a quantitative measure of perceptions of MAI, and interviews as qualitative context for these perceptions. We found that the first prototype of MAI did not facilitate SSRL as hoped, possibly owing to mixed perceptions of MAI's reliability and lack of clarity about MAI's role in the collaborative learning task. From these findings, we offer revised prompts for the next iteration of prototyping this agent and a refined set of design requirements for future development of metacognitive AI agents for supporting SSRL. + + + + + + + Practitioner notes + + + What is already known about this topic + + + Socially Shared Regulation of Learning (SSRL) is recognized as a critical component for the success of collaborative learning, emphasizing the importance of group‐level regulatory processes in achieving shared goals, enacting strategies and monitoring learning progress. + + + Supporting SSRL in face‐to‐face collaborative learning environments presents challenges, including the complexity of coordinating and synchronizing individual contributions and regulatory actions within a group context. + + + + + What this paper adds + + + This paper introduces the design of Metacognitive Artificial Intelligence (MAI), a novel AI system aimed at enhancing Human‐AI collaboration for supporting and augmenting SSRL processes. + + + Through empirical research, the study offers lessons learned and design considerations for developing artificial agents on facilitating and enhancing SSRL among learners, demonstrating how AI can play a pivotal role in collaborative learning environments. + + + The findings highlight the critical importance of multidisciplinary knowledge in the design of multi‐agent interfaces (MAI) that provide real‐time, adaptive support for group metacognitive processes and decision‐making. + + + + + Implications for practice and/or policy + + + Educational technologists can utilize the proposed design principles in the development and integration of MAI tools to enhance SSRL. + + + Educators can incorporate the principles of MAI and our relevant findings into their teaching strategies to actively foster and support socially shared regulation of learning among students. + + + Policymakers should consider revising educational frameworks to include the use of AI technologies that support SSRL strategies in collaborative learning.}, + language = {en-GB}, + urldate = {2024-11-12}, + journal = {British Journal of Educational Technology}, + author = {Edwards, Justin and Nguyen, Andy and Lämsä, Joni and Sobocinski, Marta and Whitehead, Ridwan and Dang, Belle and Roberts, Anni‐Sofia and Järvelä, Sanna}, + month = nov, + year = {2024}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration}, + pages = {bjet.13534}, + file = {Edwards et al. - 2024 - Human‐ AI collaboration Designing artificial agents t:/Users/jochenhanisch-johannsen/Zotero/storage/4EUIMM6W/Edwards et al. - 2024 - Human‐ AI collaboration Designing artificial agents t.pdf:application/pdf}, +} + +@incollection{pfannstiel_digital_2019, + address = {Wiesbaden}, + title = {Digital {Health} {Literacy} – {Thesen} zu {Konzept} und {Förderungsmöglichkeiten}}, + isbn = {978-3-658-25460-5 978-3-658-25461-2}, + url = {http://link.springer.com/10.1007/978-3-658-25461-2_3}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Samerski, Silja and Müller, Hardy}, + editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald}, + year = {2019}, + doi = {10.1007/978-3-658-25461-2_3}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {35--50}, + file = {Samerski und Müller - 2019 - Digital Health Literacy – Thesen zu Konzept und Fö.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/22BD5M8H/Samerski und Müller - 2019 - Digital Health Literacy – Thesen zu Konzept und Fö.pdf:application/pdf;Samerski und Müller - 2019 - Digital Health Literacy – Thesen zu Konzept und Fö.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VUZ2ZBGP/Samerski und Müller - 2019 - Digital Health Literacy – Thesen zu Konzept und Fö.pdf:application/pdf}, +} + +@incollection{pfannstiel_gesundheitsdaten_2019, + address = {Wiesbaden}, + title = {Gesundheitsdaten und {Digitalisierung} – {Neue} {Anforderungen} an den {Umgang} mit {Daten} im {Gesundheitswesen}}, + isbn = {978-3-658-25460-5 978-3-658-25461-2}, + url = {http://link.springer.com/10.1007/978-3-658-25461-2_2}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {VI}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Veit, Kim and Wessels, Michael and Deiters, Wolfgang}, + editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald}, + year = {2019}, + doi = {10.1007/978-3-658-25461-2_2}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {19--33}, + file = {Veit et al. - 2019 - Gesundheitsdaten und Digitalisierung – Neue Anford.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MJ7KWGPK/Veit et al. - 2019 - Gesundheitsdaten und Digitalisierung – Neue Anford.pdf:application/pdf;Veit et al. - 2019 - Gesundheitsdaten und Digitalisierung – Neue Anford.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6RTRGCYQ/Veit et al. - 2019 - Gesundheitsdaten und Digitalisierung – Neue Anford.pdf:application/pdf}, +} + +@incollection{pfannstiel_telemedizin_2019, + address = {Wiesbaden}, + title = {Telemedizin in der neurologischen {Rehabilitation}}, + isbn = {978-3-658-23986-2 978-3-658-23987-9}, + url = {http://link.springer.com/10.1007/978-3-658-23987-9_15}, + language = {de-DE}, + urldate = {2021-07-18}, + booktitle = {Digitale {Transformation} von {Dienstleistungen} im {Gesundheitswesen} {V}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Wahl, Michael and Jankowski, Natalie}, + editor = {Pfannstiel, Mario A. and Da-Cruz, Patrick and Mehlich, Harald}, + year = {2019}, + doi = {10.1007/978-3-658-23987-9_15}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {297--310}, + file = {Wahl und Jankowski - 2019 - Telemedizin in der neurologischen Rehabilitation.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/64LAACJ3/Wahl und Jankowski - 2019 - Telemedizin in der neurologischen Rehabilitation.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{haas-kotzegger_macht_2025, + address = {Wiesbaden}, + title = {Die {Macht} des {Kontexts}: {Der} {Einfluss} von ({In}){Kongruenz} auf die {Effektivität} von {Bannerwerbung}}, + isbn = {978-3-658-47827-8 978-3-658-47828-5}, + shorttitle = {Die {Macht} des {Kontexts}}, + url = {https://link.springer.com/10.1007/978-3-658-47828-5_6}, + language = {de}, + urldate = {2025-07-04}, + booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Weitzl, Wolfgang and Kindermann, Harald}, + editor = {Haas-Kotzegger, Ursula}, + year = {2025}, + doi = {10.1007/978-3-658-47828-5_6}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {107--130}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/H2TKHJ6D/Weitzl und Kindermann - 2025 - Die Macht des Kontexts Der Einfluss von (In)Kongruenz auf die Effektivität von Bannerwerbung.pdf:application/pdf}, +} + +@incollection{haas-kotzegger_ki-basierte_2025, + address = {Wiesbaden}, + title = {{KI}-basierte {Personalisierung} der {Customer} {Journey} – {Chancen}, {Herausforderungen} und {Anwendungen}}, + isbn = {978-3-658-47827-8 978-3-658-47828-5}, + url = {https://link.springer.com/10.1007/978-3-658-47828-5_5}, + language = {de}, + urldate = {2025-07-04}, + booktitle = {Digital {Economy}: {Die} neuen {Spielregeln} für {Unternehmen}}, + publisher = {Springer Fachmedien Wiesbaden}, + author = {Kappel, Dietmar and Berger, Cornelia and Haas-Kotzegger, Ursula and Kerschbaumer, René Hubert}, + editor = {Haas-Kotzegger, Ursula}, + year = {2025}, + doi = {10.1007/978-3-658-47828-5_5}, + keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {85--105}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/6FSJR9VE/Kappel et al. - 2025 - KI-basierte Personalisierung der Customer Journey – Chancen, Herausforderungen und Anwendungen.pdf:application/pdf}, +} + +@incollection{paszynski_online_2025, + address = {Cham}, + title = {Online {Model} {Learning} with {Data}-{Assimilated} {Reservoir} {Computers}}, + volume = {15910}, + isbn = {978-3-031-97566-0 978-3-031-97567-7}, + url = {https://link.springer.com/10.1007/978-3-031-97567-7_5}, + abstract = {We propose an online learning framework for forecasting nonlinear spatio-temporal signals (fields). The method integrates (i) dimensionality reduction, here, a simple proper orthogonal decomposition (POD) projection; (ii) a generalized autoregressive model to forecast reduced dynamics, here, a reservoir computer; (iii) online adaptation to update the reservoir computer (the model), here, ensemble sequential data assimilation. We demonstrate the framework on a wake past a cylinder governed by the Navier-Stokes equations, exploring the assimilation of full flow fields (projected onto POD modes) and sparse sensors. Three scenarios are examined: a naïve physical state estimation; a two-fold estimation of physical and reservoir states; and a three-fold estimation that also adjusts the model parameters. The two-fold strategy significantly improves ensemble convergence and reduces reconstruction error compared to the naïve approach. The three-fold approach enables robust online training of partially-trained reservoir computers, overcoming limitations of a priori training. By unifying data-driven reduced order modelling with Bayesian data assimilation, this work opens new opportunities for scalable online model learning for nonlinear time series forecasting.}, + language = {en}, + urldate = {2025-07-06}, + booktitle = {Computational {Science} – {ICCS} 2025 {Workshops}}, + publisher = {Springer Nature Switzerland}, + author = {Nóvoa, Andrea and Magri, Luca}, + editor = {Paszynski, Maciej and Barnard, Amanda S. and Zhang, Yongjie Jessica}, + year = {2025}, + doi = {10.1007/978-3-031-97567-7_5}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU7, \#b:Buchteil:online:learning}, + pages = {57--64}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/3YF5P8TU/Nóvoa und Magri - 2025 - Online Model Learning with Data-Assimilated Reservoir Computers.pdf:application/pdf}, +} + +@incollection{paszynski_assimilation_2025, + address = {Cham}, + title = {Assimilation of {Data} for {Dynamic} {Digital} {Twins} by {Learning} {Covariance} {Information}}, + volume = {15910}, + isbn = {978-3-031-97566-0 978-3-031-97567-7}, + url = {https://link.springer.com/10.1007/978-3-031-97567-7_9}, + abstract = {When computations of the dynamic behavior of a digital twin includes the recursion of an internal state, data assimilation can be used to adjust the numerical values of the state. The optimal linear adjustment of this state on the basis of observations and simulations is known as a Kalman filter, in which an optimal linear gain is computed based on covariance information to minimize the variance on the state error. This paper illustrates that such covariance information can be learned and used to find an optimal trade-off between the observations and simulations for state adjustment. Although the concept of learning covariance information is well understood by the Ensemble Kalman Filter (EnKF), this paper emphasizes the underlying approach how to learn covariance information with the purpose of convergence and minimal variance of the state error. The concept is illustrated for a dynamic digital twins of a linear oscillatory mechanical system and a non-linear dynamic wildfire progression. The examples illustrate that the results on data assimilation heavily depends on the quality of the covariance information.}, + language = {en}, + urldate = {2025-07-06}, + booktitle = {Computational {Science} – {ICCS} 2025 {Workshops}}, + publisher = {Springer Nature Switzerland}, + author = {Çağlar, Tolga and Altıntaş, Ilkay and De Callafon, Raymond A.}, + editor = {Paszynski, Maciej and Barnard, Amanda S. and Zhang, Yongjie Jessica}, + year = {2025}, + doi = {10.1007/978-3-031-97567-7_9}, + note = {Series Title: Lecture Notes in Computer Science}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, Promotion:FU4b, Lernsystemarchitektur, Promotion:Relevanz:3, \#0:Buchteil:digital:learning}, + pages = {95--109}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/L5IZX5ZL/Çağlar et al. - 2025 - Assimilation of Data for Dynamic Digital Twins by Learning Covariance Information.pdf:application/pdf}, +} + +@article{payer_adaptives_2025, + title = {Adaptives {Lernen} und {Usability} im {Fokus}. {Ein} ­{E}-{Learning}-{Kurs} zum {Aufbau} von {KI}-{Literacy}.}, + language = {de}, + number = {55}, + journal = {erwachsenenbildung.at}, + author = {Payer, Daniel and Worgatsch, Ronald}, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, Datenschutz und IT-Sicherheit, Promotion:FU4b, Lernsystemarchitektur, Promotion:Schlussfolgerung, \#5:Zeitschriftenartikel:e-learning}, + pages = {96--105}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/HAADGBV6/Payer und Worgatsch - Adaptives Lernen und Usability im Fokus. Ein ­E-Learning-Kurs zum Aufbau von KI-Literacy..pdf:application/pdf}, +} + +@article{romiti_online_2025, + title = {Online collaborative learning to promote teachers’ evaluative thinking}, + issn = {2532-7720, 2532-4632}, + url = {https://doi.org/10.17471/2499-4324/1442}, + doi = {10.17471/2499-4324/1442}, + abstract = {The study focuses on how to strengthen teachers' evaluation skills in a social and collaborative dimension. The introduction of collaborative learning modes was tested within an institutional teacher training programme via LMS. Indeed, Computer Supported Collaborative Learning (CSCL) is considered appropriate for developing reflective skills through peer exchange. The article examines the Valu.Elearn programme, aimed at in-service teachers to strengthen their evaluative competence. The study focuses on two collaborative eactivities. A total of 166 teachers and two tutors participated in these activities during the school year 2021-22. The Community of Inquiry was used as a framework for analysing the content of the forums, while the interactions between participants were examined using sociocultural discourse analysis. The findings highlight the potential and limitations of the online environment for promoting collaborative reflection on evaluation issues.}, + language = {en}, + number = {Accepted Manuscript Online}, + urldate = {2025-07-16}, + journal = {Italian Journal of Educational Technology}, + author = {Romiti, Sara and Fabbro, Francesco and Ranieri, Maria}, + month = jul, + year = {2025}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Lernsystemarchitektur}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/MPWLKWDC/Romiti et al. - 2025 - Online collaborative learning to promote teachers’ evaluative thinking.pdf:application/pdf}, +} + +@article{biel_plattformubergreifendes_2025, + title = {Plattformübergreifendes {KI}-{Empfehlungssystem} in einem {Digitalisierungstraining} für {Lehrkräfte} der {Erwachsenenbildung}}, + volume = {19}, + copyright = {Creative Commons Namensnennung 4.0 International}, + issn = {1993-6818}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=33690}, + doi = {10.25656/01:33690}, + abstract = {The authors report on a pilot project in which AI for :DTrain, a digitalization training programme for adult education trainers was developed. The basis for :DTrain is a skillsoriented curriculum that describes professional digital skills. In this digitalization training programme, an AI application produces learning sequences by accessing data from different learning platforms. An education-oriented multiagent system is used. Agents are software programmes that plan tasks and also evaluate whether they have been successfully completed. On the basis of correct or incorrect responses, the system can generate modified learning sequences. This requires technical interfaces, and the developed AI application must harmonize data from different storage locations through socalled data mapping. In this article, the authors explain the technical requirements in detail so that learners can alternate between the systems smoothly. For example, they explain middleware, which functions as a translator between learning management systems, or authentication mechanisms, which check the identity of users as they change platforms. The educational programme makes use of the EULE learning management system of the German Institute for Adult Education (DIE) and the vhs.cloud of the German Adult Education Association (DVV). As prerequisites for such AIbased offerings in adult education, the authors mention open standards, highquality metadata, large amounts of data and a suitable technical infrastructure. (DIPF/Orig.)}, + language = {de}, + number = {55}, + urldate = {2025-07-27}, + journal = {Magazin erwachsenenbildung.at}, + author = {Biel, Carmen and Klante, Sonja}, + collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}}, + year = {2025}, + note = {Publisher: Bundesministerium für Frauen, Wissenschaft und Forschung : Wien}, + keywords = {\#1:Zeitschriftenartikel:learning:management:system, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Adaptives System, Adult education, Adult education teacher, Adult educator, Adult training, Artificial intelligence, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, Competency, Deutschland, Digitale Medien, Digitalisierung, Digitalization, Erwachsenenbildner, Erwachsenenbildung, Forschungsansätze, Germany, Kompetenz, Künstliche Intelligenz, Lehr‑ und Lerneffektivität, Lernangebot, Lernsystemarchitektur, Professionalisierung, Professionalization, Promotion:FU4b, Promotion:Literaturanalyse, Promotion:Relevanz:5, Promotion:Weiterführung, Selbst gesteuertes Lernen, Self-directed learning, Systemanpassung, Technologieintegration, Training, Training (sports)}, + pages = {66--75}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/XSMWECMW/Biel und Klante - 2025 - Plattformübergreifendes KI-Empfehlungssystem in einem Digitalisierungstraining für Lehrkräfte der Er.pdf:application/pdf}, +} + +@article{payer_adaptives_2025-1, + title = {Adaptives {Lernen} und {Usability} im {Fokus}. {Ein} {E}-{Learning}-{Kurs} zum {Aufbau} von {KI}-{Literacy}}, + volume = {19}, + copyright = {Creative Commons Namensnennung 4.0 International}, + issn = {1993-6818}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=33693}, + doi = {10.25656/01:33693}, + abstract = {How can artificial intelligence make learning outcomes more sustainable and increase one’s motivation to learn? The authors show how individualization and personalization through the integration of artificial intelligence can succeed in practice: Learners can choose their learning tempo by themselves and course content modules are offered in different degrees of difficulty. This avoids making too many and too few demands on learners and enables them to flexibly organize learning units according to their needs and time resources. In addition, avatars and chatbots can prompt them to interact. According to the authors, regular assessment of progress and repetition increase the learners’ confidence in their own abilities. All of these points are being implemented in the “AI in Practice” educational project, which was developed in cooperation with the University of Applied Sciences Burgenland and the Austrian Chamber of Commerce for in-company professional development. This course for professionals and leaders has an intuitive user interface that supports structured learning and avoids cognitive overload. Along with good usability, the authors stress the importance of didactic concepts that also facilitate exchange and discussion and argue for a high standard for data protection. This project recommends the participatory development of AI solutions through technology and adult education as well as regular inclusion of the participants’ experiences. (DIPF/Orig.)}, + language = {de}, + number = {55}, + urldate = {2025-07-27}, + journal = {Magazin erwachsenenbildung.at}, + author = {Payer, Daniel and Worgatsch, Ronald}, + collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}}, + year = {2025}, + note = {Publisher: Bundesministerium für Frauen, Wissenschaft und Forschung : Wien}, + keywords = {\#5:Zeitschriftenartikel:e-learning, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Adult education, Adult training, Artificial intelligence, Austria, Betriebliche Weiterbildung, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, Competency, Datenschutz und IT‑Sicherheit, E-learning, E-Learning, Erwachsenenbildung, Forschungsansätze, In-plant further education, In-service training, Kompetenz, Künstliche Intelligenz, Learning, Lehr‑ und Lerneffektivität, Lernen, Lernplattform, Lernsystemarchitektur, Österreich, PRomotion:FU3, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:3, Systemanpassung, Technologieintegration, Virtual learning}, + pages = {96--104}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WQLIAZ3I/Payer und Worgatsch - 2025 - Adaptives Lernen und Usability im Fokus. Ein E-Learning-Kurs zum Aufbau von KI-Literacy.pdf:application/pdf}, +} + +@article{wilhelm_generative_2025, + title = {Generative {KI}-{Kompetenzen} lehren. {Ein} {Praxisbericht} aus der {Hochschullehre} für zukünftige {Erwachsenenbildner}*innen}, + volume = {19}, + copyright = {Creative Commons Namensnennung 4.0 International}, + issn = {1993-6818}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=33692}, + doi = {10.25656/01:33692}, + abstract = {The increasing spread of generative AI programmes holds the potential to lead to a digital divide in society. The author takes this AI divide as a starting point for developing an agile and didactically sound seminar concept in which participants can acquire AI literacy. AI literacy includes knowledge about and understanding of AI programmes, the specific application and the evaluation and creation of AI tools—as summarized in a literature review study of twelve countries that the author cites. For the learning outcome of his seminar, he emphasizes the strong orientation to the subject and his or her living situation. He found suitable didactic references to this in Paulo Freire’s pedagogic approach. He incorporates prior experiences, concerns and wishes related to the use of generative AI as well as the students’ future career aspirations. Only after enquiring into personal approaches does he choose generative AI programmes related to the students’ professional activities. In this article, the author describes the concrete seminar schedule and changes to the didactic design that were made following initial experiences. The seminar includes the clarification of concepts such as machine learning, LLM or deep learning, the learning of AI interfaces and methods such as Promptathons or BrAInstorms. The author introduces examples of tasks and reflects on what he has learned from work with adult education students at the universities of Hamburg and Münster. For instance, it appeared that participants with little prior experience of AI-generated texts or images were so impressed that they were guided in a direction that they hadn’t intended to take as they continued their work. (DIPF/Orig.)}, + language = {de}, + number = {55}, + urldate = {2025-07-27}, + journal = {Magazin erwachsenenbildung.at}, + author = {Wilhelm, Joshua B.}, + collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}}, + year = {2025}, + note = {Publisher: Bundesministerium für Frauen, Wissenschaft und Forschung : Wien}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Adult education, Adult education teacher, Adult educator, Adult training, Artificial intelligence, Charité:Promotion, Competency, Deutschland, Erwachsenenbildner, Erwachsenenbildung, Germany, Higher education institute, Higher education lecturing, Hochschule, Hochschullehre, Kompetenz, Künstliche Intelligenz, Practice relevance, Praxisbezug, Promotion:Literaturanalyse, University lecturing, University teaching}, + pages = {86--95}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PVYEZEVF/Wilhelm - 2025 - Generative KI-Kompetenzen lehren. Ein Praxisbericht aus der Hochschullehre für zukünftige Erwachsene.pdf:application/pdf}, +} + +@article{oshiro_integration_2025, + title = {Integration of early clinical exposure into curriculum enhances self-assessment of professional competencies in medical practice}, + volume = {25}, + issn = {1472-6920}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07678-7}, + doi = {10.1186/s12909-025-07678-7}, + abstract = {Background Medical education has predominantly adhered to a process-based education model. Recently, outcome-based education (OBE) has emerged as a dominant pedagogical framework, facilitating simultaneous acquisition of theoretical knowledge, practical skills, and clinical experience. In 2020, our medical school implemented a new curriculum designed to integrate clinical skills training and experiential learning with foundational knowledge from the first year. Herein, we evaluated whether the clinical competencies of New Curriculum Students (NCS) are superior to the clinical competencies of Traditional Curriculum Students (TCS). Specifically, we clarified how selfassessment scores related to competencies in “Professional practice skills” evolved over time, and analyzed the longitudinal trends in self-assessment scores. Methods We included TCS enrolled between 2016 and 2019, and NCS enrolled between 2020 and 2023. Self-assessment of students’ competencies in “Professional practice skills,” a core component of our institution’s competency framework, was conducted by online survey. Competency levels were categorized into Levels A, B, and C. Results The self-assessment scores of NCS were significantly higher than those of TCS across most competency domains of “Professional practice skills.”The “Medical interview and physical examination” competency revealed that first-year NCS achieved scores equivalent to those of fourth-year TCS. These scores were either maintained or improved as students progressed in years. In the “Clinical skills” competency, NCS outperformed TCS at all levels from the first to the third year, and at Level A in the fourth year. In the “Medical record charting” competency, NCS achieved significantly higher scores than TCS across all levels during the first and second years. Discussion The early acquisition of clinical skills and exposure to clinical practice enabled students to consistently maintain high self-assessment scores. A curriculum design aligned with OBE appears to foster a heightened sense of self-efficacy among students. This approach is anticipated to facilitate a seamless transition into clinical responsibilities as future physicians.}, + language = {en}, + number = {1}, + urldate = {2025-08-04}, + journal = {BMC Medical Education}, + author = {Oshiro, Tsuyoshi and Suzuki, Shintaro and Kagawa, Naoki and Ono, Himawari and Goto, Rieko and Furuta, Atsuko and Arima, Makiko and Tsuchiya, Shizuma and Ogata, Hiroaki and Barroga, Edward and Izumi, Miki}, + month = aug, + year = {2025}, + keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU4a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration}, + pages = {1139}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KF6XH2KZ/Oshiro et al. - 2025 - Integration of early clinical exposure into curriculum enhances self-assessment of professional comp.pdf:application/pdf}, +} diff --git a/Bibliothek/02-01.bib b/Bibliothek/02-01.bib index 6790169..634935f 100644 --- a/Bibliothek/02-01.bib +++ b/Bibliothek/02-01.bib @@ -5910,7 +5910,7 @@ Conclusion: This study points out that when organizing online collaborative lear author = {Yu, Jinglei and Yu, Shengquan and Chen, Ling}, month = dec, year = {2024}, - keywords = {\#b:Zeitschriftenartikel:online:learning, 4.3.1 Literaturanalyse und KI-gestützte Methoden, Bewertungsmethoden, Charité:Promotion, Lehr- und Lerneffektivität, Promotion:01-02, Promotion:FU6, Promotion:Literaturanalyse, Promotion:Relevanz:5, Promotion:Weiterführung, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:Weiterführung, Promotion:FU6, Promotion:01-02, 4.3.1 Literaturanalyse und KI-gestützte Methoden}, pages = {bjet.13559}, file = {Yu et al. - 2024 - Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video‐based o:/Users/jochenhanisch-johannsen/Zotero/storage/BEFHDRGQ/Yu et al. - 2024 - Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video‐based o.pdf:application/pdf}, } @@ -19362,7 +19362,7 @@ Publisher: SFU Forschungsbulletin}, 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:}, + keywords = {\#7:Zeitschriftenartikel:digital:Medien, Bildungstheorien, Charité:Promotion, Promotion:Argumentation, Promotion:FU4a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration}, 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}, } @@ -23487,7 +23487,7 @@ Conclusions: Feedback using the ePortfolio for medical long cases is a valuable author = {Bleasel, Jane and Burgess, Annette and Weeks, Ruth and Haq, Inam}, month = dec, year = {2016}, - keywords = {\#1:Zeitschriftenartikel:learning:management:system, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, E-Portfolio, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Systemanpassung, Bildungstheorien, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, E-Portfolio}, pages = {278}, file = {Bleasel et al. - 2016 - Feedback using an ePortfolio for medicine long cas.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TWKVI2WV/Bleasel et al. - 2016 - Feedback using an ePortfolio for medicine long cas.pdf:application/pdf}, } @@ -23573,7 +23573,7 @@ Conclusions: The study therefore emphasizes the need for further research, using 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}, + keywords = {\#6:Zeitschriftenartikel:Bildung:Technologie, 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}, } @@ -26255,7 +26255,7 @@ Insgesamt betont Heesen die Notwendigkeit, Schüler*innen beizubringen, Informat 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}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Relevanz:4, Promotion:FU5, Krisenreaktion im Bildungsbereich, Promotion:Schlussfolgerung, education, Economics, performance, teaching methods, 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}, } @@ -27077,7 +27077,7 @@ Zusammenfassend ist ein LMS ein zentraler Bestandteil moderner Bildungs- und Tra 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}, + keywords = {\#4:Zeitschriftenartikel:MOOC, Bewertungsmethoden, Charité:Promotion, computer-assisted instruction, Forschungsansätze, learning, online learning, Promotion:Argumentation, Promotion:FU5, Promotion:Literaturanalyse, Promotion:Relevanz:4}, 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}, } @@ -29137,7 +29137,7 @@ Conclusions The described BL-module proved to be suitable to bring casebased lea author = {Hornung-Prähauser, Veronika and Geser, Guntram and Hilzensauer, Wolf and Schön, Sandra and Luckmann, Mag and Wieden-Bischof, Diana and EduMedia, Anwendungsfeld}, month = jan, year = {2007}, - keywords = {Bewertungsmethoden, Bildung, Bildungstheorien, Charité:Promotion, E-Portfolio, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Lernsystemarchitektur, Multimedia, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration}, + keywords = {\#6:Zeitschriftenartikel:Bildung:Technologie, Bewertungsmethoden, Bildung, Bildungstheorien, Charité:Promotion, E-Portfolio, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Lernsystemarchitektur, Multimedia, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/CFIHIT8Q/Hornung-Prähauser et al. - 2007 - Didaktische, organisatorische und technologische Grundlagen von E-Portfolios und Analyse internation.pdf:application/pdf}, } @@ -39981,7 +39981,7 @@ Publisher: Verlag Dr. Kovac : Hamburg}, author = {Wiedel, Fabian}, month = mar, year = {2023}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Promotion:FU4a, Technologieintegration, Promotion:Argumentation, Promotion:Relevanz:4, \#7:Zeitschriftenartikel:digital:Medien, Bildung, Multimedia, Promotion:}, + keywords = {\#7:Zeitschriftenartikel:digital:Medien, Bildung, Charité:Promotion, Kollaboratives Lernen, Multimedia, Promotion:Argumentation, Promotion:FU4a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration}, pages = {365--391}, file = {Wiedel - 2023 - Digital Streetwork Entwurf einer begleitenden Med.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/GEZDZWWY/Wiedel - 2023 - Digital Streetwork Entwurf einer begleitenden Med.pdf:application/pdf}, } @@ -40277,7 +40277,7 @@ CONCLUSION: Virtual reality represents an innovative component in the teaching p author = {Onah, Daniel F. O. and Pang, Elaine L. L. and Sinclair, Jane E.}, month = apr, year = {2024}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, \#4:Zeitschriftenartikel:MOOC, Promotion:}, + keywords = {\#4:Zeitschriftenartikel:MOOC, Bewertungsmethoden, Charité:Promotion, Lehr- und Lerneffektivität, Promotion:FU2a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration}, pages = {91--92}, file = {Onah et al. - 2024 - Correction to An investigation of self-regulated .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/KUXBVKUC/Onah et al. - 2024 - Correction to An investigation of self-regulated .pdf:application/pdf}, } @@ -51206,7 +51206,7 @@ Conclusions:  This investigation evaluated a newly introduced app to optimize author = {Breitschwerdt, Lisa and Egetenmeyer, Regina}, editor = {Heinemann, Alisha and Karakaşoğlu, Yasemin and Linnemann, Tobias and Rose, Nadine and Sturm, Tanja}, year = {2023}, - keywords = {\#0:Konferenz-Paper:digital:learning, ⛔ No DOI found, Charité:Promotion, Promotion:Literaturanalyse}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, ⛔ No DOI found, \#0:Konferenz-Paper:digital:learning}, file = {Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SMAZ72XD/Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:application/pdf}, } @@ -51834,7 +51834,7 @@ Publisher: Graz University Library Publishing}, month = mar, year = {2023}, note = {Publisher: TUHH Universitätsbibliothek}, - keywords = {\#0:Zeitschriftenartikel:digital:learning, Allgemeines, Wissenschaft, Charité:Promotion, competences, digitalization, DRK-Bildungszentrum Düsseldorf, Erziehung, Schul- und Bildungswesen, Forschungsansätze, Kollaboratives Lernen, learning, Lehr- und Lerneffektivität, Lernsystemarchitektur, Plattform, Promotion:FU3, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:4, Systemanpassung, teacher education, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Systemanpassung, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, DRK-Bildungszentrum Düsseldorf, Lernsystemarchitektur, Promotion:FU3, learning, digitalization, Erziehung, Schul- und Bildungswesen, Allgemeines, Wissenschaft, competences, Plattform, teacher education}, file = {Röwert et al. - 2023 - Ergebnisse der Plattformkonzeption, -entwicklung u.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/JPZ84JH5/Röwert et al. - 2023 - Ergebnisse der Plattformkonzeption, -entwicklung u.pdf:application/pdf}, } @@ -53001,7 +53001,7 @@ Im vorliegenden Artikel beantwortet er aufgrund seiner Expertise Fragen zum Eins author = {Langseth, Inger and Jacobsen, Dan Yngve and Haugsbakken, Halvdan}, month = dec, year = {2023}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Promotion:Relevanz:4, Promotion:Weiterführung, Promotion:FU5, \#4:Zeitschriftenartikel:MOOC, Promotion:}, + keywords = {\#4:Zeitschriftenartikel:MOOC, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU5, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Weiterführung, Technologieintegration}, pages = {1745--1782}, file = {Langseth et al. - 2023 - The Role of Support Units in Digital Transformatio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TZ8UFQ45/Langseth et al. - 2023 - The Role of Support Units in Digital Transformatio.pdf:application/pdf}, } @@ -66871,7 +66871,7 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki month = jul, year = {2025}, note = {Publisher: Springer Science and Business Media LLC}, - keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Bildungstheorien, Promotion:Relevanz:4, PRomotion:Argumentation}, + keywords = {\#b:Zeitschriftenartikel:online:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU4a, Promotion:Literaturanalyse, Promotion:Relevanz:4}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/ABFDQY3M/Zhou et al. - 2025 - Latent profiles of learning engagement and anxiety in high school students the mediating role of ac.pdf:application/pdf}, } @@ -67027,7 +67027,7 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki month = jul, year = {2025}, note = {Publisher: OAPublishing Collective}, - keywords = {\#0:Zeitschriftenartikel:digital:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Weiterführung, Systemanpassung, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Bildungstheorien, Promotion:Relevanz:4, \#0:Zeitschriftenartikel:digital:learning, Promotion:Weiterführung, Promotion:FU3}, pages = {95--121}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/4L7V63CR/Schmitt et al. - 2025 - Identifizierung von Entwicklungspotenzialen für Lehrplanungs-Tools Eine empirische Analyse und Ausb.pdf:application/pdf}, } @@ -67064,6 +67064,21 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/TJJHB98E/Asada - 2023 - The possibility of Moodle-based e-portfolio with database module for medical education.pdf:application/pdf}, } +@article{hausler_nachhaltig_2025, + title = {Nachhaltig, digital, offen – {Impulse} zur {Konzeption} eines {Moodle}-gestützten {OER} {Kurses} im {Projekt} {Lehrkräfte} {Plus} {NRW}}, + url = {https://doi.org/10.46586/fuh.v.101.2025.12169}, + abstract = {Der vorliegende Beitrag befasst sich mit dem nachhaltigen, digitalen und offenen Design eines Moodle-basierten OER-Kurses (Open Educational Resources (OER)/ offene Bildungsressourcen) und nutzt dabei das Modul ‚Kommunikation in der Schule‘ aus dem Projekt ‚Lehrkräfte Plus NRW‘ als Beispiel. Der Beitrag beleuchtet das Zusammenspiel von Nachhaltigkeit und Digitalisierung in der Hochschullehre und hebt die Wechselwirkungen beider Prozesse hervor. Er zielt darauf ab, das Bewusstsein für eine ressourcenschonende und zugleich effektive Nutzung digitaler Technologien im Lehr-Lern-Kontext zu schärfen. Durch die Darstellung, wie sich OER in den Fremdsprachenunterricht an der Ruhr-Universität Bochum (RUB) integrieren lassen, liefert der Text erfahrungsbasierte und theoretisch fundierte Empfehlungen für den Einsatz digitaler Nachhaltigkeit. Zentrale Aspekte umfassen die Förderung digitaler Kompetenzen, einen effizienten Ressourceneinsatz sowie die Ausrichtung an globalen Bildungszielen wie den Nachhaltigkeitszielen (Sustainable Development Goals, kurz SDGs) der Vereinten Nationen. Der Beitrag schließt mit praxisnahen Hinweisen zur Erstellung und Verbreitung von OER-Materialien, um einen inklusiven und gerechten Zugang zu hochwertiger Bildung zu ermöglichen.}, + language = {de-DE}, + number = {101}, + urldate = {2025-08-10}, + journal = {Fremdsprachen und Hochschule}, + author = {Häusler, Anja and Römer, Sabine and Görlich, Sarah}, + year = {2025}, + keywords = {\#6:Zeitschriftenartikel:Bildung:Technologie, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, Datenschutz und IT‑Sicherheit, Forschungsansätze, Lernsystemarchitektur, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:3, Promotion:Weiterführung, Systemanpassung, Technologieintegration}, + pages = {1--24}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/J3BTA4Q7/Häusler et al. - 2025 - Nachhaltig, digital, offen – Impulse zur Konzeption eines Moodle-gestützten OER Kurses im Projekt Le.pdf:application/pdf}, +} + @article{ganesh_novel_2025, title = {A novel end-to-end system for efficient generation of true/false educational assessments using deep learning models}, copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining}, @@ -67078,7 +67093,7 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki month = jul, year = {2025}, note = {Publisher: Springer Science and Business Media LLC}, - keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4b, Promotion:Literaturanalyse, Promotion:Relevanz:5, Promotion:Schlussfolgerung, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU4b, Promotion:Schlussfolgerung}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/766652DY/Ganesh et al. - 2025 - A novel end-to-end system for efficient generation of truefalse educational assessments using deep.pdf:application/pdf}, } @@ -67102,6 +67117,120 @@ Conclusions ROT was perceived as an important tool to preserve Physiotherapy pro month = jul, year = {2025}, note = {Publisher: Springer Science and Business Media LLC}, - keywords = {\#b:Zeitschriftenartikel:online:learning, Charité:Promotion, Forschungsansätze, Krisenreaktion im Bildungsbereich, Lehr- und Lerneffektivität, Promotion:FU5, Promotion:Literaturanalyse, Promotion:Relevanz:5, Promotion:Schlussfolgerung, Systemanpassung, Technologieintegration}, + keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:FU5, Krisenreaktion im Bildungsbereich, Promotion:Schlussfolgerung}, file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/GU52GKT6/Di Bari et al. - 2025 - Remote online teaching beyond COVID-19 pandemic a qualitative study across Physiotherapy programs i.pdf:application/pdf}, } + +@article{biel_plattformubergreifendes_2025, + title = {Plattformübergreifendes {KI}-{Empfehlungssystem} in einem {Digitalisierungstraining} für {Lehrkräfte} der {Erwachsenenbildung}}, + volume = {19}, + copyright = {Creative Commons Namensnennung 4.0 International}, + issn = {1993-6818}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=33690}, + doi = {10.25656/01:33690}, + abstract = {The authors report on a pilot project in which AI for :DTrain, a digitalization training programme for adult education trainers was developed. The basis for :DTrain is a skillsoriented curriculum that describes professional digital skills. In this digitalization training programme, an AI application produces learning sequences by accessing data from different learning platforms. An education-oriented multiagent system is used. Agents are software programmes that plan tasks and also evaluate whether they have been successfully completed. On the basis of correct or incorrect responses, the system can generate modified learning sequences. This requires technical interfaces, and the developed AI application must harmonize data from different storage locations through socalled data mapping. In this article, the authors explain the technical requirements in detail so that learners can alternate between the systems smoothly. For example, they explain middleware, which functions as a translator between learning management systems, or authentication mechanisms, which check the identity of users as they change platforms. The educational programme makes use of the EULE learning management system of the German Institute for Adult Education (DIE) and the vhs.cloud of the German Adult Education Association (DVV). As prerequisites for such AIbased offerings in adult education, the authors mention open standards, highquality metadata, large amounts of data and a suitable technical infrastructure. (DIPF/Orig.)}, + language = {de}, + number = {55}, + urldate = {2025-07-27}, + journal = {Magazin erwachsenenbildung.at}, + author = {Biel, Carmen and Klante, Sonja}, + collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}}, + year = {2025}, + note = {Publisher: Bundesministerium für Frauen, Wissenschaft und Forschung : Wien}, + keywords = {\#1:Zeitschriftenartikel:learning:management:system, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Adaptives System, Adult education, Adult education teacher, Adult educator, Adult training, Artificial intelligence, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, Competency, Deutschland, Digitale Medien, Digitalisierung, Digitalization, Erwachsenenbildner, Erwachsenenbildung, Forschungsansätze, Germany, Kompetenz, Künstliche Intelligenz, Lehr‑ und Lerneffektivität, Lernangebot, Lernsystemarchitektur, Professionalisierung, Professionalization, Promotion:FU4b, Promotion:Literaturanalyse, Promotion:Relevanz:5, Promotion:Weiterführung, Selbst gesteuertes Lernen, Self-directed learning, Systemanpassung, Technologieintegration, Training, Training (sports)}, + pages = {66--75}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/XSMWECMW/Biel und Klante - 2025 - Plattformübergreifendes KI-Empfehlungssystem in einem Digitalisierungstraining für Lehrkräfte der Er.pdf:application/pdf}, +} + +@article{payer_adaptives_2025-1, + title = {Adaptives {Lernen} und {Usability} im {Fokus}. {Ein} {E}-{Learning}-{Kurs} zum {Aufbau} von {KI}-{Literacy}}, + volume = {19}, + copyright = {Creative Commons Namensnennung 4.0 International}, + issn = {1993-6818}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=33693}, + doi = {10.25656/01:33693}, + abstract = {How can artificial intelligence make learning outcomes more sustainable and increase one’s motivation to learn? The authors show how individualization and personalization through the integration of artificial intelligence can succeed in practice: Learners can choose their learning tempo by themselves and course content modules are offered in different degrees of difficulty. This avoids making too many and too few demands on learners and enables them to flexibly organize learning units according to their needs and time resources. In addition, avatars and chatbots can prompt them to interact. According to the authors, regular assessment of progress and repetition increase the learners’ confidence in their own abilities. All of these points are being implemented in the “AI in Practice” educational project, which was developed in cooperation with the University of Applied Sciences Burgenland and the Austrian Chamber of Commerce for in-company professional development. This course for professionals and leaders has an intuitive user interface that supports structured learning and avoids cognitive overload. Along with good usability, the authors stress the importance of didactic concepts that also facilitate exchange and discussion and argue for a high standard for data protection. This project recommends the participatory development of AI solutions through technology and adult education as well as regular inclusion of the participants’ experiences. (DIPF/Orig.)}, + language = {de}, + number = {55}, + urldate = {2025-07-27}, + journal = {Magazin erwachsenenbildung.at}, + author = {Payer, Daniel and Worgatsch, Ronald}, + collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}}, + year = {2025}, + note = {Publisher: Bundesministerium für Frauen, Wissenschaft und Forschung : Wien}, + keywords = {\#5:Zeitschriftenartikel:e-learning, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Adult education, Adult training, Artificial intelligence, Austria, Betriebliche Weiterbildung, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, Competency, Datenschutz und IT‑Sicherheit, E-learning, E-Learning, Erwachsenenbildung, Forschungsansätze, In-plant further education, In-service training, Kompetenz, Künstliche Intelligenz, Learning, Lehr‑ und Lerneffektivität, Lernen, Lernplattform, Lernsystemarchitektur, Österreich, PRomotion:FU3, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:3, Systemanpassung, Technologieintegration, Virtual learning}, + pages = {96--104}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WQLIAZ3I/Payer und Worgatsch - 2025 - Adaptives Lernen und Usability im Fokus. Ein E-Learning-Kurs zum Aufbau von KI-Literacy.pdf:application/pdf}, +} + +@article{wilhelm_generative_2025, + title = {Generative {KI}-{Kompetenzen} lehren. {Ein} {Praxisbericht} aus der {Hochschullehre} für zukünftige {Erwachsenenbildner}*innen}, + volume = {19}, + copyright = {Creative Commons Namensnennung 4.0 International}, + issn = {1993-6818}, + url = {https://www.pedocs.de/frontdoor.php?source_opus=33692}, + doi = {10.25656/01:33692}, + abstract = {The increasing spread of generative AI programmes holds the potential to lead to a digital divide in society. The author takes this AI divide as a starting point for developing an agile and didactically sound seminar concept in which participants can acquire AI literacy. AI literacy includes knowledge about and understanding of AI programmes, the specific application and the evaluation and creation of AI tools—as summarized in a literature review study of twelve countries that the author cites. For the learning outcome of his seminar, he emphasizes the strong orientation to the subject and his or her living situation. He found suitable didactic references to this in Paulo Freire’s pedagogic approach. He incorporates prior experiences, concerns and wishes related to the use of generative AI as well as the students’ future career aspirations. Only after enquiring into personal approaches does he choose generative AI programmes related to the students’ professional activities. In this article, the author describes the concrete seminar schedule and changes to the didactic design that were made following initial experiences. The seminar includes the clarification of concepts such as machine learning, LLM or deep learning, the learning of AI interfaces and methods such as Promptathons or BrAInstorms. The author introduces examples of tasks and reflects on what he has learned from work with adult education students at the universities of Hamburg and Münster. For instance, it appeared that participants with little prior experience of AI-generated texts or images were so impressed that they were guided in a direction that they hadn’t intended to take as they continued their work. (DIPF/Orig.)}, + language = {de}, + number = {55}, + urldate = {2025-07-27}, + journal = {Magazin erwachsenenbildung.at}, + author = {Wilhelm, Joshua B.}, + collaborator = {{DIPF {\textbar} Leibniz-Institut für Bildungsforschung und Bildungsinformation}}, + year = {2025}, + note = {Publisher: Bundesministerium für Frauen, Wissenschaft und Forschung : Wien}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, 370 Education, 370 Erziehung, Schul- und Bildungswesen, Adult education, Adult education teacher, Adult educator, Adult training, Artificial intelligence, Charité:Promotion, Competency, Deutschland, Erwachsenenbildner, Erwachsenenbildung, Germany, Higher education institute, Higher education lecturing, Hochschule, Hochschullehre, Kompetenz, Künstliche Intelligenz, Practice relevance, Praxisbezug, Promotion:Literaturanalyse, University lecturing, University teaching}, + pages = {86--95}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/PVYEZEVF/Wilhelm - 2025 - Generative KI-Kompetenzen lehren. Ein Praxisbericht aus der Hochschullehre für zukünftige Erwachsene.pdf:application/pdf}, +} + +@article{bronnecke_digitale_nodate, + title = {Digitale, hochimmersive {Medien} in der phasenübergreifenden {Lehrer}:innenbildung des {Fachs} {Kunst}}, + abstract = {Lehr-Lern-Settings mit digitalen, hochimmersiven Medien, stellen (angehende) Lehrkräfte vor umfangreiche Transformationsprozesse von Lehre und Lernen. Dies verstärkt sich im Bereich der Kunstpädagogik v.a. dann, wenn sie über ein die Effizienz steigerndes Medium hinaus als innovatives Tool und Lernarrangement verstanden werden. In kollaborativen Lehrveranstaltungen (2021 – 2024) des Studiengangs »Lehramt Kunst« konnten die künstlerisch-kunstpädagogischen Möglichkeiten und Potentiale miteinander verzahnt, evaluiert und in konkrete Lehr-Lern-Settings überführt werden. Vorgestellt werden die Evaluationsergebnisse hinsichtlich der technischen Vorerfahrungen von Lernenden, deren Kompetenzen zur technologischen Handhabung von Hard- und Software sowie der Fähigkeit zur kreativen Zweckentfremdung im Bereich der Rezeption und Produktion.}, + language = {de}, + author = {Brönnecke, Katharina and Dierich-Hoche, Maja}, + keywords = {\#7:Zeitschriftenartikel:digital:Medien, Bildungstheorien, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Lernsystemarchitektur, Promotion:FU4a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Weiterführung, Systemanpassung, Technologieintegration}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/YXRLP68F/Brönnecke und Dierich-Hoche - Digitale, hochimmersive Medien in der phasenübergreifenden Lehrerinnenbildung des Fachs Kunst.pdf:application/pdf}, +} + +@article{wei_enhancing_2025, + title = {Enhancing nursing education through e-portfolios: evaluating the impact on learning effectiveness, self-efficacy, and job satisfaction of {NPGY} trainees}, + volume = {25}, + issn = {1472-6920}, + shorttitle = {Enhancing nursing education through e-portfolios}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07497-w}, + doi = {10.1186/s12909-025-07497-w}, + abstract = {Background Traditionally, learning was documented using paper-based systems, leading to challenges in tracking and evaluating progress. Electronic portfolios (e-portfolios), offering digital documentation and real-time feedback, have become increasingly popular in clinical education. This study aims to assess the impact of e-portfolios on the learning effectiveness, self-efficacy, and job satisfaction of nursing postgraduate year (NPGY) trainees. +Methods A cross-sectional questionnaire survey was conducted among 114 NPGY trainees in a medical center in northern Taiwan. The questionnaire collected data on demographics, e-portfolio satisfaction, assessment tool satisfaction, technology acceptance model (TAM), learning effectiveness, self-efficacy, and job satisfaction. Statistical analyses, including t-tests, ANOVA, and Pearson correlation, were performed to evaluate the relationships between variables. +Results Satisfaction with e-portfolios, assessment tools, and TAM significantly impacted learning effectiveness (p {\textless} .001), self-efficacy (p {\textless} .001), and job satisfaction (p {\textless} .001). The self-efficacy of trainees in the 1–2 years stage was higher than those in the 0–3 months stage (p {\textless} .05). Although the job satisfaction score was lowest during the 4–12 months stage, the difference was not statistically significant, indicating a need for targeted interventions during this period. +Conclusions E-portfolios positively influence the learning outcomes and job satisfaction of NPGY trainees. Continuous usage and enhancement of e-portfolios are recommended to meet user needs and provide a supportive learning environment, especially during critical stages of training. Future research should explore strategies to optimize e-portfolio features to further improve professional development and satisfaction.}, + language = {en}, + number = {1}, + urldate = {2025-08-04}, + journal = {BMC Medical Education}, + author = {Wei, Fang-Chun and Kao, Li-Ju and Chang, Chia-Ting and Chung, Jui-Yuan}, + month = jul, + year = {2025}, + keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, Promotion:Literaturanalyse}, + pages = {1132}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KQ3MDCHH/Wei et al. - 2025 - Enhancing nursing education through e-portfolios evaluating the impact on learning effectiveness, s.pdf:application/pdf}, +} + +@article{oshiro_integration_2025, + title = {Integration of early clinical exposure into curriculum enhances self-assessment of professional competencies in medical practice}, + volume = {25}, + issn = {1472-6920}, + url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07678-7}, + doi = {10.1186/s12909-025-07678-7}, + abstract = {Background Medical education has predominantly adhered to a process-based education model. Recently, outcome-based education (OBE) has emerged as a dominant pedagogical framework, facilitating simultaneous acquisition of theoretical knowledge, practical skills, and clinical experience. In 2020, our medical school implemented a new curriculum designed to integrate clinical skills training and experiential learning with foundational knowledge from the first year. Herein, we evaluated whether the clinical competencies of New Curriculum Students (NCS) are superior to the clinical competencies of Traditional Curriculum Students (TCS). Specifically, we clarified how selfassessment scores related to competencies in “Professional practice skills” evolved over time, and analyzed the longitudinal trends in self-assessment scores. Methods We included TCS enrolled between 2016 and 2019, and NCS enrolled between 2020 and 2023. Self-assessment of students’ competencies in “Professional practice skills,” a core component of our institution’s competency framework, was conducted by online survey. Competency levels were categorized into Levels A, B, and C. Results The self-assessment scores of NCS were significantly higher than those of TCS across most competency domains of “Professional practice skills.”The “Medical interview and physical examination” competency revealed that first-year NCS achieved scores equivalent to those of fourth-year TCS. These scores were either maintained or improved as students progressed in years. In the “Clinical skills” competency, NCS outperformed TCS at all levels from the first to the third year, and at Level A in the fourth year. In the “Medical record charting” competency, NCS achieved significantly higher scores than TCS across all levels during the first and second years. Discussion The early acquisition of clinical skills and exposure to clinical practice enabled students to consistently maintain high self-assessment scores. A curriculum design aligned with OBE appears to foster a heightened sense of self-efficacy among students. This approach is anticipated to facilitate a seamless transition into clinical responsibilities as future physicians.}, + language = {en}, + number = {1}, + urldate = {2025-08-04}, + journal = {BMC Medical Education}, + author = {Oshiro, Tsuyoshi and Suzuki, Shintaro and Kagawa, Naoki and Ono, Himawari and Goto, Rieko and Furuta, Atsuko and Arima, Makiko and Tsuchiya, Shizuma and Ogata, Hiroaki and Barroga, Edward and Izumi, Miki}, + month = aug, + year = {2025}, + keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Bildungstheorien, Charité:Promotion, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU4a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration}, + pages = {1139}, + file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KF6XH2KZ/Oshiro et al. - 2025 - Integration of early clinical exposure into curriculum enhances self-assessment of professional comp.pdf:application/pdf}, +}