gms | German Medical Science

64. Jahrestagung der Deutschen Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie e. V. (GMDS)

Deutsche Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie

08. - 11.09.2019, Dortmund

Didactical Framework for Cross-Location Online Learning Modules on Medical Informatics

Meeting Abstract

  • Marianne Behrends - Peter L. Reichertz Institut für Medizinische Informatik der Technischen Universität Braunschweig und der Medizinischen Hochschule Hannover, Hannover, Germany
  • Nils-Hendrik Benning - Institut für Medizinische Biometrie und Informatik, Sektion Medizinische Informatik-Universitätsklinikum Heidelberg, Heidelberg, Germany
  • Marie-Louise Witte - Fakultät III Medien, Information und Design, Hochschule Hannover (HsH), Hannover, Germany
  • Ina Hoffmann - Peter L. Reichertz Institut für Medizinische Informatik der Technischen Universität Braunschweig und der Medizinischen Hochschule Hannover, Hannover, Germany
  • Oliver J. Bott - Fakultät III, Medien, Information und Design, Hochschule Hannover (HsH), Hannover, Germany

Deutsche Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie. 64. Jahrestagung der Deutschen Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie e.V. (GMDS). Dortmund, 08.-11.09.2019. Düsseldorf: German Medical Science GMS Publishing House; 2019. DocAbstr. 32

doi: 10.3205/19gmds120, urn:nbn:de:0183-19gmds1204

Published: September 6, 2019

© 2019 Behrends et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/.


Outline

Text

Introduction: As part of the Medical Informatics Initiative, the German Federal Ministry of Education and Research (BMBF) supports four consortia to develop structures and technology which meet the requirements for exchanging data from clinical research and health care across different sites. One of the funded consortia is HiGHmed [1]. In addition to the development of innovative IT solutions to improve research opportunities and patient care, HiGHmed aims to strengthen medical informatics through the development of courses. Therefore various online learning modules shall be developed by academic members of the consortium. Transferability of these modules to other locations is one main objective of the consortium and shall be achieved by the design of online learning modules with a common didactical framework.

Methods: To ensure feasibility of the didactical framework, the participating universities were evaluated with regard to availability of an e-learning infrastructure including learning management systems (LMS) and e-learning support structures. In the next step, for each LMS an overview of available digital learning tools was compiled. Based on that, a group of e-learning experts developed a didactical framework for online learning modules.

Results: The evaluation showed that LMS and support structures are available at each participating university. The main LMS utilized at the universities were ILIAS, moodle and Stud.IP. These LMS offer various tools to create digital learning modules such as wikis, blogs, forums as well as templates for e-portfolios, tests and surveys.

Based on the available LMS, the didactic framework describes design guidelines for further development of online modules. Each online learning module comprises five phases, ranging from the activation of learners to the imparting of knowledge with self-learning phases to the phase of knowledge control and feedback. In each phase digital learning tools should be used to promote a sustainable learning success by motivating learners to interact with the subject matter and by enabling communication and collaboration between learners. A particular approach to design a learning phase for smaller groups with up to 25 learners is the use of so called e-tivities, a concept developed by Salmon [2]. An e-tivity is a special type of exercise in which active cooperation plays a central role. Forums that are available in all three LMS can be used primarily for the exchange and organization of collaboration.

Discussion: The developed didactical framework is the basis for the HiGHmed online learning modules and leads to a recognizable structure of the modules. The didactic framework should help lecturers to design their online courses and ensure comparability of the modules for the learners. Thereby, the framework offers lecturers sufficient opportunities to design their courses individually. In order to enable competence acquisition at a higher level in the sense of Bloom's taxonomy [3], not only the technical side of online learning must be taken into account. Rather, digital learning offers are necessary which enable social interaction and a constructive examination of the learning material.

The authors declare that they have no competing interests.

The authors declare that an ethics committee vote is not required.


References

1.
Haarbrandt B, Schreiweis B, Rey S, Sax U, Scheithauer S, Rienhoff O, Knaup-Gregori P, Bavendiek U, Dieterich C, Brors B, Kraus I. HiGHmed – an open platform approach to enhance care and research across institutional boundaries. Methods Inf Med. 2018;57(S 01):e66-81.
2.
Salmon G. E-tivities: The key to active online learning. London/New York: Routledge; 2013.
3.
Anderson L, Krathwohl D, et al. A Taxonomy for Learning, Teaching, and Assessing. A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley Longman; 2001.