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Auflistung nach Autor:in "Ammenwerth, Elske"

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  • Konferenzbeitrag
    IHE based Interoperability for Service Oriented Architectures
    (INFORMATIK 2008. Beherrschbare Systeme – dank Informatik. Band 1, 2008) Wozak, Florian; Ammenwerth, Elske; Hörbst, Alexander; Sögner, Peter; Mair, Richard; Schabetsberger, Thomas
    Optimized workflows and communication between institutions involved in a patient’s treatment process can lead to improved quality and efficiency in the healthcare sector. Electronic Health Records (EHRs) provide a patient–centered access to clinical data across institutional boundaries supporting the above mentioned aspects. Interoperability is regarded as vital success factor. However a clear definition of interoperability does not exist. The aim of this work is to define and to assess interoperability criteria as required for EHRs. Methods: The definition and assessment of interoperability criteria is supported by the analysis of existing literature and personal experience as well as by discussions with several domain experts. Results: Criteria for interoperability addresses the following aspects: Interfaces, Semantics, Legal and organizational aspects and Security. The Integrating the Healthcare Enterprises initiative (IHE) profiles make a major contribution to these aspects, but they also arise new problems. Flexibility for adoption to different organizational/regional or other specific conditions is missing. Regional or national initiatives should get a possibility to realize their specific needs within the boundaries of IHE profiles. Security so far is an optional element which is one of IHE greatest omissions. An integrated security approach seems to be preferable. Discussion: Irrespective of the so far practical significance of the IHE profiles it appears to be of great importance, that the profiles are constantly checked against practical experiences and are continuously adapted.
  • Zeitschriftenartikel
    Studentische Aktivierung und Interaktivität in der virtuellen Hochschullehre
    (HMD Praxis der Wirtschaftsinformatik: Vol. 58, No. 6, 2021) Ammenwerth, Elske
    Virtuelle Lehr- und Lernsettings haben in der Hochschullehre bisher eher ein Schattendasein geführt. Die Corona-Pandemie-Situation hat nun Lehrpersonen und Studierende gezwungen, sich vollständig auf virtuelle Lehrformen einzulassen. Etablierte Lehr- und Lernroutinen mussten dabei hinterfragt und neue Ansätze der virtuellen Lehre erprobt, adaptiert oder verworfen werden. Sowohl institutionell als auch individuell konnten so an allen Hochschulen Erfahrungen gesammelt werden, welche erwarten lassen, dass virtuelle Lehre die Hochschullehre in Zukunft positiv beeinflussen kann. In diesem Beitrag leiten wir auf Basis der Forschung zu virtuellen Lehr- und Lernsetting zunächst zwei zentrale Erfolgsfaktoren für virtuelle Hochschullehre ab, nämlich studentische Aktivierung und studentische Interaktivität. Anhand der Universität UMIT TIROL beschreiben wir dann exemplarisch, wie diese Erfolgsfaktoren in der synchronen sowie der asynchronen virtuellen Hochschullehre umgesetzt werden können und welche Erfahrungen wir damit gemacht machen. Abschließend diskutieren wir, wie die gemachten Erfahrungen auch langfristig die Hochschullehre (egal ob in Präsenz oder virtuell) positiv beeinflussen können und welche Rahmenbedingungen an Hochschulen hierfür zu schaffen sind. Online-based teaching has so far tended to lead a shadowy existence in university teaching. The corona pandemic situation has now forced teachers and students to engage in virtual forms of teaching. Established teaching and learning routines had to be questioned, and new approaches to virtual teaching had to be tested, rejected, or reconsidered. The experiences made at all universities show that virtual teaching may positively influence university teaching in the future. In this article, based on research on virtual teaching and learning settings, we first present two critical success factors for virtual university teaching: student activation and student interaction. Using examples from the University UMIT TIROL, we will describe how these success factors can be implemented in synchronous and asynchronous virtual university teaching. Finally, we discuss how the experiences gained can positively influence university teaching (regardless of whether it is face-to-face or virtual) and what conditions need to be created at universities for this.