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Educational Hypermedia at the University of Vienna Medical School: Experiences and Outlook

Educational Hypermedia at the University of Vienna Medical School: Experiences and Outlook. Paolo Petta Gottfried Csanyi, Martin Lischka, Richard März, Patrick Merl, Aurel Botz, Ali Fatemi, Dieter Haider, Klaus Rapf, Henriette Beran, André Gahleitner, Joachim Kettenbach, Mario Veitl.

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Educational Hypermedia at the University of Vienna Medical School: Experiences and Outlook

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  1. Educational Hypermedia atthe University of Vienna Medical School: Experiences and Outlook Paolo PettaGottfried Csanyi, Martin Lischka, Richard März, Patrick Merl,Aurel Botz, Ali Fatemi, Dieter Haider, Klaus Rapf, Henriette Beran, André Gahleitner, Joachim Kettenbach, Mario Veitl SIMOS 1998 WS

  2. Aspects of educational hypermedia • Content authoring • Macro aspects • Micro aspects • Content use • Teaching vs. learning • Content management

  3. Aspects of educational hypermedia:Content authoring • Macro aspects • Curriculum • Intensional definition of kinds of required resources andmanagement tasks • Global didactical approach, e.g.: (post-)problem oriented • Organizational principles, e.g.: indexing ontologies • Teaching practices/didactics • Acceptance of technology • Acceptance of global policies

  4. Aspects of educational hypermedia:Content authoring • Micro aspects: • Object level: building blocks • Meta level: indexing, publishing • Openness (incorporation of custom solutions) • Validation • particular problem with distributed use:no single responsible expert/expert is capable of validating all content w.r.t. all possible uses

  5. Aspects of educational hypermedia:Content usage • Teaching vs. learning • Examples of types of uses: • Frontal teaching: • Teacher access to material & distribution of handouts • Course-based: • Publication of organized self-study material • Problem-based: • Publication of case information • Publication of information sources • Publication of information access tools

  6. Aspects of educational hypermedia:Content management • Maintenance • changes, updates, versioning • Access tools • Resource discovery, indexing and retrieval • Annotation • Presentation generation • Transclusion,… • Adaptation • Distributed validation

  7. Timeline • Past: four phases (since ca.1988) • From local courseware tointerdisciplinary networked resource management • Now • Curriculum reform • Global (re-)structuring of content • Provisions for future continuous restructuring • Future • Non-disciplinary meta-management

  8. Four past phases • Local courseware • Local resource management • Networked courseware • Networked resource management

  9. Local courseware • (almost) Closed commercial authoring environment –(Authorware 1.x) • No separation of form (presentation) and content • Fixed („canned“) content • Not networkable media (analogue videodisc) • De facto not distributable (custom hardware requirements) • Course domains: Pathology, Internal Medicine,…

  10. Local resource management • More open authoring environment - (Authorware 2.x/3.x) • Clean separation of presentation and content • Automatic tailoring to available content • Indexing of content, selective access • Networkable digital image format • Distributable (CD-ROM) • Example: Radiology - “The Vienna Blend“

  11. Networked courseware • WWW courseware • Authoring and data management tools • Added values (CMC, CSCW) • Logistics • Multiple authors, distributed team/competences, remote server,… • Example: Introduction to chemical exercises

  12. Networked courseware • Validation & Evaluation • Four key criteria for success • Native language • Embedded in curriculum • Immediate feedback for students • Preparation for well-defined learning goal(examination)

  13. Networkedresourcemanagement • (Towards) Inter-disciplinary content (PBL) • Emphasis on interrelationships between different subject domains involved in a task • e.g.: Hypothesis-guided decision making:clinical information,biochemistry, statistics,… • Resource management, resource conversion • Example: PKU (compulsory biochemistry course)

  14. Curriculumreform • Current problems • Monotonically growing number of independent required subjects • Curriculum,tought content, andinformation assimilated by students arelargely disconnected

  15. Current Austrian MedicalExamination Subjects

  16. Curriculumreform • Goal • Replacement of subject-orientation bynon-disciplinary competence-orientation • Catalogue of competences with associated • learning goals (per study phase), • aims (per study phase block), and • objectives (per block course and block course phase)

  17. Example competence Knowledge and skills to consider and justify important differential diagonses, and to design a goal-conducive plan of examinations

  18. Networkedcompetences

  19. Summary • Modern approaches to curriculum design emphasize the importance ofinformation meta-management tasks • This readies the domain for application of a variety of SIMOS techniques, such as • Ontology construction and maintenance • Resource discovery and indexing • Resource access

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