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Depicting Educational Content Repurposing Context and Inheritance


Abstract:

Educational content is often shared among different educators and is enriched, adapted, and, in general, repurposed so that it can be reused in different contexts. This p...Show More

Abstract:

Educational content is often shared among different educators and is enriched, adapted, and, in general, repurposed so that it can be reused in different contexts. This paper discusses educational content and content repurposing in medical education, presenting different repurposing contexts. Finally, it proposes a novel approach to content repurposing via Web 2.0 social networking of learning resources. The proposed social network is augmented by a graphical representation module in order to capture and depict the relationships among different repurposed medical educational resources, based on educational resource “families” and inheritance. The ultimate goal is to provide a conceptually different approach to educational resource organization and retrieval via “social” associations among learning resources.
Published in: IEEE Transactions on Information Technology in Biomedicine ( Volume: 15, Issue: 1, January 2011)
Page(s): 164 - 170
Date of Publication: 03 December 2010

ISSN Information:

PubMed ID: 21134819
Citations are not available for this document.

I. Introduction

Continuous advances in medicine and biological sciences lead to an ever-expanding core knowledge relevant to the medical practice. Thus, medical academic institutions are increasingly required to invest in order to enrich their curricula by developing overspecialized courses and corresponding educational content. Educational content in medicine is produced by academics and clinical teachers based on accepted scientific knowledge, as well as by clinicians and researchers on the field, be it the hospital, the medical ward or the clinical, and/or research laboratory. Therefore, educational content in medicine includes a broad range of learning resource types and is customarily produced by a variety of sources. Another important factor that adds to the complexity, variability, and uniqueness of medical educational content is the growing penetration of active learning approaches in medical education [1]. Contemporary medical education, on a good degree, is based on case-based or problem-based learning and other small group instructional models, collaborative organizations to support student–faculty interactions, and technology-enhanced educational tools. Here, we should also stress the fact that medical knowledge is simultaneously explicit and implicit with certain aspects already well known and easily transferable, and others that are not yet fully known but must still be learned (e.g., by observation of task performance, and recursive practice)—what is usually referred to as tacit or personal knowledge [2], [3].

Cites in Papers - |

Cites in Papers - IEEE (2)

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1.
Gilbert Wilkes, Jaigris Hodson, "Using social media aggregation and curation techniques in the classroom to identify discourse trends and support brand operations", IEEE International Professonal Communication 2013 Conference, pp.1-7, 2013.
2.
C. S. Pattichis, C. N. Schizas, E. C. Kyriakou, D. I. Fotiadis, M. S. Pattichis, P. D. Bamidis, "Guest Editorial Introduction to the Special Issue on Citizen Centered e-Health Systems in a Global Healthcare Environment: Selected Papers From ITAB 2009", IEEE Transactions on Information Technology in Biomedicine, vol.15, no.1, pp.3-10, 2011.

Cites in Papers - Other Publishers (6)

1.
Stathis Th. Konstantinidis, Panagiotis D. Bamidis, Nabil Zary, "Introduction to digital innovation in healthcare education and training", Digital Innovations in Healthcare Education and Training, pp.3, 2021.
2.
Alessia Plutino, Tiziana Cervi-Wilson, Billy Brick, Innovative language teaching and learning at university: treasuring languages, pp.21, 2020.
3.
Fernando Governo, Aurora A.C. Teixeira, Ana Margarida Brochado, "Social Multimedia Computing: An Emerging Area of Research and Business for Films", Journal of Creative Communications, pp.097325861668896, 2017.
4.
Athos Antoniades, Iolie Nicolaidou, Dimitris Spachos, Jarkko Mylläri, Daniela Giordano, Eleni Dafli, Evangelia Mitsopoulou, Christos N Schizas, Constantinos Pattichis, Maria Nikolaidou, Panagiotis Bamidis, "Medical Content Searching, Retrieving, and Sharing Over the Internet: Lessons Learned From the mEducator Through a Scenario-Based Evaluation", Journal of Medical Internet Research, vol.17, no.10, pp.e229, 2015.
5.
Helena Salminen, Nabil Zary, Karin Björklund, Eva Toth-Pal, Charlotte Leanderson, "Virtual Patients in Primary Care: Developing a Reusable Model That Fosters Reflective Practice and Clinical Reasoning", Journal of Medical Internet Research, vol.16, no.1, pp.e3, 2014.
6.
Daniel Schwarz, Petr Štourač, Martin Komenda, Hana Harazim, Martina Kosinová, Jakub Gregor, Richard Hůlek, Olga Smékalová, Ivo Křikava, Roman Štoudek, Ladislav Dušek, "Interactive Algorithms for Teaching and Learning Acute Medicine in the Network of Medical Faculties MEFANET", Journal of Medical Internet Research, vol.15, no.7, pp.e135, 2013.

References

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