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Prof. Dr. Kalz, Marco

Professor für Mediendidaktik; Fak. 2 - Mediendidaktik
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Prof. Dr. Marco Kalz Professor of Technology-Enhanced Learning/Mediendidaktik Heidelberg University of Education Institute for Arts, Music and Media Im Neuenheimer Feld 561 69120 Heidelberg Germany

Icon Mail kalz[at]ph-heidelberg.de
Icon Homepage https://kalz.cc
OrcID: 0000-0003-1471-5827

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Projekte

Fak. 2 • Mediendidaktik
Projekt-ID:1128 • Ausrichtung: national • 102 020 910 • Zeitraum: 01.04.26 bis 31.03.29
Forschungsprojekt
akt. laufendKooperation

MARSS: Multimodales System zur Abwehr von Desinformation für SchülerInnen
MARSS: A multimodal system to combat disinformation for school pupils
Projekt aufrufen
Projekt-ID:994
Forschungsprojekt
akt. laufend

Interact-Europe 100
Interact-Europe 100
Projekt aufrufen
Projekt-ID:950
Forschungsprojekt
abgeschlossen

Digital Transition and digital resilience in oncology
Digital Transition and digital resilience in oncology
Projekt aufrufen
Projekt-ID:936
Forschungsprojekt
abgeschlossen

Gini2: Intelligente Musiklehre im interaktiven Lernraum mittels Smartphone
Gini2: Intelligent teaching of music mit smart devices in an interactive learning space
Projekt aufrufen
Projekt-ID:890
Forschungsprojekt
abgeschlossen

Innovative collaboration for Inter-specialty cancer training across Europe (INTERACT-EUROPE)
Innovative collaboration for Inter-specialty cancer training across Europe (INTERACT-EUROPE)
Projekt aufrufen
Projekt-ID:799
Entwicklungsvorhaben
abgeschlossen

JOKER – Journalistische und crossmediale Kompetenzentwicklung für Studierende
JOKER: Journalistic and cross-media competence development for students
Projekt aufrufen
Projekt-ID:794
Entwicklungsvorhaben
abgeschlossen

DATA2Teach. Wie Daten Schule und Schulen Daten machen
Data2Teach. How data make schools and schools make data
Projekt aufrufen
Projekt-ID:787
Forschungsprojekt
abgeschlossen

ENTER_EdTech: Entering the EdTech Entrepreneurship World
ENTER_EdTech: Entering the EdTech Entrepreneurship World
Projekt aufrufen
Projekt-ID:580
Forschungsprojekt
abgeschlossen

SOONER - The Structuration of Open and Online Education in the Netherlands
Projekt aufrufen
Prorektorat • für Forschung
Projekt-ID:724
Entwicklungsvorhaben
abgeschlossen

Kooperation Hochschulentwicklung Heidelberg – La Paz (HeiLaP)
Cooperation Heidelberg University Development - La Paz (HeiLaP)
Projekt aufrufen

Publikationen

Alle20252024202320222021202020192018201720162015201420132012201120102009200820072006200520042003
ArtikelOpen Access · CCPeer ReviewDeutsch

Individualisiertes Lernen mit digitalen Bildungsressourcen Eine Delphi Studie aus der Perspektive von Lehrer:innen.

Pietrusky, S. & Kalz, M. (2025). Individualisiertes Lernen mit digitalen Bildungsressourcen Eine Delphi Studie aus der Perspektive von Lehrer:innen. MedienPädagogik. Zeitschrift für Theorie und Praxis der Medienbildung., 2025, 27-49.

Abstract
Ziel dieser Studie ist die Entwicklung eines Konzepts für die einheitliche Gestaltung digitaler Bildungsressourcen anhand verbindlicher Kriterien zur Förderung individualisierten Lernens im Unterricht. Während die aktuelle Literatur viel Wert auf OER legt, wird die Anpassungsfähigkeit digitaler Bildungsressourcen unabhängig von Lizenzfragen weniger diskutiert. Zudem fehlen Daten zur höheren Wirksamkeit von OER im Vergleich zu kommerziellen Bildungsressourcen. Daher wurde auf der Basis pädagogischer und lernpsychologischer Theorien ein theoretisches Konzept mit verbindlichen Kriterien für digitale Bildungsressourcen (DER) aus Lehrerperspektive entwickelt. Eine Delphi-Studie mit Lehramtsstudent:innen und Lehrenden identifizierte in der ersten Runde (N = 69) 19 wichtige Kriterien. In der zweiten Runde (N = 88) wurde die Wichtigkeit der Kriterien beurteilt und dabei festgestellt, dass eine höhere Häufigkeit eines Kriteriums (erste Runde) mit einer hohen durchschnittlichen Zustimmung (zweite Runde) korrelierte, was auf eine starke Zustimmung hinweist. Die drei wichtigsten Kriterien für DER sind Benutzerfreundlichkeit, Adaptierbarkeit und Verständlichkeit. Die kostenlose Verfügbarkeit von digitalen Bildungsressourcen wurde im Vergleich zu anderen Bewertungskriterien als weit weniger bedeutsam eingestuft. Die Ergebnisse der Delphi-Studie zeigen die Notwendigkeit alternativer Konzepte mit eindeutigen Kriterien zur Entwicklung digitaler Bildungsressourcen, die individualisiertes Lernen aus Sicht von Lehrer:innen fördern.
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ArtikelOpen Access · CCPeer ReviewDeutsch

Mediendidaktik als Implementierungswissenschaft der Pädagogik? Kommentar zu Michael Kerres‹ Mediendidaktik–Versuch einer Positionierung›

Kalz, M. (2025). Mediendidaktik als Implementierungswissenschaft der Pädagogik? Kommentar zu Michael Kerres‹ Mediendidaktik–Versuch einer Positionierung›. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 2025(65), 45-49.

Abstract
In diesem Kommentar wird der Vorschlag von Michael Kerres zur Positionierung der Mediendidaktik erweitert und kommentiert. Ausgehend von Limitierungen des Medienbegriffs wird das Forschungsprofil der Mediendidaktik einerseits zur didaktischen Makroebene ausgeweitet, zum anderen wird die Mediendidaktik analog zur Medizin als Implementierungswissenschaft der Pädagogik skizziert.
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Vortragohne Peer ReviewDeutsch

Brauchen wir KI-Kompetenzen? Implikationen von Künstlicher Intelligenz für das Lernen und Lehren an Hochschulen

Kalz, M. (2024). Brauchen wir KI-Kompetenzen? Implikationen von Künstlicher Intelligenz für das Lernen und Lehren an Hochschulen. RPTU Kaiserslautern-Landau.

Abstract
RPTU Kaiserslautern/Landau: Brauchen wir KI-Kompetenzen? Implikationen von Künstlicher Intelligenz für das Lernen und Lehren an Hochschulen. Eingeladener Vortrag, 27.02.24
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Vortragohne Peer ReviewDeutsch

Getting published in educational technology journals and conferences

Kalz, M. (2024). Getting published in educational technology journals and conferences. Fernuni Hagen.

Abstract
Fernuni Hagen: Getting published in educational technology journals and conferences. CATALPA young researchers day. Eingeladener Vortrag. 08.05.24
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Vortragohne Peer ReviewEnglish

Transfer and problem-solving as alternative futures for teaching in higher education

Kalz, M. (2024). Transfer and problem-solving as alternative futures for teaching in higher education. St. Pölten, Austria.

Abstract
FH St Pölten, DACH Konferenz Inverted Classroom and beyond: Eingeladene Keynote „Transfer and problem-solving as alternative futures for teaching in higher education“, 13.02.24
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Vortragohne Peer ReviewDeutsch

Zukunft revisited. Alternative Konzepte zur Zukunftsorientierung in der Hochschullehre.

Kalz, M. (2024). Zukunft revisited. Alternative Konzepte zur Zukunftsorientierung in der Hochschullehre. Pädagogische Hochschule Luzern.

Abstract
PH Luzern: Zukunft revisited. Alternative Konzepte zur Zukunftsorientierung in der Hochschullehre. Eingeladener Vortrag, 14.03.24.
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Vortragohne Peer ReviewDeutsch

Zur Bedeutung von Künstlicher Intelligenz für die Lerninhalte an Hochschulen.

Kalz, M. (2024). Zur Bedeutung von Künstlicher Intelligenz für die Lerninhalte an Hochschulen. Ruhr-Uni Bochum.

Abstract
Ruhr-Uni Bochum: Zur Bedeutung von Künstlicher Intelligenz für die Lerninhalte an Hochschulen. Eingeladenes Panel. Learning AID Konferenz. 02.09.24
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ArtikelOpen Accessohne Peer ReviewDeutsch

Erneuerung der Hochschulen von Außen nach Innen oder umgekehrt? Kritische Diskussion und Alternativen zur Future-Skills Bewegung

Kalz, M. & Reinmann, G. (2024). Erneuerung der Hochschulen von Außen nach Innen oder umgekehrt? Kritische Diskussion und Alternativen zur Future-Skills Bewegung. Impact Free(57).

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ArtikelOpen Access · CCPeer ReviewEnglish

General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL)

Knöpfel, M., Meyer, P. & Kalz, M. (2024). General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL). Journal of Problem Based Learning in Higher Education, 12(1).

Abstract
Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on content-related and long-term measurements when examining the effects of PBL, this study took a different approach by exploring the general increase in problem-solving skills resulting from PBL. The sample consisted of 90 second-semester students who were assessed at three different time points using three subscales of the Wilde-Intelligenz-Test I & II: analogies (AL), letter series (BR) and numerical series (ZN). The findings revealed a significant improvement in general problem-solving abilities within the PBL group. These results provide valuable insights into the impact of PBL on the development of general problem-solving skills, even within a domain-independent and short-term context. Lecturers are encouraged to consider implementing PBL in their study programs, as it equips graduates with the necessary skills to tackle the challenges of today’s dynamic and constantly changing world.
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Vortragohne Peer ReviewDeutsch

Data2Teach – Datenkompetenz für angehende Lehrer:innen

Kalz, M. (2023). Data2Teach – Datenkompetenz für angehende Lehrer:innen. Online.

Abstract
Eingeladener Vortrag in der Woche der Datenbildung „Data2Teach – Datenkompetenz für angehende Lehrer:innen“, RPTU Landau, 26.09.23.
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Vortragohne Peer ReviewEnglish

Impact of AI on digital literacy in teacher education: Implications of a changing digital environment

Kalz, M. (2023). Impact of AI on digital literacy in teacher education: Implications of a changing digital environment. Universität Nürnberg-Erlangen.

Abstract
Friedrich Alexander Universität Nürnberg-Erlangen, Invited keynote „"Impact of AI on digital literacy in teacher education: Implications of a changing digital environment“. Autumn school, 11. Oktober 2023
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Vortragohne Peer ReviewEnglish

Invited Keynote panel: Responsive and Sustainable Educational Futures

Kalz, M. (2023). Invited Keynote panel: Responsive and Sustainable Educational Futures. Aveiro, Portugal.

Abstract
Invited and moderated panel on responsive and sustainable futures at the European Conference on Technology-Enhanced Learning (EC-TEL) 2023, Aveiro, Portugal.
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Vortragohne Peer ReviewDeutsch

KI in der Hochschullehre: Vom stochastischen Papagei zum allwissenden Lernbegleiter?

Kalz, M. (2023). KI in der Hochschullehre: Vom stochastischen Papagei zum allwissenden Lernbegleiter? Uni Marburg.

Abstract
Uni Marburg, Eingeladene Keynote “KI in der Hochschullehre: Vom stochastischen Papagei zum allwissenden Lernbegleiter?”, 16. November 2023
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Vortragohne Peer ReviewDeutsch

Peer Feedback: Brücke zu einer neuen Feedback- und Beurteilungskultur in der Hochschullehre?

Kalz, M. (2023). Peer Feedback: Brücke zu einer neuen Feedback- und Beurteilungskultur in der Hochschullehre? Uni Nürnberg-Erlangen.

Abstract
Friedrich Alexander Universität Nürnberg-Erlangen, Eingeladene Keynote „Peer Feedback: Brücke zu einer neuen Feedback- und Beurteilungskultur in der Hochschullehre?“, Symposium Brückenschlag: Lernprozesse in analogen, hybriden und digitalen Formaten, 11. Oktober 2023
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Vortragohne Peer ReviewDeutsch

Publizieren im Bereich Educational Technology

Kalz, M. (2023). Publizieren im Bereich Educational Technology. Online.

Abstract
Metavorhaben Digitalisierung im Bildungsbereich, Veranstaltung zum Publizieren von EdTech Research, Uni Duisburg-Essen, 25.09.23
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Vortragohne Peer Review

Zukunftskompetenzen und KI-Kompetenz – alter Wein in neuen Schläuchen? Eine kritische Analyse

Kalz, M. (2023). Zukunftskompetenzen und KI-Kompetenz – alter Wein in neuen Schläuchen? Eine kritische Analyse. online.

Abstract
Eingeladener Vortrag der Deutschen Gesellschaft für Hochschuldidaktik
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SonstigesOpen Access · CCohne Peer ReviewDeutsch

TWLZ German Teacher Network Twitter Corpus (December 2013 - December 2020)

Kalz, M. (2023). TWLZ German Teacher Network Twitter Corpus (December 2013 - December 2020). OSF.

Abstract
Data collected on 7 years of conversations of the German teacher network Twitterlehrerzimmer.
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SammelbandOpen Access · CCPeer ReviewPrintEnglish

A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation

Kasch, J., Van Rosmalen, P. & Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In: Noroozi, O. & De Wever, B. (Hrsg.), The Power of Peer Learning. Fostering Students’ Learning Processes and Outcomes. (S. 265-287) (Band 1). Cham: Springer.

Abstract
Providing and receiving feedback requires a certain openness in individuals which is referred to as feedback orientation. Although this openness is also required in peer-feedback processes personal factors that influence student’s openness (i.e. peer-feedback orientation) are less researched. Inspired by feedback orientation studies in a workplace setting we investigated personal factors that influence students’ peer-feedback orientation. As part of an exploratory sequential mixed methods research design, qualitative data on personal factors influencing student’s peer-feedback orientation was collected. Semi-structured interviews with students, teachers and researchers (N = 13) revealed a broad range of personal factors influencing their peer-feedback orientation. Thematic analyses of the data showed that the most prominent factors were related to the perceived usefulness of receiving and providing peer-feedback, the social bond between students, fairness and skills. The importance of existing feedback orientation dimensions (utility, accountability, social awareness and self-efficacy) by (Linderbaum and Levy, Journal of Management 36:1372–1405, 2010) was confirmed in a higher education setting. Interestingly, different interpretations of the dimensions were found which should lead to the development of a peer-feedback orientation scale for higher education.
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Sammelbandohne Peer ReviewPrintDeutsch

Mobiles Lernen im Zeitalter der Mobilität und Postdigitalität.

Schulze, A. & Kalz, M. (2023). Mobiles Lernen im Zeitalter der Mobilität und Postdigitalität. In: Brandhofer, G. & Wiesner, C. (Hrsg.), Didaktik in einer Kultur der Digitalität. Wirkmächtige Mediendidaktik, zukunftsorientierte Pädagogik. (S. 57-70). Bad Heilbronn: Verlag Julius Klinkhardt GmbH & Co. KG.

  • ISBN978-3-7815-2603-7
  • Stichwortemobiles Lernen, Mobilität, Kontext, ortsbasiertes Lernen, Übergänge, Medienbruch, Postdigitalität, Semiotik von Mobilität, Augmented Reality
Abstract
In diesem Kapitel widmen wir uns dem mobilen Lernen aus der Perspektive der Mobilität und Postdigitalität. Auf der Basis eines historischen Abrisses der verschiedenen Forschungs- und Entwicklungsströmungen des Feldes stellen die Autor:innen einige grundlegende Theorien und Modelle vor, die für die Diskussion zum mobilen Lernen ein hilfreiches Rahmenwerk zur Diskussion bieten können. Didaktische Perspektiven werden entlang den Orientierungsdimensionen einer „wirkmächtigen Mediendidaktik“ diskutiert.
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Noch kein Titelbild vorhandenDNB
ArtikelOnlinePeer ReviewPrintEnglish

A data-driven approach for the identification of features for automated feedback on academic essays

Abbas, M., Van Rosmalen, P. & Kalz, M. (2023). A data-driven approach for the identification of features for automated feedback on academic essays. IEEE Transactions on Learning Technologies, 23(4).

  • DOIhttps://doi.org/10.1109/TLT.2023.3320877
  • StichworteFeature extraction, Syntactics, Semantics, Measurement, Writing, Surface morphology, Natural Language Processing, Artificial Neural Networks, Feature selection, Feature reduction
Abstract
For predicting and improving the quality of essays, text analytic metrics (surface, syntactic, morphological and semantic features) can be used to provide formative feedback to the students in higher education. In this study, the goal was to identify a sufficient number of features that exhibit a fair proxy of the scores given by the human raters via a data-driven approach. Using an existing corpus and a text analysis tool for the Dutch language, a large number of features were extracted. Artificial neural networks, Levenberg Marquardt algorithm and backward elimination were used to reduce the number of features automatically. Irrelevant features were eliminated based on the inter-rater agreement between predicted and human scores calculated using Cohen's Kappa ( κ ). The number of features in this study was reduced from 457 to 28 and grouped into different categories. The results reported in this paper are an improvement over a similar previous study. Firstly, the inter-rater reliability between the predicted scores and human raters was increased by tweaking the corpus for overfitting for average scores. The resulting maximum value of κ showed substantial agreement compared to moderate inter-rater reliability in the prior study. Secondly, instead of using a dedicated training and test set, the training and testing phases in the new experiments were performed using k-fold cross validation on the corpus of texts. The approach presented in this research paper is the first step towards our ultimate goal of providing meaningful formative feedback to the students for enhancing their writing skills and capabilities.
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ArtikelOpen AccessPeer ReviewEnglish

An inter-specialty cancer training programme curriculum for Europe

Benstead, K., Brandl, A., Brouwers, T., Civera, J., Collen, S., Csaba, D. L., De Munter, J., Dewitte, M., Diez de los Rios, C., Dodlek, N., Eriksen, J. G., Forget, P., Gasparatto, C., Geissler, J., Hall, C., Juan, A., Kalz, M., Kelly, R., Klis, G., Kulaksız, T., Lecoq, C., Marangoni, F., McInally, W., Oliver, K., Popovics, M., Poulios, C., Price, R., Rollo, I., Romeo, S., Steinbacher, J., Sulosaari, V. & O´Higgins, N. (2023). An inter-specialty cancer training programme curriculum for Europe. European Journal of Surgical Oncology, 49(9), 1-6.

Abstract
Introduction
Multidisciplinary and multi-professional collaboration is vital in providing better outcomes for patients The aim of the INTERACT-EUROPE Project (Wide Ranging Cooperation and Cutting Edge Innovation As A Response To Cancer Training Needs) was to develop an inter-specialty curriculum. A pilot project will enable a pioneer cohort to acquire a sample of the competencies needed.
Methods
A scoping review, qualitative and quantitative surveys were undertaken. The quantitative survey results are reported here. Respondents, including members of education boards, curriculum committees, trainee committees of European specialist societies and the ECO Patient Advisory Committee, were asked to score 127 proposed competencies on a 7-point Likert scale as to their value in achieving the aims of the curriculum. Results were discussed and competencies developed at two stakeholder meetings. A consultative document, shared with stakeholders and available online, requested views regarding the other components of the curriculum.
Results
Eleven competencies were revised, three omitted and three added. The competencies were organised according to the CanMEDS framework with 13 Entrustable Professional Activities, 23 competencies and 127 enabling competencies covering all roles in the framework. Recommendations regarding the infrastructure, organisational aspects, eligibility of trainees and training centres, programme contents, assessment and evaluation were developed using the replies to the consultative document.
Conclusions
An Inter-specialty Cancer Training Programme Curriculum and a pilot programme with virtual and face-to-face components have been developed with the aim of improving the care of people affected by cancer.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education

Weidlich, J. & Kalz, M. (2023). How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education. European Journal of Teacher Education, 1(1), 1-21.

Abstract
Past research has identified deficits in knowledge of student teachers regarding integration of technology in teaching leading to a need to investigate the efficacy of teacher training initiatives. There is a gap in understanding of developmental trajectories of these skills, as well as whether other factors moderate this. Using the TPACK-Model, the current study presents an analysis (N = 526) of a teacher training at a University of Education in Germany. Overall, results suggest trajectories where some knowledge domains are positively associated with study progress while others are not. Specifically, technology-related knowledge mostly does not show an association with study progress. However, this phenomenon is moderated by gender, suggesting that women report lower skills in technology-related dimensions and no associations with study progress. Our results illustrate the necessity to improve teacher training so that preservice teachers in general, but especially women, feel better qualified to integrate technology into the classroom.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Students’ feedback literacy in higher education: an initial scale validation study

Woitt, S., Weidlich, J., Jivet, I., Göksün, D. O., Drachsler, H. & Kalz, M. (2023). Students’ feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education, 00(0), 1-21.

Abstract
Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Students’ feedback literacy in higher education: an initial scale validation study,

Kalz, M. & Weidlich, J. (2023). Students’ feedback literacy in higher education: an initial scale validation study,. Teaching in Higher Education, 31, 1-20.

Abstract
Given the crucial role of feedback in supporting learning in highereducation, understanding the factors influencing feedbackeffectiveness is imperative. Student feedback literacy, that is, theset of attitudes and abilities to make sense of and utilizefeedback is therefore considered a key concept. Rigorousinvestigations of feedback literacy require psychometrically soundmeasurement. To this end, the present paper reports on thedevelopment and initial validation (N= 221) of a self-reportinstrument. Grounded in the conceptual literature and buildingon previous scale validation efforts, an initial overinclusive itempool is generated. Exploratory factor analysis and the Raschmeasurement model yield adequate psychometric properties ofan initial scale measuring two dimensions: feedback attitudes andfeedback practices with a total of 21 items. We further provideevidence for criterion-related validity. Findings are discussed inlight of the emerging feedback literacy literature and avenues forfurther improvement of the scale are reported.ARTICLE HISTORYReceived 3 May 2023Accepted 4 September 2023KEYWORDSFeedback literacy; scaledevelopment; exploratoryfactor analysis; Raschanalysis; higher education1. IntroductionFeedback has famously been identified as‘one of the most powerful influences on learningand achievement’(Hattie and Timperley2007 ,81).Thismakesfeedback–the provision ofinformation about student learning back to students–a central consideration in designingeffective learning experiences. For example, the classic self-regulated learning (SRL) modelby Butler and Winne (1995 ) posits feedback as an inherent determinant of SRL processes,which in turn, are preconditions for student learning. However, under the umbrella termfeedback hides an array of possible feedback designs, which can be more or less elaborate,detailed, or motivating; a variety which may also explain the high degree of heterogeneityin the effects of feedback (Hattie and Timperley2007 ; Wisniewski, Zierer, and Hattie2020 ).© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in anymedium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on whichthis article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.CONTACTJoshua Weidlichjoshua_weidlich@yahoo.deTEACHING IN HIGHER EDUCATIONhttps://doi.org/10.1080/13562517.2023.2263838
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Students’feedback literacy in higher education: an initial scale validation study

Kalz, M. (2023). Students’feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education, 23(1), 1-21.

Abstract
Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.
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ArtikelOpen Access · CCPeer ReviewEnglish

Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review

Kulaksız, T., Steinbacher, J. & Kalz, M. (2023). Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review. Journal of Cancer Education, 38, 1743-1751.

Abstract
As cancer continues to be a significant global health challenge, the education of oncology professionals plays a crucial role in providing quality cancer care and achieving optimal patient outcomes. In order to meet the growing need for flexible, accessible, and effective training, this study examines the role of technology-enhanced learning (TEL) in the education of oncology medical professionals. Following the PRISMA guidelines, this systematic review included 34 articles published between 2012 and 2022 in EBSCO and PubMed databases. Findings reveal a diverse range of digital tools being used in oncology training, despite a shortage of advanced educational technologies and limited functional improvement compared to traditional instruction. Since the training primarily targeted at multiple professions in the medical expert role, with radiation oncologists being overrepresented, other oncology domains should be examined more thoroughly in the future, taking into account distinct professional abilities, e.g. communication, collaboration, and leadership skills with reference to the CanMEDS framework. Although the training programmes generally resulted in positive outcomes according to the Kirkpatrick evaluation model, experimental research designs were rather limited. Therefore, the substantial contribution and limitations of TEL in oncology education need to be clarified. Precise reporting of digital tools and instructional processes, as well as challenges encountered, is highly recommended to increase transparency and replicability. Research methodology in digital oncology education remains a major concern and should be addressed accordingly in future research.
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ArtikelOpen Access · CCPeer ReviewDeutsch

Zurück in die Zukunft? Eine literaturbasierte Kritik der Zukunftskompetenzen.

Kalz, M. (2023). Zurück in die Zukunft? Eine literaturbasierte Kritik der Zukunftskompetenzen. MedienPädagogik. Zeitschrift für Theorie und Praxis der Medienbildung., 2023(1), 332-352.

Abstract
Das Konzept der Zukunftskompetenzen wird aktuell für Hochschulen als Option gesehen, um Studierende besser auf eine ungewisse Zukunft vorzubereiten und zu Problemlöser:innen der Zukunft auszubilden. Das Konzept hat in Deutschland den Eingang in die politischen Förderaktivitäten gefunden, ohne dass eine evidenzbasierte Analyse oder eine kritische Diskussion des Konzeptes stattgefunden hat. In diesem Beitrag wird die Diskussion in einen historischen Zusammenhang eingeordnet und es werden Verbindungen zu vergleichbaren Konzepten und Aktivitäten hergestellt. Auf Basis von systematischen Literaturanalysen, Evidenzsynthesen und hochschuldidaktischer Forschung wird der aktuelle Forschungsstand zusammengefasst und werden neun Problembereiche der Diskussion und Förderung von Zukunftskompetenzen identifiziert. Neben der fehlenden Einordnung der Zukunftskompetenzen in frühere Ansätze wurden vor allem die fehlenden empirischen Grundlagen sowie das Nicht-Vorhandensein von Messmethoden zur Analyse dieser Kompetenzen als kritisch für die Förderung von Lehr- und Lernangeboten für Zukunftskompetenzen identifiziert. Als alternative Forschungs- und Entwicklungsrichtung wird die Herausforderung des Transfers innerhalb und ausserhalb von Expertisefeldern diskutiert.
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Didaktische und ethische Implikationen der Nutzung von künstlicher Intelligenz in Schule und Unterricht

Kalz, M. (2022). Didaktische und ethische Implikationen der Nutzung von künstlicher Intelligenz in Schule und Unterricht. online.

Abstract
Invited Keynote Digiatschool Conference. 31.3.2022.
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Ethische Dimensionen Künstlicher Intelligenz in der Bildung

Kalz, M. (2022). Ethische Dimensionen Künstlicher Intelligenz in der Bildung. online.

Abstract
Forschungswerkstatt Medienpädagogik. Uni Nürnberg, Eingeladener Vortrag. 1. Juni 2022.
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Integrating AI as technology and subject in higher education: Opportunities and challenges.

Kalz, M. (2022). Integrating AI as technology and subject in higher education: Opportunities and challenges. online.

Abstract
Invited keynote during seminar on Open Online Learning in an AI Era. Shanghai Open University. 21.10.2022
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Open Education in transition. Social movement or evidence-based research domain?

Kalz, M. (2022). Open Education in transition. Social movement or evidence-based research domain? online.

Abstract
Invited presentation at the Open Science Kitchen, Twente University, The Netherlands. 28. 1. 2022
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Open Education as Social Movement? Between Evidence-Based Research and Activism

Kalz, M. (2022). Open Education as Social Movement? Between Evidence-Based Research and Activism. In: Zawacki-Richter, O. & Jung, I. (Hrsg.), Handbook of Open, Distance and Digital Education (S. 1-14) (Band 1). Singapore: Springer Nature Singapore.

Abstract
This chapter analyzes open education initiatives through the lens of social movement theory. Open education is introduced as a field with multiple dimensions, activities, and perspectives. Social movement theory is used to discuss along the dimensions of conflict and protest, cultural representation, values and collective action, and the influence of the social, political, and cultural context. Accordingly, epistemic communities are proposed as an alternative development direction for the field.
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Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators

Zhang, L., Spoelstra, H. & Kalz, M. (2022). Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators. Journal for Computational Linguistics in the Netherlands, 2021(11), 257-279.

Abstract
Based on the availability of previously annotated text corpora, the technique of argument min- ing (AM) aims to discover components in texts belonging to an argumentation structure. Due to the lack of such annotated corpus for the Dutch language, this paper presents a Dutch essay corpus with annotations of argumentation structures and quality indicators. We applied the annotation schemes and guidelines derived from previous studies to capture the argument structures of Dutch argumentative essays by identifying and classifying the argument components into major claims, claims, and premises as well as the support/attack relations between the components. Further- more, we annotated persuasiveness scores and attributes that influence persuasiveness as quality indicators. The annotation task was performed by four native Dutch teachers who annotated 30 student-written Dutch argumentative essays. The inter-rater agreement of the annotations was generally lower compared to similar previous work, due to the less rigid format of the essays in our corpus and more annotators participating in the annotation task. However, the essays in our corpus are more in line with non-worked real-world text examples. To ensure the accuracy, objec- tivity, and reliability of the corpus a consolidation procedure was applied to the final compilation. This corpus presents a novel and reliable resource for future applications in argument mining tasks in the Dutch context. The corpus is publicly available via GitHub1
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Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities

Kalz, M. (2022). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. Tertiary Education and Management, 2022.

Abstract
Leadership in higher can influence the structurally embedding of educational technologies in higher education institutions. However, HEIs are complex pluralistic organizational environments with loosely coupled systems, diffused power and goal ambiguity which makes governance of educational innovations a wicked problem in which they have to balance dynamic complex interactions while also setting out a clear vision and enacting this vision towards organizational goals. This paper analyses four qualitative case studies with a focus on the choices made by leaders in four Dutch universities that aim to contribute to organisational educational innovation. We investigated the data through the lens of complexity leadership theory in which three types of leadership play an important role: administrative leadership (i.e. top-down oriented), adaptive leadership (i.e. bottom-up oriented) and enabling leadership that emerges as a leadership type between administrative and adaptive leadership and contributes to governing innovation in complex environments. This study sheds light on how, in the case of HEIs as complex environments, leaders made strategic choices and followed up on them to enable the innovative potential of the organisation.
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GamiTool: Supporting Instructors in the Gamification of MOOCs

Ortega-Arranz, A., Asensio-Pérez, J. I., Martínez-Monés, A., Bote-Lorenzo, M. L., Ortega-Arranz, H. & Kalz, M. (2022). GamiTool: Supporting Instructors in the Gamification of MOOCs. IEEE Access, 1-17.

Abstract
Reward-based gamification strategies are proposed as a promising technique to increase student engagement in Massive Open Online Courses (MOOCs), following its success in other small- scale educational settings. However, these strategies imply a number of orchestration tasks (e.g., design, management) that are usually carried out by instructors, and which may hinder their use and adoption. Furthermore, some MOOC distinctive features (e.g., scale, 24/7 availability, etc.) have considerable implications on how these gamification strategies are orchestrated, resulting in an unmanageable instructors’ workload in cases of manual operation. Therefore, an eventual adoption of gamification in MOOCs calls for automatic systems capable of decreasing the additional workload of instructors. The limitations identified in the current solutions (e.g., non-usable graphical interfaces, inflexible gamification designs) led us to propose and develop a new gamification system named GamiTool. An evaluation with 19 MOOC instructors and gamification designers showed the high design expressiveness, usability and potential for adoption of GamiTool. Hence, GamiTool can be used by instructors to improve students’ engagement, and also, by researchers to keep understanding the effects of gamification in MOOC settings.
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What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning.

Fominykh, M., Weidlich, J., Kalz, M. & Hybertsen, I. D. (2022). What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning. International Journal of Educational Technology in Higher Education, 19(1), 1-25.

Abstract
This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner’s intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC’s benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC’s benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC’s benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.
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How did higher education lecturers cope with the pandemic?

Kalz, M. (2021). How did higher education lecturers cope with the pandemic? online.

Abstract
Invited presentation during the Media & Learning Conference, 6. Mai 2021.
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Open education, digitalisation and new learning needs

Kalz, M. (2021). Open education, digitalisation and new learning needs. online.

Abstract
Invited keynote Workshop Artificial Intelligence and changing labour markets – What pathways for universities?
6. Mai 2021, European University Association.
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Scaling interaction in blended and hybrid environments

Kalz, M. (2021). Scaling interaction in blended and hybrid environments. online.

Abstract
Invited keynote for conference “Interacting effectively in blended learning” by the BUDS project. 28. Mai 2021.
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Educational scalability in MOOCs: Analysing instructional designs to find best practices

Kasch, J., Rosmalen, P. v. & Kalz, M. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 2021(104054), 1-12.

Abstract
MOOCs provide interaction and formative feedback to high student numbers without being highly depending on the capacity of the teacher? We have applied a design analysis instrument that was specifically developed for large-scale online courses to analyse fifty MOOCs in a qualitative way. The goal of the analysis was to detect scalable best practices of formative feedback and interaction and focused on when, how and from whom students received formative feedback. To get more insight into the scalable best practices we also investigated on which complexity level they were provided. The analysis indicated scalable best practices on various complexity levels and across different learning activities. This shows that scalable formative feedback and interaction can be provided in MOOCs through different formats such quizzes, peer-feedback and simulations. The majority of the MOOCs in our sample provide student-content interaction during knowledge transfer activities (‘knows’). A selection of design examples is discussed as potentially best practices for educational scalability, not only for MOOCs but also for online education in general. While the study shows examples of scalable design choices in (open) online education, it also indicates a need for more elaborate interactions and feedback in MOOCs in order to improve their educational value and quality.
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Effects of an Ambient Learning Display on Noise Levels and Perceived Learning in a Secondary School

Tabuenca, B., Börner, D. & Kalz, M. (2021). Effects of an Ambient Learning Display on Noise Levels and Perceived Learning in a Secondary School. IEEE Transactions on Learning Technologies, 14(1), 69-80.

Abstract
Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning performance. Providing objective real-time feedback on noise is a key for teachers and students to adjust it into suitable levels. This experimental work presents the results from a study exploring the visual feedback based on noise level and the impact on students’ ( n = 198) perceived learning performance collected in 24 sessions. The results suggest persuasive effects of the ambient display on the groups and an improvement of noise awareness in students. Measurements of perceived learning-performance, and perceived noise were collected and correlated with the objective noise samples concluding poorer perceived learning performance in noisiest groups. Finally, implications for further research, as well as lessons learned to moderate noise levels in classrooms using ambient displays are discussed.
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Exploring predictors of instructional resilience during emergency remote teaching in higher education

Weidlich, J. & Kalz, M. (2021). Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education, 18(43), 1-26.

Abstract
In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N = 102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed instructional resilience by maintaining teaching quality despite difficulties of Emergency Remote Teaching and our exploration of predictors shows that personality factors as well as prior experience may have supported them in this. Our findings may contribute to the emerging literature surrounding Emergency Remote Teaching and contributes a unique resilience perspective to the experiences of Higher Education lecturers.
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Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach

Henderikx, M., Kreijns, K., Xu, K. & Kalz, M. (2021). Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach. Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach, 13(2), 143-159.

Abstract
Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions.
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Students’ perceptions of the peer-feedback experience in MOOCs

Kasch, J., Rosmalen, P. v., Löhr, A., Klemke, R., Antonaci, A. & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education, 41(1), 145-163.

Abstract
Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students’ peer-feedback skills, it is important to focus on the under- lying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online course and examined students’ perceptions of peer- feedback and training focusing on their willingness, perceived use- fulness, perceived preparedness, and general attitude; and students’ peer-feedback experience and its relation to their perception. Analysis of a perception survey from 259 students revealed that the amount of prior experience results in significant differences in stu- dents’ perception. Students without prior peer-feedback experience scored higher on willingness, usefulness, preparedness, and general attitude compared to students with some prior experience. Those with a lot of experience showed the strongest positive perception scores. No significant differences for the effect of training on percep- tion could be measured with the available data.
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The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions

Kasch, J., Rosmalen, P. v., Henderikx, M. & Kalz, M. (2021). The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. Assessment & Evaluation in Higher Education, 0(0), 1-14.

Abstract
This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students’ peer-feedback orientation that provides teachers and researchers with an instrument for understanding students’ dispositions toward receiving and providing peer-feedback.
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Automated feedback at task level : error analysis or worked out examples – which type is more effective?

Pinkernell, G., Gulden, L. & Kalz, M. (2020). Automated feedback at task level : error analysis or worked out examples – which type is more effective? In: Barzel, B., Bebernik, R., Göbel, L., Pohl, M., Ruchniewicz, H., Schacht, F. & Turm, D. (Hrsg.), Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14 (S. 221-228). Essen: DuEPublico.

Abstract
This paper reports on a small-scale quantitative study conducted in a middle school in Germanythat compared the effects of two types of feedback on reactivating procedural skills with fractions.Tasks and feedback were implemented in a STACK-based digital learning environment that allowedrandomization of numerical and graphical elements of a task as well as automated analysis ofstudent responses to each of the numerical or graphical variations of each task. Due to a small databasis, observations are statistically not verified, but nevertheless point to unexpected results:Especially low achievers seem to benefit more from the error analysis type feedback than fromfeedback that provided fully worked out solutions. If true, this result suggests that for reactivatingand practising skills, error-based feedback is more effective than worked out examples.
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The disaggregated, networked and open future of education for sustainable development

Kalz, M., Schophuizen, M. & Türkeli, S. (2020). The disaggregated, networked and open future of education for sustainable development. In: UNESCO (Hrsg.), Humanistic future of learning. Perspectives from UNESCO Chairs and UNITWIN networks (S. 113-116) (1. Auflage). Paris: United Nations Educational, Scientific and Cultural Organization.

  • Linkunesdoc.unesco.org/in/...
  • ISBN978-92-3-100369-1
  • StichworteEducational objectives, Educational forecasting, Education for sustainable development, Education and culture, open education, networked learning
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Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data

Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S. & Kalz, M. (2020). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. Journal of Computing in Higher Education, 2020(0), 1-26.

Abstract
Openness in education is not a consistent term or value since “open” is used to describe various things and often means different things to different individu- als. In a research context, it is important to identify the many interpretation(s) and perspectives of openness being investigated, especially since the underlying ideas behind these different interpretations and contexts can yield different results. Not much empirical research on the implementation aspects of open education exists, especially comparing open educational resources (OER) and open online education (OOE). This empirical study addresses this gap, exploring identification and prior- itization of organizational challenges and opportunities of two subgroups of projects (i.e. OER focused or OOE focused) within various higher education institutions in The Netherlands. The main research question in this study is: Does the project char- acter (OER focus vs. OOE focus) of innovation projects lead to perceived differ- ences by actors involved in their implementation? Findings indicate that there are differences in conceptual as well as practical representation between the two groups. These findings imply that higher education institutions need to internally adapt to the needs of various manifestations of “openness” to be able to fully benefit from opportunities and overcome challenges.
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Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges

Schophuizen, M. & Kalz, M. (2020). Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. International Journal of Educational Technology in Higher Education, 17(36), 1-17.

Abstract
Understanding the process of initiation, design, implementation and embedding of educational innovations in higher education is necessary to develop better strategies for sustainable, large-scale educational innovation. Often early initiated educational innovation projects are not evaluated well enough, making it hard to identify lessons learned. The aim of this study is to investigate how project leaders of innovation projects in Dutch higher education institutions are coping with organizational challenges. To address this we analysed qualitative focus group data with innovators that run projects at Dutch higher education institutions through the lens of contextual coping theory. Results show that the innovators identified challenges (primary appraisal), proposed possible solutions (secondary appraisal) and also were able to take concrete steps (coping efforts) to overcome challenges to design and implement open online educational innovations. From these findings it can be concluded that bottom-up initiatives can create awareness and are capable of finding local resources to establish support for embedding innovations locally, yet, appropriate, synchronized and timely top-down action is needed in order to create a sustainable and institution wide support system for experimentation and embedding of educational innovations. These findings will contribute towards developing better strategies to develop innovative educational practices and quality education.
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Elements of Open Education: An Invitation to Future Research.

Zawacki-Richter, O., Conrad, D., Bozkurt, A., Aydin, C., Bendelier, S., Jung, I., Stöter, J., Veletsianos, G., Blaschke, L. M., Bond, M., Broens, A., Bruhn, E., Dolch, C., Kalz, M., Kondakci, Y., Marin, V., Mayrberger, K., Müskens, W., Naidu, S., Qayyum, A., Roberts, J., Sangrà, A., Loglo, F. S., Slagter van Tryon, P. J. & Xiao, J. (2020). Elements of Open Education: An Invitation to Future Research. The International Review of Research in Open and Distributed Learning, 21(3), 331-334.

Abstract
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided.
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Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe

Pammer-Schindler, V., Wild, F., Fominykh, M., Ley, T., Perifanou, M., Soule, M. V., Hernandez-Leo, D., Kalz, M., Klamma, R., Pedro, L., Santos, C., Glahn, C., Economides, A. A., Parmaxi, A., Prasolova-Førland, E., Gillet, D. & Maillet, K. (2020). Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe. Frontiers in Education, 150(5), 1-12.

Abstract
Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education and training settings. In this paper, we argue that doctoral training activity for TEL needs to be situated at the intersection of disciplines in order to facilitate innovation. For this, we first review the state of disciplinarity in TEL, reviewing existing meta-studies of the field. Then, we survey 35 doctoral education programs in Europe in which doctoral students working on TEL topics are enrolled. Findings indicate that most doctoral schools are associated with a single discipline and offer methodological rather than content-specific modules. TEL-specific content is provided only in exceptional cases, creating a potentially isolating gap between master-level education and scientific conferences. On this background, we argue that cross-institutional doctoral training is important to progress TEL as a field. In this article, we study and share the approach of an international doctoral summer school organized by the European society EA-TEL over the past 15 years. The summer school provides foundational methodological knowledge from multiple disciplines, content-specific topical knowledge in TEL, access to cutting edge scientific discourse, and discussion of horizontal issues to doctoral students. We further provide an analysis of shifting program topics over time. Our analysis of both, institutional as well as cross-institutional doctoral training in TEL, constitutes this paper’s core contribution in that it highlights that further integration of perspectives and knowledge is to be done in TEL; together with codification and explication of knowledge in the intersection of disciplines.
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Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review

Spilker, M., Prinsen, F. & Kalz, M. (2020). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional Development in Education, 46(3), 482-499.

Abstract
This review presents a systematic search for and analysis of the state of the art concerning research (1993–2018) on technology-enhanced conferences for academics’ professional development. Fifty-nine scientific publications were included in the review which analyses them through the lens of the value creation framework. Conference formats are undergoing innovations focussed on amplifying social learning, and the role of technologies to enrich this new landscape is being explored. Initial results indicated that while new practices are emerging, a coherent perspective on technology-enhanced continuing professional development to help understand and inform the transition towards learning conferences was lacking across the literature. For instance, traditional evaluations of conferences, such as satisfaction surveys applied by the end of the conference, are not yet taking into account the full range of possible values created through participation in conferences. In addition, results about the use of social media for community building and enduring professional development remain inconclusive, and a more guided approach towards the application of social media at academic conferences is needed. The Value Creation Framework seems to be an appropriate conceptual framework for understanding the impact of conference attendance for the development of (digital) professional competences of academics.
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What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

Rabin, E., Henderikx, M., Kalman, Y. M. & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology, 36(3), 119-131.

Abstract
Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants´ age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.
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Challenges of realising scalable open education with (peer) feedback

Kalz, M. (2019). Challenges of realising scalable open education with (peer) feedback. Potsdam, Hasso Plattner Institut.

Abstract
Kalz, M. (2019), Challenges of realising scalable open education with (peer) feedback. Open HPI Forum, 28.11.2019. Potsdam, Germany.
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Learning in the digital society. Effects and unintended consequences of mainstreaming of technology-enhanced learning.

Kalz, M. (2019). Learning in the digital society. Effects and unintended consequences of mainstreaming of technology-enhanced learning. Ra’anana, Israel.

Abstract
Kalz M. (2019). Learning in the digital society. Effects and unintended consequences of mainstreaming of technology-enhanced learning. 14th CHAIS conference for the study of innovation and learning technologies: learning in the technological era. 13. Februar 2019, Open University of Israel. Ra’anana, Israel.
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Medienkompetenz. Ein Konzept im Wandel

Kalz, M. (2019). Medienkompetenz. Ein Konzept im Wandel. Ludwigshafen.

Abstract
Kalz, M. (2019) Medienkompetenz. Ein Konzept im Wandel. 8. Ludwigshafener Bildungsgespräche: Future Skills?! Wie Hochschulen ihre Studierenden im Umgang mit Medien und Daten fit machen können. 7.11.2019. Hochschule für Wirtschaft und Gesellschaft. Ludwigshafen, Germany.
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MOOCs for (global) sustainable development education. Experiences from the MOOC on Marine Litter

Kalz, M. (2019). MOOCs for (global) sustainable development education. Experiences from the MOOC on Marine Litter. online.

Abstract
Kalz, M. (2019). MOOCs for (global) sustainable development education. Experiences from the MOOC on Marine Litter. Presentation provided in the context of the course on open online education of the International Training Centre of the International Labour Organisation (ITC ILO). 25.11.2019.
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Perspektiven der Hochschulbildung im digitalen Zeitalter

Kalz, M. (2019). Perspektiven der Hochschulbildung im digitalen Zeitalter. Idstein.

Abstract
Kalz, M. (2019). Perspektiven der Hochschulbildung im digitalen Zeitalter. Tag der Lehre, 28.06.2019, Fresenius Hochschule, Idstein, Germany.
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The scalability challenge: what higher education can learn from MOOCs and open courses

Kalz, M. (2019). The scalability challenge: what higher education can learn from MOOCs and open courses. online.

Abstract
Kalz, M. (2019) The scalability challenge: what higher education can learn from MOOCs and open courses. CATEDRA EUROPA 2019 conference, 22 March 2019, Universidad del Norte, Barranquilla, Colombia.
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Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs

Henderikx, M., Löhr, A. & Kalz, M. (2019). Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (Hrsg.), Transforming Learning with Meaningful Technologies. Proceedings of the European Conference on Technology-Enhanced Learning (EC-TEL) 2019 (S. 15-27) (Band 11722, 1. Auflage). Cham: Springer.

Abstract
MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females These findings may serve as input for supporting learners in achieving their individual learning goals.
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Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour

Henderikx, M. & Kalz, M. (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In: Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge. EMOOCs 2019. Cham, Switzerland: Springer, Cham.

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Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination

Abbas, M., Rosmalen, P. v. & Kalz, M. (2019). Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination. In: Scheffel, M., Broisin, J., Ioannou, A. & Schneider, J. (Hrsg.), Transforming Learning with Meaningful Technologies. Proceedings of the European Conference on Technology-Enhanced Learning (EC-TEL) 2019 (S. 396-408) (Band 11722, 1. Auflage). Cham: Springer.

Abstract
For predicting and improving the quality of essays, text analytic metrics (surface, syntactic, morphological and semantic features) can be used to provide formative feedback to the students. In this study, the intent was to find a small number of features that exhibit a fair proxy of the scores given by the human raters. Using an existing corpus and a text analysis tool for the Dutch language, a large number of features were extracted. Artificial neural networks, Levenberg Marquardt algorithm and backward elimination were used to reduce the number of extracted features automatically. Irrelevant features were eliminated based on the inter-rater agreement between predicted and human scores calculated using Cohen’s Kappa. By using our algorithm, the number of features in this study was reduced from 457 to 23. The selected features were grouped into six different categories. Of these categories, we believe that the features present in the groups “Word Difficulty” and “Lexical Diversity” are most useful for providing automated formative feedback to the students. The approach presented in this research paper is the first step towards our ultimate goal of providing meaningful formative feedback to the students for enhancing their writing skills and capabilities.
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Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs

Rabin, E., Silber-Varod, V., Kalman, Y. M. & Kalz, M. (2019). Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (Hrsg.), ransforming Learning with Meaningful Technologies. Proceedings of the European Conference on Technology-Enhanced Learning (EC-TEL) 2019 (S. 224-235) (1. Auflage). Cham: Springer.

Abstract
Learners join MOOCs (Massive Open Online Courses) with a variety of intentions. The fulfillment of these initial intentions is an important success criterion in self-paced and open courses. Using post course self-reported data enabled us to divide the participants to those who fulfilled the initial intentions (high-IF) and those who did not fulfill their initial intentions (low-IF). We used methods adapted from natural language processing (NLP) to analyze the learning paths of 462 MOOC participants and to identify activities and activity sequences of participants in the two groups. Specifically, we used n-gram analysis to identify learning activity sequences and keyness analysis to identify prominent learning activities. These measures enable us to identify the differences between the two groups. Differences can be seen at the level of single activities, but major differences were found when longer n-grams were used. The high-IF group showed more consistency and less divergent learning behavior. High-IF was associated, among other things, with study patterns of sequentially watching video lectures. Theoretical and practical suggestions are introduced in order to help MOOC developers and participants to fulfill the participants’ learning intentions.
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The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs

Rabin, E., Henderikx, M., Kalman, Y. M. & Kalz, M. (2019). The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (Hrsg.), Transforming Learning with Meaningful Technologies. Proceedings of the European Conference on Technology-Enhanced Learning (EC-TEL) 2019 (S. 631-635) (Band 11722, 1. Auflage). Cham: Springer.

Abstract
This study focuses on identifying the barriers to satisfaction of MOOC participants, and the predictors of these barriers. Five hundred and forty-two English as a Second Language MOOC participants responded to pre- and post-questionnaires. Using exploratory factor analysis three kinds of barriers were identified, namely: ‘Lack of interestingness/relevance’, ‘Lack of time/bad planning’ and ‘Lack of knowledge/technical problem’. The effects of the participant’s age, gender and level of self-efficacy, motivation, self-regulation learning skills and the intention to complete the course were analyzed as predictors of those barriers. Theoretical and practical implications regarding online learner satisfaction are discussed.
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An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs

Rabin, E., Kalman, Y. M. & Kalz, M. (2019). An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. International Journal of Educational Technology in Higher Education, 2019.

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Factors influencing the pursuit of personal learning goals in MOOCs

Henderikx, M., Kreijns, K., NN, J. & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education, 2019, 187-204.

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Massive open online education for environmental activism: The worldwide problem of marine litter

Tabuenca, B., Kalz, M. & Löhr, A. (2019). Massive open online education for environmental activism: The worldwide problem of marine litter. Sustainability, 11(10), 1-16.

Abstract
The amount of plastic discharges in the environment has drastically increased in the last decades negatively affecting aquatic ecosystems, societies, and the world economy. The policies initiated to deal with this problem are insufficient and there is an urgency to initiate local actions based on a deep understanding of the factors involved. (2) This paper investigates the potential of massive open online courses (MOOCs) to spread environmental education. Therefore, the conclusions drawn from the implementation of a MOOC to combat the problem of marine litter in the world are presented. (3) This work describes the activity of 3632 participants from 64 countries taking an active role presenting useful tools, connecting them with the main world associations, and defining applied action plans in their local area. Pre- and post-questionnaires explore behavioral changes regarding the actions of participants to combat marine litter. The role of MOOCs is contrasted with social media, formal education, and informal education. (4) Findings suggest that MOOCs are useful instruments to promote environmental activism, and to develop local solutions to global problems, for example, clean beaches, supplanting plastic bottles, educational initiatives, and prohibition of single-use plastic.
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The cathedral’s ivory tower and the open education bazaar – catalyzing innovation in the higher education sector

Rabin, E., Kalman, Y. M. & Kalz, M. (2019). The cathedral’s ivory tower and the open education bazaar – catalyzing innovation in the higher education sector. Open Learning: The Journal of Open, Distance and e-Learning, 35(10), 82-99.

Abstract
Will open education replace traditional higher education, or augment it? Digital innovation in the higher education sector is fuelling speculation about the transformation of higher education and the future role of universities. Much of the speculation makes questionable implicit assumptions about current and future business models in the higher education sector. This conceptual paper applies an innovation management perspective to critically examine the use and misuse of the business model concept in the context of digital innovation in the higher education sector. Using Raymond’s metaphor of the cathedral and the bazaar which contrasted traditional commercial software development (the cathedral) with open source software development (the bazaar). We analogise this relationship with the relationship between ‘cathedral-type’ business models in traditional higher education (e.g. universities) and ‘bazaar-type’ business models in open education (e.g. open educational resource publishers). Using the historical perspective we now have on the software industry’s evolution we critique the ubiquitous replacement narrative of destruction and disruption of the sector, and propose an alternative narrative of interdependence and mutual innovative catalysis. We predict that higher education ecosystems will be based on synergistic relationships between organisations that represent many gradations on the continuum between ‘cathedral-type’ and ‘bazaar-type’ organisations.
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Vortragohne Peer ReviewDeutsch

Digitalisierungswahnsinn oder Nebeneffekte des Mainstream?

Kalz, M. (2018). Digitalisierungswahnsinn oder Nebeneffekte des Mainstream? Frankfurt am Main.

Abstract
Kalz, M. (2018). Digitalisierungswahnsinn oder Nebeneffekte des Mainstream? Jahrestagung der Fachgruppe Bildungstechnologie der Deutschen Gesellschaft für Informatik. 12 September 2018, University of Frankfurt, Germany.
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SchnOERzeljagden, Landkarten und MOOCs: Wem nutzt Open Education? Eine kritische Reflexion zu den Irrungen und Wirrungen der Open Education Bewegung

Kalz, M. (2018). SchnOERzeljagden, Landkarten und MOOCs: Wem nutzt Open Education? Eine kritische Reflexion zu den Irrungen und Wirrungen der Open Education Bewegung. Essen.

Abstract
Kalz, M. (2018). SchnOERzeljagden, Landkarten und MOOCs: Wem nutzt Open Education? Eine kritische Reflexion zu den Irrungen und Wirrungen der Open Education Bewegung, 13. September 2018, GMW/E-LEARN NRW 2018. Essen, Germany.
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A Classification of Barriers that Influence Intention Achievement in MOOCs

Henderikx, M., Kreijns, K. & Kalz, M. (2018). A Classification of Barriers that Influence Intention Achievement in MOOCs. In: Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082 (S. 3-15). Cham, Switzerland: Springer, Cham.

Abstract
MOOC-learning can be challenging as barriers which prevent or hinder acting out MOOC-takers’ individual learning intentions may be encountered. The aim of this research was to elicit and to empirically classify barriers that influence this intention achievement in MOOCs. The best fit model of our factor-analytical approach resulted in 4 distinctive components; 1. Technical and online-learning related skills, 2. Social context, 3. Course design/expectations management, 4. Time, support and
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Creating engaging experiences in MOOCs through in-course redeemable rewards

Ortega-Arranz, A., Kalz, M. & Martínez-Monés, A. (2018). Creating engaging experiences in MOOCs through in-course redeemable rewards. In: Global Engineering Education Conference (EDUCON) (S. 1875-1882). Santa Cruz de Tenerife, Spain: IEEE.

Abstract
Gamification strategies have been proposed to mitigate student disengagement and dropouts in massive online environments, due to the positive results shown by these strategies at lower scales. Among various gamification strategies, redeemable rewards have been identified as an effective element to intrinsically motivate students and increase their engagement in educational settings, including MOOCs. Yet, effective design, implementation and enactment of this gamification strategy in MOOC context
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Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way?

Henderikx, M., Kreijns, K. & Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? In: Proceedings of the Fifth Learning with MOOCs Conference. (S. 110-112). Madrid, Spanien: IEEE.

Abstract
In this study, we introduce a model that captures and visualizes the dynamical process of individual
intention forming and the translation of this intention into actual behavior when learning in MOOCs. To validate the
model and further our understanding of learning in MOOCs, we constructed a short survey based on this theoretically
grounded intention-behavior dynamics model. This survey was sent to MOOC learners who at the time of their respective
MOOCs indicated that we could contact them f
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Predicting learner-centered MOOC outcomes: Satisfaction and intention-fulfillment

Rabin, E., Kalman, Y. M. & Kalz, M. (2018). Predicting learner-centered MOOC outcomes: Satisfaction and intention-fulfillment. In: Proceedings of the 13th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era (S. 158-166). Raanana, Israel: The Open University of Israel.

  • Linkopenu.ac.il/innovation/...
  • StichworteMOOC, Perceived Learning Outcomes, Structural Equation Modeling, Student Satisfaction, Intention-fulfilment, Educational datamining
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Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses

Kasch, J., Rosmalen, P. v., Löhr, A., Ragas, A. & Kalz, M. (2018). Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. In: Technology Enhanced Assessment. TEA 2017. Communications in Computer and Information Science (S. 54-68) (Band 829). Cham, Switzerland: Springer, Cham.

Abstract
There is scarcity of research on scalable peer-feedback design and student’s peer-feedback perceptions and therewith their use in Massive Open Online Courses (MOOCs). To address this gap, this study explored the use of peer-feedback design with the purpose of getting insight into student perceptions as well as into providing design guidelines. The findings of this pilot study indicate that peer-feedback training with the focus on clarity, transparency and the possibility to practice before
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Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study

Schophuizen, M., Kreijns, K., Stoyanov, S. & Kalz, M. (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. The Internet and Higher Education, 36, 1-12.

Abstract
The global attention for open online education (OOE) caused a situation in which higher education institutions (HEIs) reconsider the way they deliver education to the population. With a funding policy, the Dutch Government aims to stimulate OOE in HEIs. The goal is to create more expedient, accessible and personalized learning experiences, that contribute to an improvement of quality of education and study success. However, many projects are failing to embed OOE within the institution. In this s
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Who is taking MOOCs for teachers’ professional development? Evidence from Spain

Castano-Munoz, J., Kalz, M., Kreijns, K. & Punie, Y. (2018). Who is taking MOOCs for teachers’ professional development? Evidence from Spain. Technology, Pedagogy and Education, 27, 607-624.

  • Linktandfonline.com/doi/...
  • StichworteOpen education, Massive Open Online Courses, MOOCs, teacher training, professional development
Abstract
Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers’ professional development on the use of ICT for teaching and learning. The analysis is focused on (a) the sociodemographic and school characteristics of the teachers participating in MOOCs; (b) their experience and beli
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Implementation intention and how it affects goal achievement in MOOCs

Kreijns, K., Kalz, M., Castaño-Muñoz, J. & Punie, Y. (2017). Implementation intention and how it affects goal achievement in MOOCs. In: Digital Education: Out to the World and Back to the Campus (S. 210-216). Cham, Switzerland: Springer, Cham.

Abstract
Implementation intentions are a way for MOOC learners to help act- ing out their goal intentions. Implementation intentions are concerned with planning where, when, and how learning will take place as well as planning how much time will be allocated to the learning and determining how potential problems will be resolved (referred to as shielding behavior). The current study investigates the relationship between the degree to which implementation inten- tions are formed and the degree to which go
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To change or not to change? That’s the question… On MOOC-success, barriers and their implications

Henderikx, M., Kreijns, K. & Kalz, M. (2017). To change or not to change? That’s the question… On MOOC-success, barriers and their implications. In: Digital Education: Out to the World and Back to the Campus (S. 210-216). Cham, Switzerland: Springer International Publishing.

Abstract
This explorative study aimed to get an understanding of MOOC-success as seen from the perspective of the MOOC-taker and the types of barriers which might stand in the way of this success. Data of two MOOCs was used to illustrate MOOC-success from two perspectives and barriers encountered. Following the currently used approach to identify educational success, the success rate of MOOC-II was 5,6%. The success rates from the perspective of the MOOC-taker was 70%. In addition, data of MOOC-I and II
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Towards ‘MOOCs with a Purpose’: Crowdsourcing and analysing scalable design solutions with MOOC learners

Rosmalen, P. v., Kasch, J., Kalz, M., Firssova, O. & Brouns, F. (2017). Towards ‘MOOCs with a Purpose’: Crowdsourcing and analysing scalable design solutions with MOOC learners. In: Data Driven Approaches in Digital Education; 12th European Conference on Technology Enhanced Learning (S. 486-491). Tallinn, Estonia: Springer International Publishing.

  • Linkhdl.handle.net/1820/...
  • StichworteMOOC design Formative feedback Educational scalability MOOCs with a purpose Constructive alignment Task complexity Interaction SOONER
Abstract
In this presentation we present a study in which we explored the use of a research assignment on instructional design of MOOCs by MOOC students. The use of a research assignment was expected to be of interest for both students and the designer. The assignment is based on a framework to analyse MOOC designs with the objective to identify best practices. It builds on four principles: constructive alignment, task complexity, interaction and formative feedback. The exploration indicates that student
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A Framework Towards Educational Scalability of Open Online Courses

Kasch, J., Van Rosmalen, P. & Kalz, M. (2017). A Framework Towards Educational Scalability of Open Online Courses. Journal of Universal Computer Science, 23, 845-867.

  • DOI10.3217/jucs-023-09-0845
  • StichworteMassive Open Online Courses (MOOCs), constructive alignment, costs, educational scalability, formative assessment, interaction; feedback, quality, scale
Abstract
Although the terms scale and scalable are often used in the context of Open Online Education (OOE), there is no clear definition about these concepts from an educational perspective on the course level. This paper critically discusses the origins of these concepts and provides a working definition for educational scalability. A heuristic framework, which integrates four common educational design principles, is introduced, in order to study support and formative assessment and feedback at large s
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A review of the types of mobile activities in mobile inquiry-based learning

Suarez, A., Specht, M., Prinsen, F., Kalz, M. & Ternier, S. (2017). A review of the types of mobile activities in mobile inquiry-based learning. Computers & Education, 2017, 38-55.

Abstract
Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners’ curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical thinkers and agentic learners. Although mobile technology is a suitable support for this learning process, there is a lack of practical strategies for educational practitioners to enact the right balance between enabling the agency and supporting the
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Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology

Al-Lily, A. & Kalz, M. (2017). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development, 33, 270-288.

  • DOI10.1177/0266666916646415
  • Stichworteeducational technology power organisational politics academic domains crowd authoring
Abstract
This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide coll
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Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

Castaño-Muñoz, J., Kreijns, K., Kalz, M. & Punie, Y. (2017). Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. Journal of Computing in Higher Education, 29, 28-46.

Abstract
While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and unemployed in MOOCs. Based on a framework developed earlier, we conducted a study, which focused on the influence of background variables such us digital competence, age, gender and educational level on MOOC participation. Occupational setting was considered as a moderator in the anal
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MoocCast: Evaluating Mobile Screencast for Online Courses

Tabuenca, B., Kalz, M. & Löhr, A. (2017). MoocCast: Evaluating Mobile Screencast for Online Courses. Universal Access in the Information Society, 2017, 1-9.

Abstract
The progressive adoption of smartphones and interconnected devices is inspiring students to redesign their physical spaces towards a seamless shift between daily life and learning activities. In the last years, Massive Open Online Courses (MOOCs) represent one of the key resources facilitating universal access to education as they enable students to learn across formal and informal contexts. However, there is little research exploring these alternative ways to present the content offered to lear
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Refining Success and Dropout in Massive Open Online Courses

Henderikx, M., Kreijns, K. & Kalz, M. (2017). Refining Success and Dropout in Massive Open Online Courses. Distance Education, 38, 353-368.

Abstract
In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditional approach based on course completion to identify educational success, success rates were 6.5 and 5.6%. The success rates from
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Solutions for global marine litter pollution

Löhr, A., Savelli, H., Beunen, R., Kalz, M., Ragas, A. & Van Belleghem, F. (2017). Solutions for global marine litter pollution. Current Opinion in Environmental Sustainability, 2017, 90-99.

Abstract
Since the 1950s the amount of plastics in the marine environment has increased dramatically. Worldwide there is a growing concern about the risks and possible adverse effects of (micro)plastics. This paper reflects on the sources and effects of marine litter and the effects of policies and other actions taken worldwide. Current knowledge offers a solid basis for effective action. Yet, so far the effects of policies and other initiatives are still largely insufficient. The search for appropriate
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Validation of the self-regulated online learning questionnaire

Jansen, R., Van Leeuwen, A., Janssen, J., Kester, L. & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29, 6-27.

Abstract
The number of students engaged in Massive Open Online Courses (MOOCs) is increasing rapidly. Due to the autonomy of students in this type of education, students in MOOCs are required to regulate their learning to a greater extent than students in traditional, face-to-face education. However, there is no questionnaire available suited for this online context that measures all aspects of self-regulated learning (SRL). In this study, such a questionnaire is developed based on existing SRL questionn
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Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016)

Khalil, M., Ebner, M., Kopp, M., Lorenz, A. & Kalz, M. (2016). Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016). Norderstedt, Germany: Books on Demand.

  • ISBN9783739237107
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Designing for Open Learning: Design principles and scalability affordances in practice

Firssova, O., Brouns, F. & Kalz, M. (2016). Designing for Open Learning: Design principles and scalability affordances in practice. In: Proceedings of the Third (2016) ACM Conference on Learning @ Scale (S. 249-252). Edinburgh, Scotland: ACM.

Abstract
This work-in-progress paper elaborates on a gradually evolving approach to design of open learning and the design principles used by the Open University of the Netherlands in short open courses - online masterclasses and in Massive Open Online Courses – delivered in the learning environment of the Open University and in the experimental multilingual MOOC aggregator EMMA as part of a European project. As the paper will demonstrate, these principles can be seen as building blocks of open sca
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The promise and potential of e-assessment for learning

Ras, E., Whitelock, D. & Kalz, M. (2016). The promise and potential of e-assessment for learning. In: Measuring and Visualizing Learning in the Information-Rich Classroom (S. 21-40). Oxford: Routledge.

Abstract
This book chapter deals with the potential of eassessment for learning and teaching in the information-rich classroom and learning environment.
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The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges

Drachsler, H. & Kalz, M. (2016). The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning, 32, 281-290.

Abstract
This article describes the MOOCS and Learning Analytics framework (MOLAC). Based on a brief review of ongoing challenges in the field, the article develops a vision for the future use of MOOCs and Learning Analytics to foster educational innovation.
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Lifelong Learning and Its Support with New Technologies

Kalz, M. (2015). Lifelong Learning and Its Support with New Technologies. In: International Encyclopedia of the Social & Behavioral Sciences (S. 93-99). Oxford: Elsevier.

  • Linkhdl.handle.net/1820/...
  • ISBN978-0-08-043076-8
  • Stichwortelifelong learning technology-enhanced learning mobile learning learning analytics contextualized learning open learner models open educational resources open educational practices
Abstract
This chapter provides an overview about the use of new technologies for lifelong learning. While in the past learning technologies were mostly provided by educational institutions to support a specific lifetime or shorter learning episodes nowadays more personal technologies are used for lifelong learning to support self-organized learning. Four important developments are introduced in this chapter, namely open learner models and learning analytics, learning networks and networked learning, open
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PLE in formal education: challenges for openness and control

Kalz, M. (2015). PLE in formal education: challenges for openness and control. In: Responsive Open Learning Environments (S. 226-228). Heidelberg, Germany: Springer.

Abstract
This short comment reflects on a critical account of educational tech- nology and makes reference to the chapter by Vieritz et al. about the use of widget bundles for formal learning in higher education.
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Establishing a European cross-provider data collection about open online courses

Kalz, M., Kreijns, K., Walhout, J., Castaño-Muñoz, J., Espasa, A. & Tovar, E. (2015). Establishing a European cross-provider data collection about open online courses. The International Review of Research in Open and Distributed Learning, 16, 62-77.

  • StichworteMOOCs open education MOOCKnowledge reasoned action approach intention-behaviour gap self-determination theory
Abstract
While MOOCS have emerged as a new form of open online education around the world, research is still lagging behind to come up with a sound theoretical basis that can cover the impact of socio- economic background variables, ICT competences, prior experiences and lifelong learning profile, variance in intentions, environmental influences, outcome expectations, learning experience, and economic return on taking and completing Massive Open Online Courses (MOOCs). The potential diversity of particip
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Tap it again, Sam: Harmonizing personal environments towards lifelong learning

Tabuenca, B., Kalz, M. & Specht, M. (2015). Tap it again, Sam: Harmonizing personal environments towards lifelong learning. International Journal of Advanced Corporate Learning, 8, 16-23.

  • DOI10.3991/ijac.v8i1.4383
  • Stichwortelifelong learning near field communication seamless technology learning ecology smart home video cast
Abstract
The increasing number of mobile vendors releas- ing NFC-enabled devices to the market and their prominent adoption has moved this technology from a niche product to a product with a large market-share. NFC facilitates natural interactions between digital world and physical learning environments. The scaffolding of learning ecologies is a key aspect for lifelong learners in their challenge to integrate learning activities into busy daily life. The contribution of this manuscript is twofold: first
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Time will tell: The role of mobile learning analytics in self-regulated learning

Tabuenca, B., Kalz, M., Drachsler, H. & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education, 89, 53-74.

Abstract
This longitudinal study explores the effects of tracking and monitoring time devoted to learn with a mobile tool, on self-regulated learning. Graduate students (n = 36) from three different online courses used their own mobile devices to track how much time they devoted to learn over a period of four months. Repeated measures of the Online Self-Regulated Learning Questionnaire and Validity and Reliability of Time Management Questionnaire were taken along the course. Our findings reveal positive
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GPIM: Google Glassware for Inquiry-Based Learning

Suarez, A., Ternier, S., Kalz, M. & Specht, M. (2014). GPIM: Google Glassware for Inquiry-Based Learning. In: Proceedings of the 9th European conference on Technology Enhanced Learning – EC-TEL 2014: Open Learning and Teaching in Educational Communities, LNCS 8719 (S. 530-533). Graz, Austria: n.a.

  • Linkhdl.handle.net/1820/...
  • StichworteMobile learning Informal learning Inquiry-Based Learning Constructivism Personal learning environment
Abstract
Over the past few years, the use of mobile personal devices has witnessed a widespread take-up. With wearable technology like head-up- displays a new genre of educational technology is appearing to enhance contextualized learning. This paper reports about a Google Glass prototype for Inquiry-Based Learning (IBL). With the use of Google Glass we aim to bring learning to the next level providing a more seamless experience where Glass supports the learning- and inquiry-process just in time and in a
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In the eye of the beholder: promoting learner-centric design to develop mobile games for learning

Schmitz, B., Kalz, M., Klemke, R. & Specht, M. (2014). In the eye of the beholder: promoting learner-centric design to develop mobile games for learning. In: Mobile as mainstream – towards future challenges in mobile learning. Proceedings of the 13th world conference on mobile and contextual learning. Communications in Computer and Information Science (CCIS) (S. 92-100). Istanbul, Turkey: Springer International Publishing.

Abstract
Out of the project EMuRgency a game-based learning environment evolved, which trains school children in providing reanimation and cardiopulmonary resuscitation (CPR). The application gets players to act as if they were in a real case of emergency. This paper reports on a formal usability study conducted with two different groups of learners, regular learners and learners with special educational needs (SEN). With the study we compared the two groups of learners with regard to game usability and
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Mindergie: A pervasive learning game for pro environmental behaviour at the workplace

Kalz, M., Börner, D., Ternier, S. & Specht, M. (2014). Mindergie: A pervasive learning game for pro environmental behaviour at the workplace. In: Seamless Learning in the Age of Mobile Connectivity (S. 397-417). Singapore: Springer.

  • Linkhdl.handle.net/1820/...
  • ISBN978-981-287-112-1
  • Stichworteenergy energy-conservation pro-environmental behaviour pervasive games mobile learning mobile games seamless learning rewards open badges
Abstract
This chapter reports about a pervasive learning game to increase the environmental awareness and pro-environmental behaviour at the workplace. Based on a discussion of the theoretical background and related work we introduce the game design and game elements. Results of a formative evaluation study are presented and discussed. Results show that incentive mechanisms are less important than challenging game components that involve employees in proposing solutions for energy conservation at the wor
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Mobile inquiry-based learning with sensor data in the school: Effects on student motivation

Firssova, O., Kalz, M., Börner, D., Prinsen, F., Rusmann, E., Ternier, S. & Specht, M. (2014). Mobile inquiry-based learning with sensor data in the school: Effects on student motivation. In: Proceedings of the 9th European conference on Technology Enhanced Learning – EC-TEL 2014: Open Learning and Teaching in Educational Communities, LNCS 8719 (S. 112-124). Graz, Austria: Springer, Cham.

Abstract
The paper discusses the design, implementation and evaluation of a pilot project that integrated inquiry-based learning with mobile game design and introduced mobile devices and sensors into classroom learning. A 5-week classroom inquiry learning project on energy consumption was designed and implemented as a mobile serious game. While engaging in the game and training inquiry skills, students were introduced to basic concepts in the energy domain and to everyday practices of energy consumption
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A study about placement support using semantic similarity

Kalz, M., Van Bruggen, J., Giesbers, B., Waterink, W., Eshuis, J. & Koper, R. (2014). A study about placement support using semantic similarity. Educational Technology & Society, 17, 54-64.

Abstract
This paper discusses Latent Semantic Analysis (LSA) as a method for the assessment of prior learning. The Accreditation of Prior Learning (APL) is a procedure to offer learners an individualized curriculum based on their prior experiences and knowledge. The placement decisions in this process are based on the analysis of student material by domain experts, making it a time-consuming and expensive process. In order to reduce the workload of these domain experts we are seeking ways in which the pr
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Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures

Kalz, M. & Specht, M. (2014). Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures. British Journal of Educational Technology, 45, 415-427.

  • DOI10.1111/bjet.12092
  • StichworteEMuRgency mobile learning smartphone apps mobile health basic life support cardiopulmonary resuscitation CPR mixed methods
Abstract
Background: No systematic evaluation of smartphone/mobile apps for resuscitation training and real incident support is available to date. To provide medical, usability, and additional quality criteria for the development of apps, we conducted a mixed-methods sequential evaluation combining the perspective of medical experts and end-users. Objective: The study aims to assess the quality of current mobile apps for cardiopulmonary resuscitation (CPR) training and real incident support from expert a
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Improving The Learning Design of Massive Open Online Courses

Rubens, W., Kalz, M. & Koper, R. (2014). Improving The Learning Design of Massive Open Online Courses. The Turkish Online Journal of Educational Technology, 13, 71-80.

  • Stichwortemassive open online course MOOC learning design
Abstract
Massive Open Online Courses (MOOCs) can be regarded as a promising next step in the evolution of distance education. However, they have been criticised for their poor learning design. This article describes the development of an adequate learning design in a series of nineteen MOOCs (called online master classes). A formative evaluation focuses on participation and user satisfaction. A total amount of 2083 individual learners enrolled in online master classes. Overall the user satisfaction is po
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It Doesn’t Matter, But: Examining the impact of ambient learning displays on energy consumption and conservation at the workplace

Börner, D., Kalz, M. & Specht, M. (2014). It Doesn’t Matter, But: Examining the impact of ambient learning displays on energy consumption and conservation at the workplace. Environmental Education Research, 21, 899-915.

  • DOI10.1080/13504622.2014.921804
  • Stichworteambient learning displays empirical study energy conservation environmental learning pro-environmental behaviour
Abstract
This study reports an intervention to initiate environmental learning and facilitate pro-environmental behaviour. The purpose was to examine the impact of ambient learning displays on energy consumption and conservation at the workplace, more specifically the evaluation of learning outcome and behaviour change. Using a quasi-experimental design, the empirical study was conducted among employees working at a university campus. For the experimental treatments, ambient learning display prototypes w
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Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays

Börner, D., Kalz, M. & Specht, M. (2014). Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays. Computers & Education, 78, 10-19.

  • StichworteAmbient learning displays Empirical study Ubiquitous learning support Knowledge acquisition User attention
Abstract
This empirical study reports an intervention to investigate identified research challenges on the evaluation and use of ambient displays in a learning context with the objective to gain insights into the interplay between display design, user attention, and knowledge acquisition. The main research questions were whether an attention-aware display design can capture the user's focus of attention and whether this has an influence on the knowledge gain. A display prototype corresponding to the
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Mobile authoring of open educational resources for authentic learning scenarios

Tabuenca, B., Kalz, M., Ternier, S. & Specht, M. (2014). Mobile authoring of open educational resources for authentic learning scenarios. Universal Access in the Information Society, 15, 329-343.

Abstract
The proliferation of smartphones in the last decade and the number of publications in the field of authoring systems for computer-assisted learning depict a scenario that needs to be explored in order to facilitate the scaffolding of learning activities across contexts. Learning resources are traditionally designed in desktop-based authoring systems where the context is mostly restricted to the learning objective, capturing relevant case characteristics, or virtual situation models. Mobile autho
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Smartphone Apps for Cardiopulmonary Resuscitation Training and Real Incident Support: A Mixed-Methods Evaluation Study

Kalz, M., Lenssen, N., Felzen, M., Rossaint, R., Tabuenca, B., Specht, M. & Skorning, M. (2014). Smartphone Apps for Cardiopulmonary Resuscitation Training and Real Incident Support: A Mixed-Methods Evaluation Study. Journal of Medical Internet Research, 16.

  • StichworteEMuRgency mobile learning smartphone apps mobile health basic life support cardiopulmonary resuscitation CPR mixed methods
Abstract
Background: No systematic evaluation of smartphone/mobile apps for resuscitation training and real incident support is available to date. To provide medical, usability, and additional quality criteria for the development of apps, we conducted a mixed-methods sequential evaluation combining the perspective of medical experts and end-users. Objective: The study aims to assess the quality of current mobile apps for cardiopulmonary resuscitation (CPR) training and real incident support from expert a
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Stop and think: Exploring mobile notifications to foster reflective practice on meta-learning

Tabuenca, B., Kalz, M., Ternier, S. & Specht, M. (2014). Stop and think: Exploring mobile notifications to foster reflective practice on meta-learning. IEEE Transactions on Learning Technologies. Special Issue on Seamless, Ubiquitous, and Contextual Learning, 8, 1-13.

  • Stichwortelifelong learning meta-learning mobile-learning notifications reflection seamless learning
Abstract
Nowadays, smartphone users are constantly receiving notifications from applications that provide feedback, as reminders, recommendations or announcements. Nevertheless, there is little research on the effects of mobile notifications to foster meta-learning. This paper explores the effectiveness of mobile notifications to foster reflection on meta-learning by presenting the results of two studies: 1) a formative study with 37 secondary school students offering a daily reflection and reporting exe
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Toward a learner-centered system for adult learning

Hermans, H., Kalz, M. & Koper, R. (2014). Toward a learner-centered system for adult learning. Campus-Wide Information Systems, 31, 2-13.

  • StichworteSocial networks E-learning Integration Adult learning PLE VLE Learning networks
Abstract
This paper presents an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional context, the personal context for learning management, and the social peer context. The paper outlines how the Open University of the Netherlands (OUN)implemented this model in the OpenU
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Apps4CPR: A Review Study of Mobile Applications for Cardiopulmonary Resuscitation Training and Support

Kalz, M. (2013). Apps4CPR: A Review Study of Mobile Applications for Cardiopulmonary Resuscitation Training and Support. In: 2. LMedia: Presentations (S. 1-15). London, UK: n.a.

Abstract
This presentation provides an overview about a recently conducted mixed-method evaluation study about training and support apps for cardiopulmonary resuscitation.
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ARLearn

Börner, D., Ternier, S., Klemke, R., Schmitz, B., Kalz, M., Tabuenca, B. & Specht, M. (2013). ARLearn. In: Scaling up learning for sustained impact. Proceedings of the 8th European Conference on Technology-Enhanced Learning (EC-TEL 2013) (S. 536-539). Paphos, Cyprus: Springer, Berlin, Heidelberg.

Abstract
The paper presents and outlines the demonstration of an open source mobile application platform for designing, supporting, and evaluating mobile learning scenarios that make use of media artefacts in a specific context. The platform contains a web-based authoring environment, cross-platform mobile applications to run the scenarios, as well as tools to monitor progress and results. Besides exploring the pedagogical background, the paper describes the conceptual implementation as well as the techn
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Design of a game-based pre-hospital resuscitation training for first responders

Kalz, M., Schmitz, B., Biermann, H., Klemke, R., Ternier, S. & Specht, M. (2013). Design of a game-based pre-hospital resuscitation training for first responders. In: 1. LMedia: Publications and Preprints (S. 363-372). Heidelberg, Germany: Springer, Berlin, Heidelberg.

Abstract
This paper reports about the design of a game-based training intervention for pre-hospital resuscitation training. Our underlying assumption is, that survival chances in cardiac arrest situations could be significantly improved, if bystanders would be better educated and prepared to help. Based on a discussion of problems of current training concepts and related educational the-ories a game-based learning intervention is proposed. The focus of the interven-tion is the improvement of procedural k
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Designing a mobile learning game to investigate the impact of role-playing on helping behavior

Schmitz, B., Ternier, S., Klemke, R., Kalz, M. & Specht, M. (2013). Designing a mobile learning game to investigate the impact of role-playing on helping behavior. In: Scaling up learning for sustained impact. Proceedings of the 8th European Conference on Technology-Enhanced Learning (EC-TEL 2013) (S. 357-370). Paphos, Cyprus: Springer, Berlin, Heidelberg.

  • Linkhdl.handle.net/1820/...
  • ISBN978-3-642-40813-7
  • Stichwortegames for health mobile learning serious games behavioural intention
Abstract
Despite research in mobile learning games has intensified over the last decade, there is relatively little research about how individual game mechanisms influence or change behavior. This article aims at understanding the influence of the game mechanism role-playing and investigates how it can be used to alter behavioral intention. In order to do so, we designed a mobile learning game to train Basic Life Support (BLS) and Cardiopulmonary Resuscitation (CPR). With the game we aim at improving lay
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If MOOCS are the answer, did we ask the right questions? Implications for the design of large-scale online-courses

Kalz, M. & Specht, M. (2013). If MOOCS are the answer, did we ask the right questions? Implications for the design of large-scale online-courses. In: Working paper 2013/25 (S. 1-13). Maastricht, Netherlands: Maastricht School of Management.

  • Linkhdl.handle.net/1820/...
  • StichworteMOOCS massive-open online courses large-scale online courses learning networks
Abstract
In this conference contribution we deal with the phenomenon of Massive Open Online Courses (MOOCs). Based on summary of the state of the art we discuss aspects of the learning design of MOOCs that have not been sufficiently studied. More specifically we discuss the issue of diversity and support facilities in MOOCs. We introduce the concept of learning networks and learner support services that have been developed to enable personalized learning scenarios in large-scale online environments. We r
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Increasing Citizen Awareness about the Cardiac Arrest Problem via local-level Information

Parra, G., Kalz, M., Klerx, J. & Duval, E. (2013). Increasing Citizen Awareness about the Cardiac Arrest Problem via local-level Information. In: LMedia. London, UK: n.a.

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Innovation und Trends für Mobiles Lernen

Specht, M., Kalz, M. & Börner, D. (2013). Innovation und Trends für Mobiles Lernen. In: Mobile Learning. Potenziale, Einsatzszenarien und Perspektiven des Lernens mit mobilen Endgeräten (S. 55-74). Wiesbaden, Germany: Springer Fachmedien/VS Verlag für Sozialwissenschaften.

  • Linkhdl.handle.net/1820/...
  • ISBN978-3-531-19483-7
  • Stichwortemobile learning trends innovation seamless learning augmented reality ambient displays location-based learning contextualized learning
Abstract
Der Beitrag zeigt aktuelle Trends im Bereich der mobilen und ubiquitären Lerntechnologien auf, welche die klassischen Konzepte von Mobilem Lernen erweitern: a) Mobiler und allgegenwärtiger Zugang zu Lerninhalten b) unterbrechungsfreie Lernunterstützung oder "Seamless Learning Support", die nahtlose Integration von Lernunterstützung in gemischten Lernszenarien, c) Smartphones und Sensoren im Mobilen Lernen, d) Mobile Gaming und mobile Augmented Reality und e) situier
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Multi-stakeholder decision training games with ARLearn

Klemke, R., Ternier, S., Kalz, M., Schmitz, B. & Specht, M. (2013). Multi-stakeholder decision training games with ARLearn. In: Proceedings of the fourth international conference on eLearning (eLearning 2013) (S. 1-9). Belgrade, Serbia: Belgrade Metropolitan University.

  • Linkhdl.handle.net/1820/...
  • StichworteSALOMO EMURGENCY UNHCR Mobile learning Game-based learning Multi-user games Decision processes Multi-role game-design
Abstract
Serious gaming approaches so far focus mainly on skill development, motivational aspects or providing immersive learning situations. Little work has been reported to foster awareness and decision competencies in complex decision situations involving incomplete information and multiple stakeholders. We address this issue exploring the technical requirements and possibilities to design games for such situations in three case studies: a hostage taking situation, a multi-stakeholder logistics case,
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Pervasive Interventions to Increase Pro-environmental Awareness, Consciousness, and Learning at the Workplace

Börner, D., Kalz, M., Ternier, S. & Specht, M. (2013). Pervasive Interventions to Increase Pro-environmental Awareness, Consciousness, and Learning at the Workplace. In: Scaling up learning for sustained impact. Proceedings of the 8th European Conference on Technology-Enhanced Learning (EC-TEL 2013) (S. 57-70). Paphos, Cyprus: Springer, Berlin, Heidelberg.

Abstract
This paper reports about pervasive interventions at a university campus to increase the pro-environmental awareness, consciousness, and learning of employees. Based on an assessment of the research gaps in this problem area we present results and design implications from three intervention iterations. While in the first intervention the focus was on increasing awareness through information distribution with ambient learning displays on the campus, the second iteration provided personalised feedb
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The Electronic Discharge Letter Mobile App

Lezcano, L., Ternier, S., Drachsler, H., Kalz, M. & Specht, M. (2013). The Electronic Discharge Letter Mobile App. In: 1. LMedia: Publications and Preprints (S. 221-222). London, UK: Medicine 2.0 Congress.

  • Linkhdl.handle.net/1820/...
  • StichwortePatient electronic discharge letter clinical handover NFC UMLS SNOMED-CT semantic interoperability mobile app
Abstract
Clinical handovers, and in particular discharge letters, are very important issues to consider when ensuring the continuity of patient care. The fact that the patient itself frequently acts as the carrier of his/her discharge information between hospitals and general practitioners, combined to the absence of a widely adopted standard to guarantee the semantic interoperability in such exchange,make discharge letters a breakpoint in the clinical information workflow that must be addressed. The lac
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What happened to the crossdisciplinarity of Technology-Enhanced Learning in 2004?

Kalz, M. (2013). What happened to the crossdisciplinarity of Technology-Enhanced Learning in 2004? In: Scaling up learning for sustained impact. Proceedings of the 8th European Conference on Technology-Enhanced Learning (EC-TEL 2013) (S. 472-477). Paphos, Cyprus: Springer, Berlin, Heidelberg.

Abstract
In a recent study the crossdisciplinarity of the field of Technology-Enhanced Learning was analysed with science-overlay-maps and diversity measures. Results reveal that the crossdisciplinarity of the field has constantly increased over the last 10 years. Only in 2004, a significant decrease of interdisciplinary research could be identified. In this paper we take a closer look at the publications of this year and test our hypotheses for the decrease of crossdisciplinarity.
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Beyond the channel: A literature review on ambient displays for learning

Börner, D., Kalz, M. & Specht, M. (2013). Beyond the channel: A literature review on ambient displays for learning. Computers & Education, 60, 426-435.

  • StichworteAmbient displays Literature review Empirical research Ubiquitous learning support Situational awareness Feedback
Abstract
The review analyses work in the research field of ambient display with a focus on the use of such displays for situational awareness, feedback and learning. The purpose of the review is to assess the state-of-the-art of the use of ambient displays with an explicit or implicit learning purpose and the possible classification of respective prototypes on the basis of a presented framework. This framework is comprised of theories around the educational concepts of situational awareness and feedback
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Closer to you: reviewing the application, design and evaluation of ambient displays

Börner, D., Kalz, M. & Specht, M. (2013). Closer to you: reviewing the application, design and evaluation of ambient displays. International Journal of Ambient Computing and Intelligence, 5, 16-32.

Abstract
This paper presents results from a recent literature review on ambient displays. While the main background of the authors is education and technology-enhanced learning, the review starts more generic with a broader view on ambient displays and their interactional, instructional, and informational characteristics. Beside depicting characteristics and classifying prototypical designs, the review also sheds light on the actual use of the covered ambient displays, their application context and addre
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Use of Mobile Applications for Hospital Discharge Letters – Improving Handover at Point of Practice

Maher, B., Drachsler, H., Kalz, M., Hoare, C., Sorensen, H., Lezcano, L., Henn, P. & Specht, M. (2013). Use of Mobile Applications for Hospital Discharge Letters – Improving Handover at Point of Practice. International Journal of Mobile and Blended Learning, 5, 19-42.

  • StichworteMobile learning mobile applications discharge letters patient safety handover communication skills hospital discharge medical error Near Field Communication Keyword
Abstract
Handover of patient care is a time of particular risk and it is important that accurate and relevant information is clearly communicated. The hospital discharge letter is an important part of handover. However, the quality of hospital discharge letters is variable and letters frequently omit important information. The Cork Letter-Writing Assessment Scale (CLAS) is a mobile application based on an itemized checklist and scoring system developed to improve the quality of discharge letters. In a re
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Energy Awareness Displays – Prototype for personalised energy consumption feedback

Börner, D., Storm, J., Kalz, M. & Specht, M. (2012). Energy Awareness Displays – Prototype for personalised energy consumption feedback. In: 21st Century Learning for 21st Century Skills – 7th European Conference on Technology Enhanced Learning (EC-TEL 2012) (S. 471-476). Saarbrücken, Germany: Springer, Berlin, Heidelberg.

Abstract
The paper presents the “Energy Awareness Displays” project that makes hidden energy consumption data visible and accessible for people working in office buildings. Besides raising awareness on the topic and introducing relevant conservation strategies, the main goal is to provide dynamic situated feedback when taking individual consumption actions at the workplace. Therefore a supporting infrastructure as well as two example applications to access and explore the consumption informat
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Ambient Learning Displays: lecture series and results from a participatory design study

Börner, D., Kalz, M. & Specht, M. (2012). Ambient Learning Displays: lecture series and results from a participatory design study. In: Proceedings of the 11th World Conference on Mobile and Contextual Learning 2012 (S. 232-235). Helsinki, Finland: n.a.

  • Linkhdl.handle.net/1820/...
  • StichworteAmbient Learning Displays Participatory Design Conceptual Framework Ubiquitous Learning Support Situational Awareness Feedback Lecture
Abstract
Emerging from pervasive and mobile technologies, ambient displays present information and media in the periphery of the user. Thereby the displays situated and interacting in the close proximity are an addition to existing personal interfaces in the foreground, while the user attention can always move from one to the other and back. Especially the ability to deliver contextualised and personalised information in authentic situations fosters ambient displays as an instrument for learning. However
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An Open Educational Resource for minimal online resuscitation training

Van der Baaren, J., Skorning, M., Kalz, M., Kicken, W. & Biermann, H. (2012). An Open Educational Resource for minimal online resuscitation training. In: Resuscitation. Vienna, Austria: n.a.

Abstract
When a cardiac arrest occurs it is vital that bystanders act immediately. As a minimum bystanders should be able to check consciousness, call 112 and perform chest compression of sufficient depth and speed until an ambulance or other professional support arrives. The majority of people however do not have these skills. Courses in Basic Life Support are available in all European countries on average 2 hour including a practice session. Research shows (1) these courses are effective and both immed
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EMuRgency – Neue Ansätze zur Reanimationsunterstützung und für Reanimationstraining in der Euregio Maas-Rhein

Lenssen, N., Biermann, H., Saša, S., Beckers, S., Felzen, M., Rossaint, R., Kalz, M., Haberstroh, M., Klerkx, J., Elsner, J. & Skorning, M. (2012). EMuRgency – Neue Ansätze zur Reanimationsunterstützung und für Reanimationstraining in der Euregio Maas-Rhein. In: Proceedings NotIT 2012. 1st Symposium of Information and Communication Technologies in Emergency Medicine (S. 39-42). Düsseldorf, Germany: German Medical Science GMS Publishing House.

  • Linkhdl.handle.net/1820/...
  • StichworteEMuRgency CPR cardiopulmonary resuscitation notification EMR Mobile Apps ambient displays
Abstract
In the “Euregio Meuse-Rhine” (EMR) – the shared border region of the Netherlands, Belgium and Germany – each year about 2.500 people suffer a cardiac arrest in pre-hospital setting. Less than 15% of the patients are discharged alive from the hospital. Regrettably, in this extremely time-critical emergency, bystander cardiopulmonary resuscitation (CPR) is only performed in about 25% of the cases. Main reasons are described as a lack of knowledge, uncertainness and fears of
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EMuRgency – New approaches for resuscitation support and training in the Euregio Meuse-Rhine

Kalz, M., Schuffelen, P., Specht, M., Ternier, S., Skorning, M., Haberstroh, M., Gorgels, T., Pijls, R., De Vries, F., Klerx, J., Vergnion, M., Van Poucke, S., Van der Baaren, J., Lenssen, N., Biermann, H. & Parra, G. (2012). EMuRgency – New approaches for resuscitation support and training in the Euregio Meuse-Rhine. In: Resuscitation. n.a.: n.a.

  • Stichwortecpr resuscitation euregio EMR EMuRgency interreg
Abstract
Cardiac arrest is an extremely time-critical emergency. In the Euregio Meuse-Rhine, the shared border region of the Netherlands, Belgium and Germany, bystander CPR is only performed in about 27% of the pre-hospital cases (1). Main reasons are described as a lack of knowledge, uncertainness and fear of laymen (2). The project EMuRgency aims to raise awareness about cardiac arrest and to increase the rate of bystander CPR before EMS (Emergency Medical Service) arrival.
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Energy Awareness Displays: designing a prototype for personalised energy consumption feedback at the workplace

Börner, D., Kalz, M. & Specht, M. (2012). Energy Awareness Displays: designing a prototype for personalised energy consumption feedback at the workplace. In: 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education (S. 211-213). Takamatsu, Japan: IEEE.

  • Linkhdl.handle.net/1820/...
  • Stichworteambient learning displays ubiquitous learning support conceptual infrastructure energy conservation energy awareness displays
Abstract
The paper describes work-in-progress on a prototype providing personalised energy consumption feedback at the workplace. Based on a provisional framework developed in the context of an ongoing research project the prototype and the supporting infrastructure are conceptually outlined.
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Impact of tablet computers and eBooks on learning practices of law students

Kalz, M., Specht, M. & Van Oosterzee, M. (2012). Impact of tablet computers and eBooks on learning practices of law students. In: Proceedings of the 11th World Conference on Mobile and Contextual Learning 2012 (S. 203-208). Helsinki, Finland: n.a.

Abstract
In this paper we present first results from an ongoing pilot study at the law faculty of the Open University of the Netherlands. Students participating in a bridging course have been given the choice between traditional study methods and the use of a tablet-computer equipped with digital learning resources and electronic textbooks. In this paper we report first qualitative findings from this pilot study. A monthly questionnaire has been administered to let students rate statements on a 7-point-l
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The CLAS App – A mobile training tool to improve handover procedures between hospital interface and family doctors

Maher, B., Drachsler, H., Kalz, M. & Specht, M. (2012). The CLAS App – A mobile training tool to improve handover procedures between hospital interface and family doctors. In: Proceedings of the 11th World Conference on Mobile and Contextual Learning 2012 (S. 38-45). Helsinki, Finland: n.a.

  • Stichwortehandover training medical education patient safety Mobile learning health standardization human error quality assurance communication skills writing skills
Abstract
There is a high potential for mobile learning and support applications in the health domain. In this paper we introduce the CLAS App, a mobile application to support handover procedures based on the improvement of writing skills. Handover of patient care is a time of particular risk and it is important that accurate, reliable and relevant information is clearly communicated between one caregiver to another. Improperly conducted handovers lead to wrong treatment, delays in medical diagnosis, life
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ARLearn: augmented reality meets augmented virtuality

Ternier, S., Klemke, R., Kalz, M., Van Ulzen, P. & Specht, M. (2012). ARLearn: augmented reality meets augmented virtuality. Journal of Universal Computer Science, 18, 2143-2164.

Abstract
This article deals with educational opportunities for mixed reality games and related scenarios for learning. It discusses several issues and educational challenges to be tackled when linking augmented reality and augmented virtuality. Second, the paper describes the architecture of the ARLearn system which offers highly flexible support for different educational settings. Three prototypical use cases implemented based on the underlying ARLearn framework are discussed, which are a field trip sys
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Energy awareness displays: motivating conservation at the workplace through feedback

Börner, D., Storm, J., Kalz, M. & Specht, M. (2012). Energy awareness displays: motivating conservation at the workplace through feedback. International Journal of Mobile Learning and Organisation, 6, 189-203.

  • Stichworteenergy conservation ubiquitous learning situational awareness feedback workplace organisation ambient displays
Abstract
The paper presents a project that sets up to make energy consumption data visible and accessible to employees by providing dynamic situated consumption feedback at the workplace. Therefore a supporting infrastructure as well as two example applications have been implemented and evaluated. The resulting prototype fosters a ubiquitous learning process among the employees with the goal to change their consumption behaviour as well as the attitudes towards energy conservation. The paper presents the
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A novel approach towards skill-based search and services of Open Educational Resources

Ha, K.-H., Niemann, K., Schwertel, U., Holtkamp, P., Pirkkalainen, H., Börner, D., Kalz, M., Pitsilis, V., Vidalis, A., Pappa, D., Bick, M., Pawlowski, J. & Wolpers, M. (2011). A novel approach towards skill-based search and services of Open Educational Resources. In: Metadata and Semantics Research: 5th International Conference MTSR 2011 (S. 312-323). Izmir, Turkey: Springer.

  • Linkhdl.handle.net/1820/...
  • Stichworteopen educational resources content reuse competences federated search management education
Abstract
Open educational resources (OER) have a high potential to address the growing need for training materials in management education and training. Today, a high number of OER in management are already available in a large number of repositories. However, users face barriers as they have to search repository by repository with different interfaces to retrieve the appropriate learning content. In addition, the use of search criteria related to skills, such as learning objectives and skill-levels is n
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Systeme im Einsatz. Lernmanagement, Kompetenzmanagement und PLE

Kalz, M., Schön, S., Lindner, M., Roth, D. & Baumgartner, P. (2011). Systeme im Einsatz. Lernmanagement, Kompetenzmanagement und PLE. In: L3T – Lerhbuch für Lernen und Lehren mit Technologie (S. 111-118). Graz, Austria: Uni Graz.

Abstract
Dieser Beitrag stellt drei Formen von technologischen Systemen vor, die derzeit im Bereich des Lernens und Lehrens eingesetzt bzw. diskutiert werden. Weit verbreitet sind Lernmanagementsysteme (LMS), die zur Verwaltung von Lernenden und Kursabwicklung in (Hoch-)Schulen genutzt werden. Jünger sind Kompetenzmanagementsysteme (KMS), die vor allem in Unternehmen Prozesse der Kompetenzentwicklung unterstützen und dokumentieren sollen. In den letzten Jahren hat schließlich ein neues Ko
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Language Technologies to Support Formative Feedback

Berlanga, A., Kalz, M., Stoyanov, S., Van Rosmalen, P., Smithies, A. & Braidman, I. (2011). Language Technologies to Support Formative Feedback. Educational Technology & Society, 14, 11-20.

  • StichworteLTfLL formative feedback conceputal development concept maps languaje technologies
Abstract
Formative feedback enables comparison to be made between a learner’s current understanding and a desired learning goal. Obtaining this information is a time consuming task that most tutors cannot afford. We therefore wished to develop a support software tool, which provides tutors and learners with information that identifies a learner’s progress, and requires only limited human intervention. The central idea is to use language technologies to create concepts maps automatically from
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Thinking outside the box – A vision of ambient learning displays

Börner, D., Kalz, M. & Specht, M. (2011). Thinking outside the box – A vision of ambient learning displays. International Journal Technology Enhanced Learning, 3, 627-642.

  • Stichworteambient learning displays ubiquitous learning situated learning support research agenda contextualisation technology enhanced learning
Abstract
With a focus on the situated support of informal and non-formal learning scenarios in ubiquitous learning environments the presented paper outlines the authors’ vision of ambient learning displays - enabling learners to view, access, and interact with contextualised digital content presented in an ambient way. The vision is based on a detailed exploration of the characteristics of ubiquitous learning and a deduction of informational, interactional, and instructional aspects to focus on. To
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A Conceptual Framework for Ambient Learning Displays

Börner, D., Kalz, M. & Specht, M. (2010). A Conceptual Framework for Ambient Learning Displays. In: Poster presented at the Work-in-Progress Poster and Invited Young Researcher Symposium of the 18th International Conference on Computers in Education. Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.

  • Linkhdl.handle.net/1820/...
  • Stichworteubiquitous learning support ambient information channel awareness conceptual framework
Abstract
The poster presents ongoing work focusing on the situated support of informal and non-formal learning scenarios. Relevant research findings, models, design dimensions, and taxonomies have been examined resulting in a conceptual framework, that facilitates the acquisition, channeling, delivery, and framing of contextualized information in the learning process.
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Ambient Displays and Game Design Patterns

Kelle, S., Börner, D., Kalz, M. & Specht, M. (2010). Ambient Displays and Game Design Patterns. In: Sustaining TEL: From Innovation to Learning and Practice, Proceedings of EC-TEL 2010 (S. 512-517). n.a.: Springer, Berlin, Heidelberg.

Abstract
In this paper we describe a social learning game we implemented to evaluate various means of ubiquitous learning support. Making use of game design patterns it was possible to implement information channels in such a way that we could simulate ubiquitous learning support in an authentic situation. The result is a prototype game in which one person is chosen randomly to become “Mister X”, and the other players have to find clues and strategies to find out who is the wanted person. In
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Ambient Displays and Game Design Patterns for Social Learning

Kelle, S., Börner, D., Kalz, M., Specht, M. & Glahn, C. (2010). Ambient Displays and Game Design Patterns for Social Learning. In: Joint Proceedings of the Work-in-Progress Poster and Invited Young Researcher Symposium for the 18th International Conference on Computers in Education (S. 47-49). Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.

  • Linkhdl.handle.net/1820/...
  • ISBN978-983-42512-6-0
  • StichworteICOPER GRAPPLE Ubiquitous Learning Awareness Game Based Learning Game Learning Patterns
Abstract
In this paper, we describe a social game we implemented to evaluate various means of learning support. Making use of game design patterns it was possible to implement respective information channels in such a way that we could simulate ubiquitous learning support in an authentic situation. The result is a prototype game in which the participants have to identify a wanted person. respective information channels in such a way that we could simulate ubiquitous learning support in an authentic situa
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Information Mash-ups to support awareness in ubiquitous learning environments

Börner, D., Kalz, M. & Specht, M. (2010). Information Mash-ups to support awareness in ubiquitous learning environments. In: Proceedings of the IADIS Mobile Learning 2010 (S. 423-426). Porto, Portugal: IADIS Press.

  • Linkhdl.handle.net/1820/...
  • ISBN978-972-8924-99-7
  • Stichwortemobile learning ubiquitous learning awareness learning support contextualization information channels
Abstract
This paper describes the idea for a research project, focusing on information mash-ups to support awareness in ubiquitous learning environments. The characteristics of the research field are identified as well as different types of awareness for the ubiquitous learner in action and on the move. The paper outlines the related problems and challenges. Furthermore it formulates the associated research questions related to the utilization of contextualized digital content and services as the source
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OpenScout: Competence based management education with community-improved open educational resources

Kalz, M., Specht, M., Nadolski, R., Bastiaens, Y., Leirs, N. & Pawlowski, J. (2010). OpenScout: Competence based management education with community-improved open educational resources. In: Proceedings of the 17th EDINEB Conference. Crossing Borders in Education and work-based learning (S. 137-146). Maastricht, Netherlands: FEBA ERD Press.

  • Linkhdl.handle.net/1820/...
  • Stichworteopenscout open educational resources competences business and management competence services
Abstract
This contribution introduces the European funded OpenScout project. A basic infrastructure to find and reuse open educational resources (OER) in the field of business and management education is introduced. Based on a discussion of competence based education in the domain of business and management education some selected competence models are summarized. An example of a future user and evaluation group of the OpenScout platform is provided with the PLATO network. Two alternative methods to enri
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Supporting the Reuse of Open Educational Resources through Open Standards

Glahn, C., Kalz, M., Gruber, M. & Specht, M. (2010). Supporting the Reuse of Open Educational Resources through Open Standards. In: Workshop Proceedings of the 18th International Conference on Computers in Education: ICCE2010 (S. 308-315). Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.

  • StichworteGRAPPLE MACE OpenSCOUT ShareTec Open Educational Resources OER Content Sharing Educational Design Open Standards Standards Authoring
Abstract
In this paper we analyse open standards for supporting the reuse of OER in different knowledge domains based on a generic architecture for content federation and higher-order services. Plenty OER are available at different institutions. We face the problem that the mere availability of these resources does not directly lead to their reuse. To increase the accessibility we integrated existing resource repositories to allow educational practitioners to discover appropriate resources. On top of thi
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Expert concept mapping study on mobile learning

Börner, D., Glahn, C., Stoyanov, S., Kalz, M. & Specht, M. (2010). Expert concept mapping study on mobile learning. Campus-Wide Information Systems, 27, 240-253.

  • Stichwortelearning cluster analysis
Abstract
Purpose – The present paper introduces concept mapping as a structured participative conceptualization approach to identify clusters of ideas and opinions generated by experts within the domain of mobile learning. Utilizing this approach, the paper aims to contribute to a definition of key domain characteristics by identifying the main educational concepts related to mobile learning. Design/methodology/approach – A short literature review points out the attempts to find a clear defin
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Implementing infrastructures for managing learning objects

Klemke, R., Ternier, S., Kalz, M. & Specht, M. (2010). Implementing infrastructures for managing learning objects. British Journal of Educational Technology, 41, 873-882.

  • DOI10.1111/j.1467-8535.2010.01127.x
  • StichworteICOPER Share.TEC OpenScout Learning Objects Infrastructures Metadata Standards Interoperability Harvesting Content Federation
Abstract
Making learning objects available is critical to reuse learning resources. Making content transparently available and providing added value to different stakeholders is among the goals of the European Commission's eContentPlus programme. This article analyses standards and protocols relevant for making learning objects accessible in distributed data provider networks. Types of metadata associated with learning objects and methods for metadata generation are discussed. Experiences from Europ
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Infrastrukturen zur Verwaltung von Metadaten von Offenen Bildungsressourcen

Kalz, M., Klemke, R., Ternier, S. & Specht, M. (2010). Infrastrukturen zur Verwaltung von Metadaten von Offenen Bildungsressourcen. Zeitschrift für E-Learning, 3, 19-29.

Abstract
In den letzten Jahren sind weltweit zahlreiche Initiativen gestartet worden, um offene Bildungsressourcen zu speichern und der Öffentlichkeit zugänglich zu machen. Zu diesem Zweck sind an vielen Orten Lernobjektrepositorien eingerichtet worden, die die persistente Speicherung von offenen Bildungsressourcen erlauben. Die dezentrale Einrichtung dieser Repositorien machte es für Endbenutzer schwierig, geeignete Ressourcen in ihrer Domäne zu finden und wiederzuverwenden. Darü
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Proceedings of the Second International Workshop on Mashup Personal Learning Environments

Wild, F., Kalz, M. & Palmér, M. (2009). Proceedings of the Second International Workshop on Mashup Personal Learning Environments. Nice, France: CEUR Workshop Proceedings.

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Technology Support for Self-Organized Learners

Kalz, M., Koper, R. & Hornung-Prähauser, V. (2009). Technology Support for Self-Organized Learners. n.a.: Journal of Educational Technology & Society.

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A Placement Web-Service for Lifelong Learners

Kalz, M., Drachsler, H., Van der Vegt, W., Van Bruggen, J., Glahn, C. & Koper, R. (2009). A Placement Web-Service for Lifelong Learners. In: Proceedings of the 9th International Conference on Knowledge Management and Knowledge Technologies (S. 289-298). Graz, Austria: Verlag der Technischen Universität Graz.

Abstract
This contribution introduces a placement web-service which has been developed in the context of the TENCompetence Integrated Project. The web-service uses Latent Semantic Analysis (LSA) to calculate similarity between documents in learner portfolios and content in the current learning network of the learner. In the first part of the paper the placement problem in learning networks is introduced. Next we discuss the architecture of the current web-service prototype and describe our evaluation app
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A Validation Scenario for a Placement Service in Learning Networks

Kalz, M., Van Bruggen, J., Giesbers, B., Rusmann, E., Eshuis, J. & Waterink, W. (2009). A Validation Scenario for a Placement Service in Learning Networks. In: Learning Network Services for Professional Development (S. 225-238). Heidelberg, Germany: Springer, Berlin, Heidelberg.

Abstract
In this chapter we describe a scenario for the validation of a placement service in Learning Networks. In Chap. 12 of this volume we described placement in Learning Networks as a case of Accreditation of Prior Learning (APL). We explained that placement in Learning Networks cannot assume the availability of data or metadata that allow for a direct or indirect coupling of data, such as competence descriptions, to the outcomes of learning activities. Even though such data may be available, their s
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Making Use of Language Technologies to Provide Formative Feedback

Berlanga, A., Brouns, F., Van Rosmalen, P., Rajagopal, K., Kalz, M. & Stoyanov, S. (2009). Making Use of Language Technologies to Provide Formative Feedback. In: Proceedings of the Workshop of Natural Language Processing in support of Learning: Metrics, Feedback and Connectivity. 14th Int. Conference on Artificial Intelligence in Education. Brighton, UK: AIED.

  • Linkhdl.handle.net/1820/...
  • StichworteLTfLL Conceptual development Formative Feedback Language Technologies Leximancer Pathfinder
Abstract
This paper presents an ongoing research towards the use of Language Technologies to provide lifelong learners with formative feedback. To this end, the paper briefly elaborates the theoretical background of conceptual development and existing Language Technology applications that can be used to identify and approximate learner’s conceptual development. It also presents preliminary results of proof of concept tests conducted to demonstrate the use of tools for diagnosing conceptual developm
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Persönliche Lernumgebungen: Grundlagen, Möglichkeiten und Herausforderungen eines neuen Konzepts

Schaffert, S. & Kalz, M. (2009). Persönliche Lernumgebungen: Grundlagen, Möglichkeiten und Herausforderungen eines neuen Konzepts. In: Handbuch E-Learning (S. 1-24). Köln, Germany: Wolters Kluwer Deutschland.

Abstract
The concept of Personal Learning Environments (PLE) is a new concept which breaks with a lot of traditions of technology-enhanced learning. In its core the learner can take control over his learning environments and he can conduct a "learning environment design" for his own purposes and needs. The chapter introduces the history of the PLE concept and discusses new opportunities and issues which come with this new concept.
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Semantic Networks as Means for Goal Directed Formative Feedback

Kalz, M., Berlanga, A., Van Rosmalen, P., Stoyanov, S., Van Bruggen, J. & Koper, R. (2009). Semantic Networks as Means for Goal Directed Formative Feedback. In: Proceedings of the Edumedia Conference “Creativity and Innovation Competencies in the Web” (S. 88-95). Salzburg, Austria: Research Forschungsgesellschaft m.bH.

Abstract
Providing formative feedback is a time-consuming activity for tutors. In the framework of the European funded projects TENCompetence and LTfLL ("Language Technologies for Lifelong Learning") we are currently exploring several methods to provide formative feedback using a comparison between expert semantic networks, based on course materials and tutor notes, and networks generated from student text materials. In this paper we explain the rationale behind this approach, give a short over
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SWeMoF: A semantic framework to discover patterns in learning networks

Kalz, M., Beekman, N., Karsten, A., Oudshoorn, D., Rosmalen, P. v., Van Bruggen, J. & Koper, R. (2009). SWeMoF: A semantic framework to discover patterns in learning networks. In: Learning in the Synergy of Multiple Disciplines. Proceedings of the Fourth European Conference on Technology-Enhanced Learning (S. 160-165). Nice, France: Springer, Berlin, Heidelberg.

  • Linkhdl.handle.net/1820/...
  • ISBN978-3-642-04635-3
  • StichworteLTfLL weblogs social software text mining data mining rss lsa
Abstract
In this contribution we introduce SWeMoF, a semantic framework to discover patterns in learning networks and the blogosphere. Based on a description of the state of the art in data mining, text mining and blog mining we discuss the architecture of the Semantic Weblog Monitoring Framework (SWeMoF) and provide an outlook and an evaluation perspective for future research and development.
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Tools and Techniques for Placement Experiments

Van der Vegt, W., Kalz, M., Giesbers, B., Wild, F. & Van Bruggen, J. (2009). Tools and Techniques for Placement Experiments. In: Learning Network Services for Professional Development (S. 209-223). Heidelberg, Germany: Springer, Berlin, Heidelberg.

  • Linklink.springer.com/chapter/...
  • ISBN978-3-642-00978-5
  • StichworteLatent Semantic Analysis Placement Service Query Vector Small Corpus Document Matrix
Abstract
In Chap. 11 we presented placement in the context of Accreditation of Prior Learning and showed that in the scenario we address we do not assume the availability of controlled vocabulary with which the contents of the learner portfolio or the learning material in the learning network is described. Our placement service is based on the assumption that similarity between material produced or studied by the learner on the one hand and the learning material of the learning network on the other, can
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Using Language Technologies to Diagnose Learner’s Conceptual Development

Berlanga, A., Kalz, M., Stoyanov, S., Van Rosmalen, P., Smithies, A. & Braidman, I. (2009). Using Language Technologies to Diagnose Learner’s Conceptual Development. In: Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies (S. 669-673). Riga, Latvia: IEEE.

Abstract
Formative feedback can provide information about how learners develop their competences in a knowledge domain. This information can determine learners’ progress and is essential in suggesting remedial actions which overcome gaps in knowledge. Finding this information, however, is a time consuming task. This paper elaborates the theoretical background of conceptual development, and argues that it can be (semi) automatically diagnosed using Language Technologies. It also presents, as future
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Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners. June

Kalz, M., Koper, R., Hornung-Prähauser, V. & Luckmann, M. (2008). Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners. June. Salzburg, Austria: CEUR Workshop Proceedings.

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Proceedings of the First International Workshop on Mashup Personal Learning Environments

Wild, F., Kalz, M. & Palmér, M. (2008). Proceedings of the First International Workshop on Mashup Personal Learning Environments. Maastricht, The Netherlands: CEUR Workshop Proceedings.

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Selbstorganisiertes Lernen im Internet. Einblick in die Landschaft der webbasierten Bildungsinnovationen

Hornung-Prähauser, V., Luckmann, M. & Kalz, M. (2008). Selbstorganisiertes Lernen im Internet. Einblick in die Landschaft der webbasierten Bildungsinnovationen. Innsbruck, Austria: Studienverlag: Innsbruck.

Abstract
Selbstorganisiertes Lernen umfasst Lernformen, die Lernenden im Vergleich zu traditionellen Bildungsszenarien ein größeres Maß an Selbstbestimmung einräumen: Selbstbestimmtes Lernen gibt den Lernenden die Möglichkeit, die Auswahl von Inhalten (Was wird gelernt?) und die Lernziele (woraufhin?) eigenständig festlegen zu können. Heutzutage wird diese Art des Lernens zunehmend von interaktiven Lernumgebungen im Internet, dem Einsatz von leichter bedienbarer Socia
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Eine Landkarte internetgestützten Lernens

Hornung-Prähauser, V., Luckmann, M. & Kalz, M. (2008). Eine Landkarte internetgestützten Lernens. In: Selbstorganisiertes Lernen im Internet. Einblick in die Landschaft der webbasierten Bildungsinnovationen (S. 13-25). Innsbruck: Studienverlag: Innsbruck.

Abstract
In diesem Einleitungskapitel wird der Versuch unternommen, wichtige Markierungs-punkte des internetgestützten selbstorganisierten Lernens, die in den folgenden Bei- trägen auftauchen, zu verorten. Insbesondere werden die Erwartungen und das wachsende Interesse an der Wirkung des Einsatzes des Internets auf selbstorganisiertes Lernen (SOL), theoretische Grundlagen zu SOL und ein Überblick über Lerntechnologien und -tools in Bezug auf ihre Eignung für selbst- oder fremdorg
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Lifelong Learning and the E-Strategy of the Open University of the Netherlands: ou.nl

Westera, W. & Kalz, M. (2008). Lifelong Learning and the E-Strategy of the Open University of the Netherlands: ou.nl. In: E-strategy, Strategisches Informationsmanagement für Forschung und Lehre, Medien in der Wissenschaft (S. 253-266). Münster, Germany: Gesellschaft für Medien in de Wissenschaft e.V, Waxmann Verlag GmbH: Münster.

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A Model for New Linkages for Prior Learning Assessment

Kalz, M., Van Bruggen, J., Giesbers, B., Waterink, W., Eshuis, J. & Koper, R. (2008). A Model for New Linkages for Prior Learning Assessment. Campus Wide Information Systems, 24, 233-243.

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Wayfinding Services for Open Educational Practices

Kalz, M., Drachsler, H., Van Bruggen, J., Hummel, H. & Koper, R. (2008). Wayfinding Services for Open Educational Practices. International Journal of Emerging Technologies in Learning, 3, 24-28.

  • Linkhdl.handle.net/1820/...
  • Stichworteopen educational resources open educational practices positioning navigation latent semantic analysis collaborative filtering
Abstract
To choose suitable resources for personal competence development in the vast amount of open educational resources is a challenging task for a learner. Starting with a needs analysis of lifelong learners and learning designers we introduce two wayfinding services that are currently researched and developed in the framework of the Integrated Project TENCompetence. Then we discuss the role of these services to support learners in finding and selecting open educational resources and finally we give
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Proceedings of the First European Workshop on Latent Semantic Analysis in Technology Enhanced Learning

Wild, F., Kalz, M., Van Bruggen, J. & Koper, R. (2007). Proceedings of the First European Workshop on Latent Semantic Analysis in Technology Enhanced Learning. Heerlen, Netherlands: Open University of the Netherlands.

Abstract
Latent Semantic Analysis (LSA) has been successfully deployed in various educational applications to enrich learning and teaching with information-technology. The primary goal of the workshop is to bring together experts in the field in order to share knowledge gained within the scattered research about latent semantic analysis in educational applications, in particular from the context of the IST projects Cooper, iCamp,T enCompetence and ProLearn.
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A New Linkage for Prior Learning Assessment

Kalz, M., Van Bruggen, J., Giesbers, B., Waterink, W., Eshuis, J. & Koper, R. (2007). A New Linkage for Prior Learning Assessment. In: Proceedings of the conference ePortfolio2007 – Employability and Lifelong Learning in the Knowledge Society. Maastricht, Netherlands: European Institute for E-Leatrning.

Abstract
Technology can help to develop new approaches for today’s assessment practice. This contribution presents a project that concentrates on the use of electronic portfolios and Latent Semantic Analysis (LSA) to assess prior learning experiences of learners. After an introduction the assessment triangle is presented as a reference framework. The role of the electronic portfolio for prior learning assessment is identified. Latent Semantic Analysis is introduced as an innovative assessment techn
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Kompetenzentwicklung in Lernnetzwerken für das Lebenslange Lernen

Kalz, M., Specht, M., Klamma, R., Chatti, M. & Koper, R. (2007). Kompetenzentwicklung in Lernnetzwerken für das Lebenslange Lernen. In: Online Communities als soziale Systeme (S. 181-197). Hannover, Germany: Waxman Verlag.

  • Linkhdl.handle.net/1820/...
  • Stichwortesocial software learning networks service oriented architectures weblogs wikis eportfolios
Abstract
Lebenslanges Lernen ist eines der Schlüsselthemen für die Wissensgesellschaft. Abseits der formal organisierten Bildungsangebote hat sich mit der Verbreitung und Nutzung von Social Software eine neue und sehr heterogene Organisationsform des technologiegestützten Lernens entwickelt, die große Potenziale für die lebenslange Kompetenzentwicklung bietet. Dieser Beitrag beschreibt diese neue Organisationsform, stellt das Konzept der Social Software sowie einige beispielhaft
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SammelbandPeer ReviewDatenmediumEnglish

Positioning and Navigation: Services for Open Educational Practices

Kalz, M., Drachsler, H., Van Bruggen, J., Hummel, H. & Koper, R. (2007). Positioning and Navigation: Services for Open Educational Practices. In: International Conference on Computer Aided Learning 2007. Kassel, Germany: Kassel University Press.

Abstract
To choose suited resources for personal competence development in the vast amount of open educational resources is a hard task for a learner. This contribution introduces positioning and navigation as services that support learners in finding suited learning activities and resources for learning.
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SammelbandOpen Access · CCPeer ReviewEnglish

Prior Learning Assessment with Latent Semantic Analysis

Kalz, M., Van Bruggen, J., Giesbers, B. & Koper, R. (2007). Prior Learning Assessment with Latent Semantic Analysis. In: Proceedings of the First European Workshop on Latent Semantic Analysis in Technology Enhanced Learning (S. 24-25). Heerlen, Netherlands: Open University of the Netherlands.

Abstract
Until now most approaches in technology enhanced learning that take into account prior learning stem from learner modeling. In the context of the TENCompetence project we are exploring alternatives to this top down approach for Prior Learning Assessment. We explore Latent Semantic Analysis as a technique to assess prior learning by correlating documents in a learner portfolio with documents in target learning activities.
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ArtikelPeer ReviewEnglish

Positioning of Learners in Learning Networks with Content-Analysis, Metadata and Ontologies

Kalz, M., Van Bruggen, J., Rusmann, E., Giesbers, B. & Koper, R. (2007). Positioning of Learners in Learning Networks with Content-Analysis, Metadata and Ontologies. Interactive Learning Environments, 15, 191-200.

  • Linkhdl.handle.net/1820/...
  • Stichwortepositioning learning networks lsa metadata latent semantic analysis ontologies
Abstract
Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route through the network that will foster competence building. In the past we explored computational approaches to positioning that are based on the contents of the learning network and the behavior of those participating in it, more or less ignoring different efforts to stimulate positioning and competence development from a top-down-perspective. In this paper we introduce a researc
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SammelbandPeer ReviewEnglish

Positioning of Learners in Learning Networks with Content Analysis, Metadata and Ontologies

Kalz, M., Van Bruggen, J., Rusmann, E., Giesbers, B. & Koper, R. (2006). Positioning of Learners in Learning Networks with Content Analysis, Metadata and Ontologies. In: Proceedings of the International Workshop in Learning Networks for Lifelong Competence Development (S. 77-81). Sofia, Bulgaria: TENCompetence.

  • Linkhdl.handle.net/1820/...
  • Stichwortepositioning learning networks lsa metadata latent semantic analysis ontologies
Abstract
Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route through the network that will foster competence building. In the past we explored computational approaches to positioning that are based on the contents of the learning network and the behavior of those participating in it, more or less ignoring different efforts to stimulate positioning and competence development from a top-down-perspective. In this paper we introduce a researc
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SammelbandPeer ReviewEnglish

Research and Development of a Positioning Service for Learning Networks for Lifelong Learning

Kalz, M. (2006). Research and Development of a Positioning Service for Learning Networks for Lifelong Learning. In: Proceedings of the Doctoral Consortium of the First European Conference on Technology Enhanced Learning (S. 26-31). Crete, Greece: n.a.

Abstract
Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route through the network that will foster competence building. This contribution presents the rationale for the positioning project and provides an overview about methodological questions for the research and development of a positioning service for lifelong learning and a short outlook on objectives and expected results.
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SammelbandPeer ReviewDeutsch

Wikis in der Bildung – Chaos, Emanzipation oder Schweizer Messer?

Kalz, M., Doebeli, B., Ebersbach, A. & Leitner, H. (2006). Wikis in der Bildung – Chaos, Emanzipation oder Schweizer Messer? In: Tagungsband zum Fernausbildungskongress 2005. Hamburg, Germany: n.a.

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SammelbandPeer ReviewEnglish

Building Eclectic Personal Learning Landscapes with Open Source Tools

Kalz, M. (2005). Building Eclectic Personal Learning Landscapes with Open Source Tools. In: Open Source for Education in Europe. Research & Practice (=Proceedings of the Open Source for Education in Europe Conference) (S. 163-168). Heerlen, Netherlands: Fernuniversität in Hagen.

Abstract
There is an ongoing trend towards modularization of Learning Management Systems and other E-Learning Applications. Modularization should add flexibility to the previously static environments that have been used for elearning. This trend concerns both commercial LMS vendors (e.g. the concept of building blocks in Blackboard) as open source developers (e.g. Moodle). Based on the model of the personal learning landscape (see Tosh/ Werdmuller 2004) this paper describes another approach to reach pers
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Sammelband

Notebooks in der Hochschullehre. Didaktische und strukturelle Implikationen

Kalz, M., Stratmann, J. & Kerres, M. (2005). Notebooks in der Hochschullehre. Didaktische und strukturelle Implikationen. In: Jahrbuch Medienpädagogik 4. Wiesbaden, Germany: Medien Pädagogik.

Abstract
Im Rahmen des vom bmb+f geförderten Projektes „Notebook-Universitäten“ sind seit Juli 2002 an 25 Universitäten in Deutschland unterschiedliche Aktivitäten zur Nutzung von Notebooks in der Hochschule gestartet worden. Am Anfang dieser Aktivitäten standen der Aufbau eines Funknetzes (WLAN: Wireless-Local-Area-Access-Network) und die Versorgung der Studierenden mit Notebooks. Der inhaltliche Fokus unterscheidet sich dabei an den einzelnen Hochschulen. An einem T
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SammelbandPeer Review

Strukturierungstheorie. Ein Rahmenwerk für die Wiki-Forschung?

Kalz, M. (2005). Strukturierungstheorie. Ein Rahmenwerk für die Wiki-Forschung? In: Proceedings of Wikimania 2005: The First International Wikimedia Conference. Frankfurt a.M., Germany: Wikimedia.

Abstract
How best can we conduct wiki research? Which models are suited as a framework for researching the wiki as technology and its specific use in groups and communities? Doing research about wikis in general and especially Wikipedia researchers come to question how they can analyze “wikified artifacts” and the complexity in the interplay between technology and human action. Wikis are a “sandbox” and “open field” to study technology-mediated and technology-evoked so
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SammelbandPeer ReviewDeutsch

Wiederverwendung von Lernobjekten aus didaktischer Sicht

Baumgartner, P. & Kalz, M. (2005). Wiederverwendung von Lernobjekten aus didaktischer Sicht. In: Auf zu neuen Ufern. Tagungsband der Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW) (S. 97-106). Rostock, Germany: GMW.

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Hrg.Werk

Didaktik der Notebook-Universität

Kerres, M., Kalz, M., Stratmann, J. & de Witt, C. (2004). Didaktik der Notebook-Universität. Münster, Germany: Waxman Verlag.

Abstract
Der drahtlose, "ubiquitäre" Zugang zum Internet auf dem Hochschulcampus eröffnet neue Szenarien des Lehrens und Lernens.Das Konzept der Notebook-Universität erweitert bisherige Überlegungen zu einer "virtuellen Universität", die als parallel zum herkömmlichen Campus im Internet gedacht ist. Die Notebook-Universität möchte stattdessen mithilfe digitaler Medien vorhandene (Lern-)Räume einer Hochschule erweitern und reale und virtuell
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Sammelband

Content Management Systeme aus bildungstechnologischer Sicht

Baumgartner, P. & Kalz, M. (2004). Content Management Systeme aus bildungstechnologischer Sicht. In: Content Management Systeme in e-Education. Auswahl, Potenziale und Einsatzmöglichkeiten (S. 14-66). Innsbruck, Austria: Innsbruck:Studienverlag.

Abstract
Wir wollen in diesem einleitenden theoretischen Teil einen Vorschlag unterbreiten, wie der unübersichtliche Markt der CMSes unter besonderer Berücksichtigung von Bildungsbedürfnisse gegliedert bzw. strukturiert werden kann. Dies scheint uns eine wesentliche Voraussetzung dafür zu sein, dass CMSes in der Bildung nicht nur tatsächlich genutzt, sondern auch entsprechend ihrer didaktischen Potenziale eingesetzt werden.
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ArtikelOpen Access · CCPeer ReviewPrintDeutsch

Mediendidaktik in der Lehrerbildung

Kerres, M. & Kalz, M. (2003). Mediendidaktik in der Lehrerbildung. Beiträge zur Lehrerbildung, 21, 410-421.

Abstract
Der Beitrag diskutiert Ziele und Inhalte der Aus- und Weiterbildung von Lehr- Personen im Bereich der Mediendidaktik. Vorliegende Angebote – vor allem in der Weiterbildung – sind oft entweder technisch oder medienerzieherisch ausgerichtet und als solches zu eng ausgeführt. Neben der Auseinandersetzung mit Möglichkeiten digitaler Medien im Unterricht sollte die didaktische Refle- xion über die Bedeutung von Medien in Lehr-Lernprozessen im Mittelpunkt stehen. Dazu sind i
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