Forschungs- & Publikationsdatenbank PH Heidelberg

Profil

Aktuelle Kontaktdaten

Prof. Dr. Kalz, Marco

Professor für Mediendidaktik; Fak. 2 - Mediendidaktik
Icon fuer AdresseAnschrift:
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

vCard erstellen und exportieren

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
Hrg.Werk

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.

PDF
Noch kein Titelbild vorhanden
Hrg.Werk

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.

PDF
Noch kein Titelbild vorhanden
SammelbandOpen Access · CCPeer ReviewEnglish

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
PDF
Noch kein Titelbild vorhanden
Sammelband

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
PDF
Noch kein Titelbild vorhandenDNB
SammelbandOpen Access · CCPeer ReviewEnglish

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
PDF
Noch kein Titelbild vorhanden
SammelbandDeutsch

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.
PDF
Noch kein Titelbild vorhanden
SammelbandPeer ReviewEnglish

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
PDF
Noch kein Titelbild vorhanden
SammelbandOpen Access · CCPeer ReviewEnglish

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.
PDF
Noch kein Titelbild vorhandenDNB
Sammelband

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
PDF
Noch kein Titelbild vorhandenDNB
SammelbandOpen Access · CCPeer ReviewEnglish

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
PDF
Noch kein Titelbild vorhanden