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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

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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
SammelbandOpen Access · CCPeer ReviewEnglish

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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SammelbandOpen Access · CCPeer ReviewEnglish

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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SammelbandEnglish

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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Noch kein Titelbild vorhandenDNB
SammelbandOpen Access · CCPeer ReviewEnglish

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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Noch kein Titelbild vorhandenDNB
ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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
PDF
Noch kein Titelbild vorhanden
ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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