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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
SammelbandEnglish

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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SammelbandEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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