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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

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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SammelbandOpen Access · CCPeer ReviewEnglish

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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SammelbandOpen Access · CCPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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