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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
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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Vortragohne Peer ReviewDeutsch

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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SammelbandOpen Access · CCPeer ReviewEnglish

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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SammelbandOpen Access · CCPeer ReviewEnglish

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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SammelbandOpen Access · CCPeer ReviewEnglish

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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Noch kein Titelbild vorhandenDNB
SammelbandOpen Access · CCPeer ReviewEnglish

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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SammelbandOpen Access · CCPeer ReviewEnglish

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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Noch kein Titelbild vorhandenDNB
ArtikelPeer ReviewEnglish

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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ArtikelPeer ReviewEnglish

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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