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Prof. Dr. Kalz, Marco

Professor für Mediendidaktik; Fak. 2 - Mediendidaktik
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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

Challenges of realising scalable open education with (peer) feedback

Kalz, M. (2019). Challenges of realising scalable open education with (peer) feedback. Potsdam, Hasso Plattner Institut.

Abstract
Kalz, M. (2019), Challenges of realising scalable open education with (peer) feedback. Open HPI Forum, 28.11.2019. Potsdam, Germany.
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Vortragohne Peer ReviewEnglish

Learning in the digital society. Effects and unintended consequences of mainstreaming of technology-enhanced learning.

Kalz, M. (2019). Learning in the digital society. Effects and unintended consequences of mainstreaming of technology-enhanced learning. Ra’anana, Israel.

Abstract
Kalz M. (2019). Learning in the digital society. Effects and unintended consequences of mainstreaming of technology-enhanced learning. 14th CHAIS conference for the study of innovation and learning technologies: learning in the technological era. 13. Februar 2019, Open University of Israel. Ra’anana, Israel.
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Vortragohne Peer ReviewDeutsch

Medienkompetenz. Ein Konzept im Wandel

Kalz, M. (2019). Medienkompetenz. Ein Konzept im Wandel. Ludwigshafen.

Abstract
Kalz, M. (2019) Medienkompetenz. Ein Konzept im Wandel. 8. Ludwigshafener Bildungsgespräche: Future Skills?! Wie Hochschulen ihre Studierenden im Umgang mit Medien und Daten fit machen können. 7.11.2019. Hochschule für Wirtschaft und Gesellschaft. Ludwigshafen, Germany.
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Vortragohne Peer ReviewEnglish

MOOCs for (global) sustainable development education. Experiences from the MOOC on Marine Litter

Kalz, M. (2019). MOOCs for (global) sustainable development education. Experiences from the MOOC on Marine Litter. online.

Abstract
Kalz, M. (2019). MOOCs for (global) sustainable development education. Experiences from the MOOC on Marine Litter. Presentation provided in the context of the course on open online education of the International Training Centre of the International Labour Organisation (ITC ILO). 25.11.2019.
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Vortragohne Peer ReviewDeutsch

Perspektiven der Hochschulbildung im digitalen Zeitalter

Kalz, M. (2019). Perspektiven der Hochschulbildung im digitalen Zeitalter. Idstein.

Abstract
Kalz, M. (2019). Perspektiven der Hochschulbildung im digitalen Zeitalter. Tag der Lehre, 28.06.2019, Fresenius Hochschule, Idstein, Germany.
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Vortragohne Peer ReviewEnglish

The scalability challenge: what higher education can learn from MOOCs and open courses

Kalz, M. (2019). The scalability challenge: what higher education can learn from MOOCs and open courses. online.

Abstract
Kalz, M. (2019) The scalability challenge: what higher education can learn from MOOCs and open courses. CATEDRA EUROPA 2019 conference, 22 March 2019, Universidad del Norte, Barranquilla, Colombia.
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SammelbandOpen Access · CCPeer ReviewPrintEnglish

Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs

Henderikx, M., Löhr, A. & Kalz, M. (2019). Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (Hrsg.), Transforming Learning with Meaningful Technologies. Proceedings of the European Conference on Technology-Enhanced Learning (EC-TEL) 2019 (S. 15-27) (Band 11722, 1. Auflage). Cham: Springer.

Abstract
MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females These findings may serve as input for supporting learners in achieving their individual learning goals.
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Sammelband

Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour

Henderikx, M. & Kalz, M. (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In: Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge. EMOOCs 2019. Cham, Switzerland: Springer, Cham.

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SammelbandOpen Access · CCPeer ReviewPrintEnglish

Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination

Abbas, M., Rosmalen, P. v. & Kalz, M. (2019). Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination. In: Scheffel, M., Broisin, J., Ioannou, A. & Schneider, J. (Hrsg.), Transforming Learning with Meaningful Technologies. Proceedings of the European Conference on Technology-Enhanced Learning (EC-TEL) 2019 (S. 396-408) (Band 11722, 1. Auflage). Cham: Springer.

Abstract
For predicting and improving the quality of essays, text analytic metrics (surface, syntactic, morphological and semantic features) can be used to provide formative feedback to the students. In this study, the intent was to find a small number of features that exhibit a fair proxy of the scores given by the human raters. Using an existing corpus and a text analysis tool for the Dutch language, a large number of features were extracted. Artificial neural networks, Levenberg Marquardt algorithm and backward elimination were used to reduce the number of extracted features automatically. Irrelevant features were eliminated based on the inter-rater agreement between predicted and human scores calculated using Cohen’s Kappa. By using our algorithm, the number of features in this study was reduced from 457 to 23. The selected features were grouped into six different categories. Of these categories, we believe that the features present in the groups “Word Difficulty” and “Lexical Diversity” are most useful for providing automated formative feedback to the students. The approach presented in this research paper is the first step towards our ultimate goal of providing meaningful formative feedback to the students for enhancing their writing skills and capabilities.
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SammelbandOpen Access · CCPeer ReviewPrintEnglish

Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs

Rabin, E., Silber-Varod, V., Kalman, Y. M. & Kalz, M. (2019). Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (Hrsg.), ransforming Learning with Meaningful Technologies. Proceedings of the European Conference on Technology-Enhanced Learning (EC-TEL) 2019 (S. 224-235) (1. Auflage). Cham: Springer.

Abstract
Learners join MOOCs (Massive Open Online Courses) with a variety of intentions. The fulfillment of these initial intentions is an important success criterion in self-paced and open courses. Using post course self-reported data enabled us to divide the participants to those who fulfilled the initial intentions (high-IF) and those who did not fulfill their initial intentions (low-IF). We used methods adapted from natural language processing (NLP) to analyze the learning paths of 462 MOOC participants and to identify activities and activity sequences of participants in the two groups. Specifically, we used n-gram analysis to identify learning activity sequences and keyness analysis to identify prominent learning activities. These measures enable us to identify the differences between the two groups. Differences can be seen at the level of single activities, but major differences were found when longer n-grams were used. The high-IF group showed more consistency and less divergent learning behavior. High-IF was associated, among other things, with study patterns of sequentially watching video lectures. Theoretical and practical suggestions are introduced in order to help MOOC developers and participants to fulfill the participants’ learning intentions.
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SammelbandOnlinePeer ReviewPrintEnglish

The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs

Rabin, E., Henderikx, M., Kalman, Y. M. & Kalz, M. (2019). The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (Hrsg.), Transforming Learning with Meaningful Technologies. Proceedings of the European Conference on Technology-Enhanced Learning (EC-TEL) 2019 (S. 631-635) (Band 11722, 1. Auflage). Cham: Springer.

Abstract
This study focuses on identifying the barriers to satisfaction of MOOC participants, and the predictors of these barriers. Five hundred and forty-two English as a Second Language MOOC participants responded to pre- and post-questionnaires. Using exploratory factor analysis three kinds of barriers were identified, namely: ‘Lack of interestingness/relevance’, ‘Lack of time/bad planning’ and ‘Lack of knowledge/technical problem’. The effects of the participant’s age, gender and level of self-efficacy, motivation, self-regulation learning skills and the intention to complete the course were analyzed as predictors of those barriers. Theoretical and practical implications regarding online learner satisfaction are discussed.
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ArtikelPeer ReviewEnglish

An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs

Rabin, E., Kalman, Y. M. & Kalz, M. (2019). An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. International Journal of Educational Technology in Higher Education, 2019.

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ArtikelPeer ReviewEnglish

Factors influencing the pursuit of personal learning goals in MOOCs

Henderikx, M., Kreijns, K., NN, J. & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education, 2019, 187-204.

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ArtikelOpen Access · CCPeer ReviewEnglish

Massive open online education for environmental activism: The worldwide problem of marine litter

Tabuenca, B., Kalz, M. & Löhr, A. (2019). Massive open online education for environmental activism: The worldwide problem of marine litter. Sustainability, 11(10), 1-16.

Abstract
The amount of plastic discharges in the environment has drastically increased in the last decades negatively affecting aquatic ecosystems, societies, and the world economy. The policies initiated to deal with this problem are insufficient and there is an urgency to initiate local actions based on a deep understanding of the factors involved. (2) This paper investigates the potential of massive open online courses (MOOCs) to spread environmental education. Therefore, the conclusions drawn from the implementation of a MOOC to combat the problem of marine litter in the world are presented. (3) This work describes the activity of 3632 participants from 64 countries taking an active role presenting useful tools, connecting them with the main world associations, and defining applied action plans in their local area. Pre- and post-questionnaires explore behavioral changes regarding the actions of participants to combat marine litter. The role of MOOCs is contrasted with social media, formal education, and informal education. (4) Findings suggest that MOOCs are useful instruments to promote environmental activism, and to develop local solutions to global problems, for example, clean beaches, supplanting plastic bottles, educational initiatives, and prohibition of single-use plastic.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

The cathedral’s ivory tower and the open education bazaar – catalyzing innovation in the higher education sector

Rabin, E., Kalman, Y. M. & Kalz, M. (2019). The cathedral’s ivory tower and the open education bazaar – catalyzing innovation in the higher education sector. Open Learning: The Journal of Open, Distance and e-Learning, 35(10), 82-99.

Abstract
Will open education replace traditional higher education, or augment it? Digital innovation in the higher education sector is fuelling speculation about the transformation of higher education and the future role of universities. Much of the speculation makes questionable implicit assumptions about current and future business models in the higher education sector. This conceptual paper applies an innovation management perspective to critically examine the use and misuse of the business model concept in the context of digital innovation in the higher education sector. Using Raymond’s metaphor of the cathedral and the bazaar which contrasted traditional commercial software development (the cathedral) with open source software development (the bazaar). We analogise this relationship with the relationship between ‘cathedral-type’ business models in traditional higher education (e.g. universities) and ‘bazaar-type’ business models in open education (e.g. open educational resource publishers). Using the historical perspective we now have on the software industry’s evolution we critique the ubiquitous replacement narrative of destruction and disruption of the sector, and propose an alternative narrative of interdependence and mutual innovative catalysis. We predict that higher education ecosystems will be based on synergistic relationships between organisations that represent many gradations on the continuum between ‘cathedral-type’ and ‘bazaar-type’ organisations.
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