Profil

Prof. Dr. Kalz, Marco Professor für Mediendidaktik; Fak. 2 - Mediendidaktik Anschrift: 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 kalz[at]ph-heidelberg.de https://kalz.cc OrcID: 0000-0003-1471-5827

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Sammelband

Automated feedback at task level : error analysis or worked out examples – which type is more effective?

Pinkernell, G., Gulden, L. & Kalz, M. (2020). Automated feedback at task level : error analysis or worked out examples – which type is more effective?, In: B. Barzel, R. Bebernik, L. Göbel, M. Pohl, H. Ruchniewicz, F. Schacht & D. Turm (Hrsg.), Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14 (S.221-228). Essen: DuEPublico.

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The disaggregated, networked and open future of education for sustainable development

Kalz, M., Schophuizen, M. & Türkeli, S. (2020). The disaggregated, networked and open future of education for sustainable development, In: UNESCO (Hrsg.), Humanistic future of learning. Perspectives from UNESCO Chairs and UNITWIN networks (S.113-116) (1. Auflage). Paris: United Nations Educational, Scientific and Cultural Organization.

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Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data

Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S. & Kalz, M. (2020). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data, Journal of Computing in Higher Education, 2020(0), 1-26.

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Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges

Schophuizen, M. & Kalz, M. (2020). Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges, International Journal of Educational Technology in Higher Education, 17(36), 1-17.

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Elements of Open Education: An Invitation to Future Research.

Zawacki-Richter, O., Conrad, D., Bozkurt, A., Aydin, C., Bendelier, S., Jung, I., Stöter, J., Veletsianos, G., Blaschke, L. M., Bond, M., Broens, A., Bruhn, E., Dolch, C., Kalz, M., Kondakci, Y., Marin, V., Mayrberger, K., Müskens, W., Naidu, S., Qayyum, A., Roberts, J., Sangrà, A., Loglo, F. S., Slagter van Tryon, P. J. & Xiao, J. (2020). Elements of Open Education: An Invitation to Future Research., The International Review of Research in Open and Distributed Learning, 21(3), 331-334.

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Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe

Pammer-Schindler, V., Wild, F., Fominykh, M., Ley, T., Perifanou, M., Soule, M. V., Hernandez-Leo, D., Kalz, M., Klamma, R., Pedro, L., Santos, C., Glahn, C., Economides, A. A., Parmaxi, A., Prasolova-Førland, E., Gillet, D. & Maillet, K. (2020). Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe, Frontiers in Education, 150(5), 1-12.

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Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review

Spilker, M., Prinsen, F. & Kalz, M. (2020). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review, Professional Development in Education, 46(3), 482-499.

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What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

Rabin, E., Henderikx, M., Kalman, Y. M. & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation, Australasian Journal of Educational Technology, 36(3), 119-131.

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