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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 Review

Didaktische und ethische Implikationen der Nutzung von künstlicher Intelligenz in Schule und Unterricht

Kalz, M. (2022). Didaktische und ethische Implikationen der Nutzung von künstlicher Intelligenz in Schule und Unterricht. online.

Abstract
Invited Keynote Digiatschool Conference. 31.3.2022.
PDF
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Vortragohne Peer Review

Ethische Dimensionen Künstlicher Intelligenz in der Bildung

Kalz, M. (2022). Ethische Dimensionen Künstlicher Intelligenz in der Bildung. online.

Abstract
Forschungswerkstatt Medienpädagogik. Uni Nürnberg, Eingeladener Vortrag. 1. Juni 2022.
PDF
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Vortragohne Peer Review

Integrating AI as technology and subject in higher education: Opportunities and challenges.

Kalz, M. (2022). Integrating AI as technology and subject in higher education: Opportunities and challenges. online.

Abstract
Invited keynote during seminar on Open Online Learning in an AI Era. Shanghai Open University. 21.10.2022
PDF
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Vortragohne Peer Review

Open Education in transition. Social movement or evidence-based research domain?

Kalz, M. (2022). Open Education in transition. Social movement or evidence-based research domain? online.

Abstract
Invited presentation at the Open Science Kitchen, Twente University, The Netherlands. 28. 1. 2022
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SammelbandOpen Access · CCPeer ReviewPrintEnglish

Open Education as Social Movement? Between Evidence-Based Research and Activism

Kalz, M. (2022). Open Education as Social Movement? Between Evidence-Based Research and Activism. In: Zawacki-Richter, O. & Jung, I. (Hrsg.), Handbook of Open, Distance and Digital Education (S. 1-14) (Band 1). Singapore: Springer Nature Singapore.

Abstract
This chapter analyzes open education initiatives through the lens of social movement theory. Open education is introduced as a field with multiple dimensions, activities, and perspectives. Social movement theory is used to discuss along the dimensions of conflict and protest, cultural representation, values and collective action, and the influence of the social, political, and cultural context. Accordingly, epistemic communities are proposed as an alternative development direction for the field.
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ArtikelOpen Access · CCPeer ReviewEnglish

Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators

Zhang, L., Spoelstra, H. & Kalz, M. (2022). Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators. Journal for Computational Linguistics in the Netherlands, 2021(11), 257-279.

Abstract
Based on the availability of previously annotated text corpora, the technique of argument min- ing (AM) aims to discover components in texts belonging to an argumentation structure. Due to the lack of such annotated corpus for the Dutch language, this paper presents a Dutch essay corpus with annotations of argumentation structures and quality indicators. We applied the annotation schemes and guidelines derived from previous studies to capture the argument structures of Dutch argumentative essays by identifying and classifying the argument components into major claims, claims, and premises as well as the support/attack relations between the components. Further- more, we annotated persuasiveness scores and attributes that influence persuasiveness as quality indicators. The annotation task was performed by four native Dutch teachers who annotated 30 student-written Dutch argumentative essays. The inter-rater agreement of the annotations was generally lower compared to similar previous work, due to the less rigid format of the essays in our corpus and more annotators participating in the annotation task. However, the essays in our corpus are more in line with non-worked real-world text examples. To ensure the accuracy, objec- tivity, and reliability of the corpus a consolidation procedure was applied to the final compilation. This corpus presents a novel and reliable resource for future applications in argument mining tasks in the Dutch context. The corpus is publicly available via GitHub1
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities

Kalz, M. (2022). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. Tertiary Education and Management, 2022.

Abstract
Leadership in higher can influence the structurally embedding of educational technologies in higher education institutions. However, HEIs are complex pluralistic organizational environments with loosely coupled systems, diffused power and goal ambiguity which makes governance of educational innovations a wicked problem in which they have to balance dynamic complex interactions while also setting out a clear vision and enacting this vision towards organizational goals. This paper analyses four qualitative case studies with a focus on the choices made by leaders in four Dutch universities that aim to contribute to organisational educational innovation. We investigated the data through the lens of complexity leadership theory in which three types of leadership play an important role: administrative leadership (i.e. top-down oriented), adaptive leadership (i.e. bottom-up oriented) and enabling leadership that emerges as a leadership type between administrative and adaptive leadership and contributes to governing innovation in complex environments. This study sheds light on how, in the case of HEIs as complex environments, leaders made strategic choices and followed up on them to enable the innovative potential of the organisation.
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ArtikelOpen Access · CCPeer ReviewEnglish

GamiTool: Supporting Instructors in the Gamification of MOOCs

Ortega-Arranz, A., Asensio-Pérez, J. I., Martínez-Monés, A., Bote-Lorenzo, M. L., Ortega-Arranz, H. & Kalz, M. (2022). GamiTool: Supporting Instructors in the Gamification of MOOCs. IEEE Access, 1-17.

Abstract
Reward-based gamification strategies are proposed as a promising technique to increase student engagement in Massive Open Online Courses (MOOCs), following its success in other small- scale educational settings. However, these strategies imply a number of orchestration tasks (e.g., design, management) that are usually carried out by instructors, and which may hinder their use and adoption. Furthermore, some MOOC distinctive features (e.g., scale, 24/7 availability, etc.) have considerable implications on how these gamification strategies are orchestrated, resulting in an unmanageable instructors’ workload in cases of manual operation. Therefore, an eventual adoption of gamification in MOOCs calls for automatic systems capable of decreasing the additional workload of instructors. The limitations identified in the current solutions (e.g., non-usable graphical interfaces, inflexible gamification designs) led us to propose and develop a new gamification system named GamiTool. An evaluation with 19 MOOC instructors and gamification designers showed the high design expressiveness, usability and potential for adoption of GamiTool. Hence, GamiTool can be used by instructors to improve students’ engagement, and also, by researchers to keep understanding the effects of gamification in MOOC settings.
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ArtikelOpen Access · CCPeer ReviewEnglish

What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning.

Fominykh, M., Weidlich, J., Kalz, M. & Hybertsen, I. D. (2022). What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning. International Journal of Educational Technology in Higher Education, 19(1), 1-25.

Abstract
This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner’s intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC’s benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC’s benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC’s benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.
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