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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

Data2Teach – Datenkompetenz für angehende Lehrer:innen

Kalz, M. (2023). Data2Teach – Datenkompetenz für angehende Lehrer:innen. Online.

Abstract
Eingeladener Vortrag in der Woche der Datenbildung „Data2Teach – Datenkompetenz für angehende Lehrer:innen“, RPTU Landau, 26.09.23.
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Vortragohne Peer ReviewEnglish

Impact of AI on digital literacy in teacher education: Implications of a changing digital environment

Kalz, M. (2023). Impact of AI on digital literacy in teacher education: Implications of a changing digital environment. Universität Nürnberg-Erlangen.

Abstract
Friedrich Alexander Universität Nürnberg-Erlangen, Invited keynote „"Impact of AI on digital literacy in teacher education: Implications of a changing digital environment“. Autumn school, 11. Oktober 2023
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Vortragohne Peer ReviewEnglish

Invited Keynote panel: Responsive and Sustainable Educational Futures

Kalz, M. (2023). Invited Keynote panel: Responsive and Sustainable Educational Futures. Aveiro, Portugal.

Abstract
Invited and moderated panel on responsive and sustainable futures at the European Conference on Technology-Enhanced Learning (EC-TEL) 2023, Aveiro, Portugal.
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Vortragohne Peer ReviewDeutsch

KI in der Hochschullehre: Vom stochastischen Papagei zum allwissenden Lernbegleiter?

Kalz, M. (2023). KI in der Hochschullehre: Vom stochastischen Papagei zum allwissenden Lernbegleiter? Uni Marburg.

Abstract
Uni Marburg, Eingeladene Keynote “KI in der Hochschullehre: Vom stochastischen Papagei zum allwissenden Lernbegleiter?”, 16. November 2023
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Vortragohne Peer ReviewDeutsch

Peer Feedback: Brücke zu einer neuen Feedback- und Beurteilungskultur in der Hochschullehre?

Kalz, M. (2023). Peer Feedback: Brücke zu einer neuen Feedback- und Beurteilungskultur in der Hochschullehre? Uni Nürnberg-Erlangen.

Abstract
Friedrich Alexander Universität Nürnberg-Erlangen, Eingeladene Keynote „Peer Feedback: Brücke zu einer neuen Feedback- und Beurteilungskultur in der Hochschullehre?“, Symposium Brückenschlag: Lernprozesse in analogen, hybriden und digitalen Formaten, 11. Oktober 2023
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Vortragohne Peer ReviewDeutsch

Publizieren im Bereich Educational Technology

Kalz, M. (2023). Publizieren im Bereich Educational Technology. Online.

Abstract
Metavorhaben Digitalisierung im Bildungsbereich, Veranstaltung zum Publizieren von EdTech Research, Uni Duisburg-Essen, 25.09.23
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Vortragohne Peer Review

Zukunftskompetenzen und KI-Kompetenz – alter Wein in neuen Schläuchen? Eine kritische Analyse

Kalz, M. (2023). Zukunftskompetenzen und KI-Kompetenz – alter Wein in neuen Schläuchen? Eine kritische Analyse. online.

Abstract
Eingeladener Vortrag der Deutschen Gesellschaft für Hochschuldidaktik
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SonstigesOpen Access · CCohne Peer ReviewDeutsch

TWLZ German Teacher Network Twitter Corpus (December 2013 - December 2020)

Kalz, M. (2023). TWLZ German Teacher Network Twitter Corpus (December 2013 - December 2020). OSF.

Abstract
Data collected on 7 years of conversations of the German teacher network Twitterlehrerzimmer.
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SammelbandOpen Access · CCPeer ReviewPrintEnglish

A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation

Kasch, J., Van Rosmalen, P. & Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In: Noroozi, O. & De Wever, B. (Hrsg.), The Power of Peer Learning. Fostering Students’ Learning Processes and Outcomes. (S. 265-287) (Band 1). Cham: Springer.

Abstract
Providing and receiving feedback requires a certain openness in individuals which is referred to as feedback orientation. Although this openness is also required in peer-feedback processes personal factors that influence student’s openness (i.e. peer-feedback orientation) are less researched. Inspired by feedback orientation studies in a workplace setting we investigated personal factors that influence students’ peer-feedback orientation. As part of an exploratory sequential mixed methods research design, qualitative data on personal factors influencing student’s peer-feedback orientation was collected. Semi-structured interviews with students, teachers and researchers (N = 13) revealed a broad range of personal factors influencing their peer-feedback orientation. Thematic analyses of the data showed that the most prominent factors were related to the perceived usefulness of receiving and providing peer-feedback, the social bond between students, fairness and skills. The importance of existing feedback orientation dimensions (utility, accountability, social awareness and self-efficacy) by (Linderbaum and Levy, Journal of Management 36:1372–1405, 2010) was confirmed in a higher education setting. Interestingly, different interpretations of the dimensions were found which should lead to the development of a peer-feedback orientation scale for higher education.
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Sammelbandohne Peer ReviewPrintDeutsch

Mobiles Lernen im Zeitalter der Mobilität und Postdigitalität.

Schulze, A. & Kalz, M. (2023). Mobiles Lernen im Zeitalter der Mobilität und Postdigitalität. In: Brandhofer, G. & Wiesner, C. (Hrsg.), Didaktik in einer Kultur der Digitalität. Wirkmächtige Mediendidaktik, zukunftsorientierte Pädagogik. (S. 57-70). Bad Heilbronn: Verlag Julius Klinkhardt GmbH & Co. KG.

  • ISBN978-3-7815-2603-7
  • Stichwortemobiles Lernen, Mobilität, Kontext, ortsbasiertes Lernen, Übergänge, Medienbruch, Postdigitalität, Semiotik von Mobilität, Augmented Reality
Abstract
In diesem Kapitel widmen wir uns dem mobilen Lernen aus der Perspektive der Mobilität und Postdigitalität. Auf der Basis eines historischen Abrisses der verschiedenen Forschungs- und Entwicklungsströmungen des Feldes stellen die Autor:innen einige grundlegende Theorien und Modelle vor, die für die Diskussion zum mobilen Lernen ein hilfreiches Rahmenwerk zur Diskussion bieten können. Didaktische Perspektiven werden entlang den Orientierungsdimensionen einer „wirkmächtigen Mediendidaktik“ diskutiert.
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ArtikelOnlinePeer ReviewPrintEnglish

A data-driven approach for the identification of features for automated feedback on academic essays

Abbas, M., Van Rosmalen, P. & Kalz, M. (2023). A data-driven approach for the identification of features for automated feedback on academic essays. IEEE Transactions on Learning Technologies, 23(4).

  • DOIhttps://doi.org/10.1109/TLT.2023.3320877
  • StichworteFeature extraction, Syntactics, Semantics, Measurement, Writing, Surface morphology, Natural Language Processing, Artificial Neural Networks, Feature selection, Feature reduction
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 higher education. In this study, the goal was to identify a sufficient number of features that exhibit a fair proxy of the scores given by the human raters via a data-driven approach. 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 features automatically. Irrelevant features were eliminated based on the inter-rater agreement between predicted and human scores calculated using Cohen's Kappa ( κ ). The number of features in this study was reduced from 457 to 28 and grouped into different categories. The results reported in this paper are an improvement over a similar previous study. Firstly, the inter-rater reliability between the predicted scores and human raters was increased by tweaking the corpus for overfitting for average scores. The resulting maximum value of κ showed substantial agreement compared to moderate inter-rater reliability in the prior study. Secondly, instead of using a dedicated training and test set, the training and testing phases in the new experiments were performed using k-fold cross validation on the corpus of texts. 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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ArtikelOpen AccessPeer ReviewEnglish

An inter-specialty cancer training programme curriculum for Europe

Benstead, K., Brandl, A., Brouwers, T., Civera, J., Collen, S., Csaba, D. L., De Munter, J., Dewitte, M., Diez de los Rios, C., Dodlek, N., Eriksen, J. G., Forget, P., Gasparatto, C., Geissler, J., Hall, C., Juan, A., Kalz, M., Kelly, R., Klis, G., Kulaksız, T., Lecoq, C., Marangoni, F., McInally, W., Oliver, K., Popovics, M., Poulios, C., Price, R., Rollo, I., Romeo, S., Steinbacher, J., Sulosaari, V. & O´Higgins, N. (2023). An inter-specialty cancer training programme curriculum for Europe. European Journal of Surgical Oncology, 49(9), 1-6.

Abstract
Introduction
Multidisciplinary and multi-professional collaboration is vital in providing better outcomes for patients The aim of the INTERACT-EUROPE Project (Wide Ranging Cooperation and Cutting Edge Innovation As A Response To Cancer Training Needs) was to develop an inter-specialty curriculum. A pilot project will enable a pioneer cohort to acquire a sample of the competencies needed.
Methods
A scoping review, qualitative and quantitative surveys were undertaken. The quantitative survey results are reported here. Respondents, including members of education boards, curriculum committees, trainee committees of European specialist societies and the ECO Patient Advisory Committee, were asked to score 127 proposed competencies on a 7-point Likert scale as to their value in achieving the aims of the curriculum. Results were discussed and competencies developed at two stakeholder meetings. A consultative document, shared with stakeholders and available online, requested views regarding the other components of the curriculum.
Results
Eleven competencies were revised, three omitted and three added. The competencies were organised according to the CanMEDS framework with 13 Entrustable Professional Activities, 23 competencies and 127 enabling competencies covering all roles in the framework. Recommendations regarding the infrastructure, organisational aspects, eligibility of trainees and training centres, programme contents, assessment and evaluation were developed using the replies to the consultative document.
Conclusions
An Inter-specialty Cancer Training Programme Curriculum and a pilot programme with virtual and face-to-face components have been developed with the aim of improving the care of people affected by cancer.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education

Weidlich, J. & Kalz, M. (2023). How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education. European Journal of Teacher Education, 1(1), 1-21.

Abstract
Past research has identified deficits in knowledge of student teachers regarding integration of technology in teaching leading to a need to investigate the efficacy of teacher training initiatives. There is a gap in understanding of developmental trajectories of these skills, as well as whether other factors moderate this. Using the TPACK-Model, the current study presents an analysis (N = 526) of a teacher training at a University of Education in Germany. Overall, results suggest trajectories where some knowledge domains are positively associated with study progress while others are not. Specifically, technology-related knowledge mostly does not show an association with study progress. However, this phenomenon is moderated by gender, suggesting that women report lower skills in technology-related dimensions and no associations with study progress. Our results illustrate the necessity to improve teacher training so that preservice teachers in general, but especially women, feel better qualified to integrate technology into the classroom.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Students’ feedback literacy in higher education: an initial scale validation study

Woitt, S., Weidlich, J., Jivet, I., Göksün, D. O., Drachsler, H. & Kalz, M. (2023). Students’ feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education, 00(0), 1-21.

Abstract
Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Students’ feedback literacy in higher education: an initial scale validation study,

Kalz, M. & Weidlich, J. (2023). Students’ feedback literacy in higher education: an initial scale validation study,. Teaching in Higher Education, 31, 1-20.

Abstract
Given the crucial role of feedback in supporting learning in highereducation, understanding the factors influencing feedbackeffectiveness is imperative. Student feedback literacy, that is, theset of attitudes and abilities to make sense of and utilizefeedback is therefore considered a key concept. Rigorousinvestigations of feedback literacy require psychometrically soundmeasurement. To this end, the present paper reports on thedevelopment and initial validation (N= 221) of a self-reportinstrument. Grounded in the conceptual literature and buildingon previous scale validation efforts, an initial overinclusive itempool is generated. Exploratory factor analysis and the Raschmeasurement model yield adequate psychometric properties ofan initial scale measuring two dimensions: feedback attitudes andfeedback practices with a total of 21 items. We further provideevidence for criterion-related validity. Findings are discussed inlight of the emerging feedback literacy literature and avenues forfurther improvement of the scale are reported.ARTICLE HISTORYReceived 3 May 2023Accepted 4 September 2023KEYWORDSFeedback literacy; scaledevelopment; exploratoryfactor analysis; Raschanalysis; higher education1. IntroductionFeedback has famously been identified as‘one of the most powerful influences on learningand achievement’(Hattie and Timperley2007 ,81).Thismakesfeedback–the provision ofinformation about student learning back to students–a central consideration in designingeffective learning experiences. For example, the classic self-regulated learning (SRL) modelby Butler and Winne (1995 ) posits feedback as an inherent determinant of SRL processes,which in turn, are preconditions for student learning. However, under the umbrella termfeedback hides an array of possible feedback designs, which can be more or less elaborate,detailed, or motivating; a variety which may also explain the high degree of heterogeneityin the effects of feedback (Hattie and Timperley2007 ; Wisniewski, Zierer, and Hattie2020 ).© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in anymedium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on whichthis article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.CONTACTJoshua Weidlichjoshua_weidlich@yahoo.deTEACHING IN HIGHER EDUCATIONhttps://doi.org/10.1080/13562517.2023.2263838
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Students’feedback literacy in higher education: an initial scale validation study

Kalz, M. (2023). Students’feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education, 23(1), 1-21.

Abstract
Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.
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ArtikelOpen Access · CCPeer ReviewEnglish

Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review

Kulaksız, T., Steinbacher, J. & Kalz, M. (2023). Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review. Journal of Cancer Education, 38, 1743-1751.

Abstract
As cancer continues to be a significant global health challenge, the education of oncology professionals plays a crucial role in providing quality cancer care and achieving optimal patient outcomes. In order to meet the growing need for flexible, accessible, and effective training, this study examines the role of technology-enhanced learning (TEL) in the education of oncology medical professionals. Following the PRISMA guidelines, this systematic review included 34 articles published between 2012 and 2022 in EBSCO and PubMed databases. Findings reveal a diverse range of digital tools being used in oncology training, despite a shortage of advanced educational technologies and limited functional improvement compared to traditional instruction. Since the training primarily targeted at multiple professions in the medical expert role, with radiation oncologists being overrepresented, other oncology domains should be examined more thoroughly in the future, taking into account distinct professional abilities, e.g. communication, collaboration, and leadership skills with reference to the CanMEDS framework. Although the training programmes generally resulted in positive outcomes according to the Kirkpatrick evaluation model, experimental research designs were rather limited. Therefore, the substantial contribution and limitations of TEL in oncology education need to be clarified. Precise reporting of digital tools and instructional processes, as well as challenges encountered, is highly recommended to increase transparency and replicability. Research methodology in digital oncology education remains a major concern and should be addressed accordingly in future research.
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ArtikelOpen Access · CCPeer ReviewDeutsch

Zurück in die Zukunft? Eine literaturbasierte Kritik der Zukunftskompetenzen.

Kalz, M. (2023). Zurück in die Zukunft? Eine literaturbasierte Kritik der Zukunftskompetenzen. MedienPädagogik. Zeitschrift für Theorie und Praxis der Medienbildung., 2023(1), 332-352.

Abstract
Das Konzept der Zukunftskompetenzen wird aktuell für Hochschulen als Option gesehen, um Studierende besser auf eine ungewisse Zukunft vorzubereiten und zu Problemlöser:innen der Zukunft auszubilden. Das Konzept hat in Deutschland den Eingang in die politischen Förderaktivitäten gefunden, ohne dass eine evidenzbasierte Analyse oder eine kritische Diskussion des Konzeptes stattgefunden hat. In diesem Beitrag wird die Diskussion in einen historischen Zusammenhang eingeordnet und es werden Verbindungen zu vergleichbaren Konzepten und Aktivitäten hergestellt. Auf Basis von systematischen Literaturanalysen, Evidenzsynthesen und hochschuldidaktischer Forschung wird der aktuelle Forschungsstand zusammengefasst und werden neun Problembereiche der Diskussion und Förderung von Zukunftskompetenzen identifiziert. Neben der fehlenden Einordnung der Zukunftskompetenzen in frühere Ansätze wurden vor allem die fehlenden empirischen Grundlagen sowie das Nicht-Vorhandensein von Messmethoden zur Analyse dieser Kompetenzen als kritisch für die Förderung von Lehr- und Lernangeboten für Zukunftskompetenzen identifiziert. Als alternative Forschungs- und Entwicklungsrichtung wird die Herausforderung des Transfers innerhalb und ausserhalb von Expertisefeldern diskutiert.
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