Marco Kalz is full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. His research interest lies on the use of open education, pervasive technologies and formative assessment to support (lifelong) learning and knowledge construction. He has published more than 150 peer-reviewed publications. Marco is a researcher at the intersection of educational science, computer science and psychology with an interest in addressing global societal challenges like energy conservation, marine litter, resuscitation support and cancer education with educational technology.
Marco is editorial board member of the Journal of Computing in Higher Education and he has served as associate editor of the IEEE Transactions on Learning Technologies, and editorial board member of Distance Education. He is a fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). He is director of the study program E-Learning and Media Education and co-director of the Heidelberg Education for Sustainable Development Center. Over the years he could secure approx. 3.7 Mio EUR of research funding for his institutions from competitive projects with a total budget of 34 Mio EUR. He has been an keynote speaker on more than 60 conferences and events. Besides European projects he was and is regularly involved in educational innovation and consulting projects with partners inside and outside of his institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO or other international and national organizations.
PhD in Educational Technology, 2009
Open University of the Netherlands
MA Multimedia Didactics, 2003
University Nuremberg-Erlangen
1st State Examination for Teachers, 2000
University of Cologne
Design and Implementation of Problem-Based Learning as didactical extension in psychology teaching
Innovative collaboration for Inter-specialty cancer training across Europe
Assistierte und einfach generierte intelligente Musiklehre im interaktiven Lernraum mittels Smartphone
Journalistische und crossmediale Kompetenzentwicklung für Studierende
Educational Innovation towards Organizational Development. The Art of Governing Open and Online Education in Dutch Higher Education Institutions
Through the Lens of the Learner: Using Learning Analytics to Predict Learner-Centered Outcomes in Massive Open Online Courses
Open eLearning Content Observatory Services
Skill-based scouting of open user-generated and community-improved content for management education and training
New approaches for resuscitation support and training in the Euregio Meuse-Rhine
Wie Daten Schule und Schulen Daten machen
Doctoral Education for Technology-Enhanced Learning
Mind the Gap. Unravelling learner success and behaviour in Massive Open Online Courses
European Multiple MOOC Aggregator
Entering the EdTech Entrepreneurship World
Structuration of Open Online Education in the Netherlands
Scaling the Unscalable? Interaction and Support in Open Online Education
Ubiquitous technology for lifelong learners
Ambient Learning Displays
Innovative collaboration for Inter-specialty cancer training across Europe
Digital Transition and digital resilience in oncology
Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on content-related and long-term measurements when examining the effects of PBL, this study took a different approach by exploring the general increase in problem-solving skills resulting from PBL. The sample consisted of 90 second-semester students who were assessed at three different time points using three subscales of the Wilde-Intelligenz-Test I & II: analogies (AL), letter series (BR) and numerical series (ZN). The findings revealed a significant improvement in general problem-solving abilities within the PBL group. These results provide valuable insights into the impact of PBL on the development of general problem-solving skills, even within a domain-independent and short-term context. Lecturers are encouraged to consider implementing PBL in their study programs, as it equips graduates with the necessary skills to tackle the challenges of today’s dynamic and constantly changing world.
Das Konzept der Zukunftskompetenzen wird aktuell für Hochschulen als eine Option gesehen, um Studierende besser auf eine ungewisse Zukunft vorzubereiten und diese zu Problemlösern der Zukunft auszubilden. Dabei verwundert es, dass das Konzept den Eingang in die politische Förderaktivitäten gefunden hat, ohne dass eine evidenzbasierte Analyse und 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 und Evidenzsynthesen wird der aktuelle Forschungsstand zusammengefasst und 9 Problembereiche bei 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 Messemethoden zur Analyse dieser Kompetenzen als kritisch für die Förderung von Lernangeboten für Zukunftskompetenzen identifiziert. Als alternative Forschungs- und Entwicklungsrichtung wird die Herausforderung des Transfers innerhalb und ausserhalb von Expertisefeldern diskutiert.
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 itempool 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.
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.