Prof. Dr. Marco Kalz
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  • Recent & Upcoming Talks
    • Skillflation und curriculare Perturbation: Implikationen der hochschulischen Resonanz auf KI- und Future Skills
    • 3. Tagung des Arbeitskreises Mediendidaktik (DGfE Sektion Medienpädagogik)
    • Invited Keynote "Upskilling, deskilling and skillflation. A critical reflection on the AI skills discourse and the implications for (VET) education"
    • European Working Group on Disinformation Guidelines
    • Innovative Ansätze der PH Heidelberg und Schwäbisch Gmünd. Vermittlung journalistischer Kompetenzen.
    • Zukunftskompetenzen und die so genannte Erneuerung der Hochschulen
    • 2. Konferenz des Arbeitskreises Mediendidaktik
    • 1. AK Mediendidaktik
    • Die Gesellschaft der Medienpädagogik. Praktiken, Theorien und kreative Konzepte für menschliches Medienhandeln.
    • Panel "Zur Bedeutung von Künstlicher Intelligenz für die Lerninhalte an Hochschulen"
    • Getting published in educational techology journals and conferences
    • Brauchen wir KI-Kompetenzen? Implikationen von Künstlicher Intelligenz für das Lernen und Lehren an Hochschulen
    • Zukunft revisited. Alternative Konzepte zur Zukunftsorientierung in der Hochschullehre
    • What are Universities for? Ein kritischer Überblick zur Integration der Förderung überfachlicher Kompetenzen in Hochschulcurricula
    • Future-proof teaching in higher education: Broadening the discourse from future skills to transfer-oriented teaching and problem-solving
    • Peer Feedback: Brücke zu einer neuen Feedback- und Beurteilungskultur in der Hochschullehre?
    • KI in der Hochschullehre: Vom stochastischen Papagei zum allwissenden Lernbegleiter?
    • Data2Teach: Datenkompetenz für (angehende) Lehrer:innen
    • Impact of AI on digital literacy in teacher education: Implications of a changing digital environment.
    • Panel on Educational Futures
    • Publizieren in EdTech Research
    • Zukunftskompetenzen und KI-Kompetenz – alter Wein in neuen Schläuchen? Eine kritische Analyse
    • How did higher education lecturers cope with the pandemic?
    • Who let the drop out?
    • Learning in the digital society. Effects and unintended consequences of mainstreaming of technology-enhanced learning
    • Challenges of realising scalable open education with (peer) feedback
  • Privacy Policy
  • Posts
    • COPERDALE: A synthesized core-periphery framework for data-literacy
    • Mobiltelefone aus Schulen verbannen
    • Retraction of a plagiarised edtech book. The final chapter.
    • KI-Campus. Quo vadis?
    • The rise of the scinfluencers and the new narrative emerging from pseudo-scientific policy-making
    • Retraction activities of EdTech journals
    • A plagiarised edtech book and nobody cares
    • Using Nextcloud as project management system
    • AI destroys principles of authorship. A scary case from educational technology publishing.
    • Exploring BlueSky as social network
    • Don´t believe thy hype. 9 problems with the concept of future skills and 21st century skills
    • Uncontrollable GOLLEM-AI and the total decoding and synthesizing of reality
    • Einsatz von (generativer) KI im Bildungsbereich regulieren
    • Redefining my writing workflow
    • Positionality statements in research articles as biaswashing
    • Why AI-based tools are never neutral
    • The downgrading of knowledge by education hipsters
    • This is not a post about ChatGPT but agenda setting
    • Backup strategy for Knowledge-workers under MacOS
    • Window management for professional knowledge workers
    • Call for Papers Special Issue for Educational Technology Research & Development (ETR&D)
    • Restarting my personal knowledge management
    • Data Analysis in the Cloud
    • Implications of the new Twitter Academic Research product track
    • Starting a newsletter
    • Bildungdigital21
  • Publications
    • A Systematic Review of Frameworks and Measurement Instruments for Data Literacy in Higher and Adult Education
    • Validity evidence for the internal structure of the peer feedback orientation scale
    • E-Learning Acceptance among Oncology Healthcare Professionals in Europe
    • Innovation in Learning Design Within the Zone of Proximal Implementation: Developing Technology-Enhanced Learning Scenarios for Cancer Professionals
    • Mediendidaktik als Implementierungswissenschaft der Pädagogik? Kommentar zu Michael Kerres ‹Mediendidaktik – Versuch einer Positionierung›
    • Kompetenzorientierung
    • Exploring the Current Use of Educational Technologies in the Oncology Domain Across Europe: A Cross-Sectional Study.
    • Individualisiertes Lernen mit digitalen Bildungsressourcen: Eine Delphi Studie aus der Perspektive von Lehrer:innen.
    • Erneuerung der Hochschule von Außen nach Innen oder umgekehrt? Kritische Diskussion und Alternativen zur Future Skills-Bewegung
    • General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL)
    • Mobiles Lernen im Zeitalter der Mobilität und Postdigitalität
    • Zurück in die Zukunft? Eine literaturbasierte Kritik der Zukunftskompetenzen
    • Students’feedback literacy in higher education: an initial scale validation study
    • A data-driven approach for the identification of features for automated feedback on academic essays
    • An inter-specialty cancer training programme curriculum for Europe
    • How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education
    • Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review.
    • A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation
    • GamiTool: Supporting Instructors in the Gamification of MOOCs
    • Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities
    • Open Education as Social Movement? Between Evidence-Based Research and Activism
    • Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators
    • What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning.
    • Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach
    • Exploring predictors of instructional resilience during emergency remote teaching in higher education
    • Students’ perceptions of the peer-feedback experience in MOOCs
    • The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer- feedback dispositions
    • Effects of an ambient learning display on noise levels and perceived learning in a secondary school
    • Educational scalability in MOOCs: Analysing instructional designs to find best practices
    • Does project focus influence challenges and opportunities of open online education? A sub‐group analysis of group‐concept mapping data
    • Elements of Open Education: An Invitation to Future Research
    • What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
    • Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter
    • Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review
    • Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges
    • The disaggregated, networked and open future of education for sustainable development
    • Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe
    • Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination
    • Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs
    • Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour
    • Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs
    • The cathedral’s ivory tower and the open education bazaar – catalyzing innovation in the higher education sector
    • The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs
    • Factors influencing the pursuit of personal learning goals in MOOCs
    • An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs
    • MoocCast: evaluating mobile-screencast for online courses
    • Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain
    • Intention-behavior dynamics in MOOCs Learning; What happens to good intentions along the way?
    • A review of the types of mobile activities in mobile inquiry-based learning
    • Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study
    • A Framework Towards Educational Scalability of Open Online Courses
    • Refining success and dropout in massive open online courses based on the intention–behavior gap
    • To Change or not to Change? That’s the Question… On MOOC-Success, Barriers and their Implications
    • Solutions for global marine litter pollution
    • MoocCast: evaluating mobile-screencast for online courses
    • Validation of the self-regulated online learning questionnaire
    • Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey
    • Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology
    • The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges
    • New Learning Opportunities in a Networked World: Developing a Research Agenda on Innovative uses of ICTs for Learning and Teaching
    • It Doesn’t Matter, But: Examining the impact of ambient learning displays on energy consumption and conservation at the workplace
    • Setting-up a European Cross-Provider Data Collection on Open Online Courses
    • Time will tell: The role of mobile learning analytics in self-regulated learning
    • Supporting Inquiry-based Learning with Google Glass (GPIM)
    • A Study about Placement Support Using Semantic Similarity
    • Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays
    • Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures
    • Smartphone Apps for Cardiopulmonary Resuscitation Training and Real Incident Support: A Mixed-Methods Evaluation Study
    • Beyond the channel: A literature review on ambient displays for learning
    • ARLearn: augmented reality meets augmented virtuality
    • Language Technologies to Support Formative Feedback
    • Implementing infrastructures for managing learning objects
    • Infrastrukturen zur Verwaltung von Metadaten für Offene Bildungsressourcen
    • Positioning of Learners in Learning Networks with Content, Metadata and Ontologies
    • Kompetenzentwicklung in der Wissensgesellschaft mit Social Software
  • Courses
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  • Projects
    • PhD Maria Goerlich
    • PhD Maria Spilker
    • PhD Marlene Ganz
    • PhD Markus Knöpfel
    • INTERACT Europe 100
    • PhD Yanay Zaguri
    • TRANSITION
    • GINI2
    • JOKER
    • MARSS
    • INTERACT Europe
    • PhD Martine Schophuizen
    • PhD Eyal Rabin
    • OLCOS
    • OpenScout
    • EMuRgency
    • Data2Teach
    • DeTEL
    • PhD Maartje Henderikx
    • EMMA
    • ENTER_EdTech
    • SOONER
    • PhD Julia Kasch
    • PhD Mohsin Abbas
    • PhD Bernardo Tabuenca
    • PhD Dirk Boerner
  • Slides
    • Example Talk: Recent Work
  • Experience
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      • Formatting
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    • Reference
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