Projects |

Projects |http://kalz.cc/projects/ProjectsHugoBlox Kit (https://hugoblox.com)en-usSun, 19 May 2024 00:00:00 +0000http://kalz.cc/media/icon_hu_1c0e9cb08cfb822a.pngProjectshttp://kalz.cc/projects/PhD Maria Goerlichhttp://kalz.cc/project/phd-maria-goerlich/Fri, 01 Aug 2025 06:59:00 +0200http://kalz.cc/project/phd-maria-goerlich/<p>Project title: Competencies of primary school teachers regarding the targeted support of students who are disadvantaged by the digital divide</p> <p>Institution: Heidelberg University of Education</p> <p>Local Supervision:</p> <ul> <li>Prof. Dr. Barbara Getto (PH Zurich)</li> <li>Prof. Dr. Leonie Sibley (PH Zurich)</li> </ul> <p>The project is conducted in the context of the .</p>PhD Maria Spilkerhttp://kalz.cc/project/phd-maria-spilker/Thu, 30 Jan 2025 06:59:00 +0200http://kalz.cc/project/phd-maria-spilker/<p>Project title: Academic conferences for continuing professional development and learning</p> <p>Institution: Heidelberg University of Education.</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Spilker, M., Prinsen, F., & Kalz, M. (2020). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. <em>Professional Development in Education</em>, <em>46</em>(3), 482–499. <a href="https://doi.org/10.1080/19415257.2019.1629614" target="_blank" rel="noopener">https://doi.org/10.1080/19415257.2019.1629614</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/valuing-technology-enhanced-academic-conferences-for-continuing-professional-development.-a-systematic-literature-review/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>PhD Marlene Ganzhttp://kalz.cc/project/phd-marlene-ganz/Thu, 30 Jan 2025 06:59:00 +0200http://kalz.cc/project/phd-marlene-ganz/<p>Project title: Development and validation of a test instrument to assess students’ data literacy: analysis, modeling, and empirical testing</p> <p>Institution: Heidelberg University of Education</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Ganz, M., & Kalz, M. (2026). A systematic review of frameworks and measurement instruments for data literacy in higher and adult education. <em>Educational Research Review</em>, Article 100828. <a href="https://doi.org/10.1016/j.edurev.2026.100828" target="_blank" rel="noopener">https://doi.org/10.1016/j.edurev.2026.100828</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-systematic-review-of-frameworks-and-measurement-instruments-for-data-literacy-in-higher-and-adult-education/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>PhD Markus Knöpfelhttp://kalz.cc/project/phd-markus-knopfel/Fri, 12 Apr 2024 06:59:00 +0200http://kalz.cc/project/phd-markus-knopfel/<ul> <li>Title of the thesis: The world needs solutions. Students need problems. </li> <li>Defense date: 26. June 2026</li> <li>Awarding institution: Heidelberg University of Education</li> <li>Supervisors: Prof. Dr. Marco Kalz, Prof. Dr. Patric Meyer (SRH/University of Heidelberg)</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. J. Weidlich, University of Zurich/Zurich University of Education</li> <li>Prof. dr. C. Rietz, Heidelberg University of Education</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Knöpfel, M., Kalz, M., & Meyer, P. (2024). General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL). <em>Journal of Problem Based Learning in Higher Education</em>, <em>12</em>(1), 72–91. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/general-problem-solving-skills-can-be-enhanced-by-short-time-use-of-problem-based-learning-pbl/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>INTERACT Europe 100http://kalz.cc/project/interact-europe-100/Wed, 29 Nov 2023 23:25:23 +0200http://kalz.cc/project/interact-europe-100/<h1 id="interact-europe-100-funded-via-the-eu-health-programme-by-the-european-commission-december-2023--november-2026-budget-875-mio-eur-33157952-eur-acquired-for-own-institution">INTERACT Europe 100 (funded via the EU Health Programme by the European Commission), December 2023 – November 2026, Budget: 8.75 Mio EUR (331,579.52 EUR acquired for own institution)</h1> <p>The INTERACT-EUROPE100 project aims at implementing the Inter-specialty Cancer Training (ISCT) curriculum developed under the INTERACT-EUROPE project. The objective of the ISCT programme is to foster a patient-centric approach to quality cancer care through the promotion of multidisciplinary and multi-professional teams working across Europe. The project will critically review the current state of inter-specialty training resources, identify existing quality learning materials and produce innovative learning resources to meet the requirements of the ISCT curriculum and ensure the needs of oncology patients across Europe are addressed. In the framework of the project, two new modules focusing on paediatric oncology and the specific needs of Ukrainian displaced healthcare professionals and people in care will be developed. A dedicated digital learning management system adapted to the needs of oncology professionals will be established to support the decentralised implementation of the ISCT programme for trainers and trainees at the national level. The activities linked to the training of trainers will target experts in the fields of clinical oncology, surgery, radiation oncology, cancer nursing and other specialised staff from at least 100 cancer centres in Europe and will ensure the future sustainability of the ISCT programme in EU Members States. Local and international events for trainers will facilitate the exchange of best learning practices and establish an EU network of inter-specialty cancer trainers to achieve best patient outcomes.</p>PhD Yanay Zagurihttp://kalz.cc/project/phd-yanay-zaguri/Sat, 19 Aug 2023 13:58:28 +0200http://kalz.cc/project/phd-yanay-zaguri/<p>Project title: Perceived Value of Learning and Development Departments in Organizations</p> <p>Institution: Open University of the Netherlands</p> <p>Co-supervision by Dr. Gila Kurtz, Holon Institute of Technology</p>TRANSITIONhttp://kalz.cc/project/transition/Tue, 17 Jan 2023 23:25:23 +0200http://kalz.cc/project/transition/<h1 id="transition---digital-transition-and-digital-resilience-in-oncology-funded-via-european-commission-01032023---28022025-budget-2299-541-eur-53-928-eur-acquired-for-own-institution-role-partner">TRANSITION - Digital Transition and digital resilience in oncology (Funded via European Commission, 01.03.2023 - 28.02.2025), Budget: 2.299 541 EUR (53 928 EUR acquired for own institution, Role: partner)</h1> <p>TRANSITION is an 24-month project (March 2023 - February 2025) co-funded by the EU under the EU4Health programme 2021-2027. Digital health presents great potential across the whole spectrum of the cancer patient trajectory. . However, there are many challenges to its full deployment. A crucial challenge is to provide continuous professional development and training for the cancer healthcare workforce and the non-clinical professionals, which poses an essential barrier to the uptake, safe, and effective use of digital health solutions across the cancer continuum. The TRANSiTION proposal contributes to creating a new state-of-the-art education and training programme for healthcare professionals and non-clinical professionals that will enable the acquisition of digital skills and competencies for current and future needs that the integration of digital solutions generates. TRANSiTION brings together an interdisciplinary consortium of 27 partners from 15-member states with extensive expertise in the development, assessment, and successful implementation of continuous professional development and training programmes in health.</p>GINI2http://kalz.cc/project/gini2/Sat, 01 Oct 2022 02:59:50 +0200http://kalz.cc/project/gini2/<h1 id="funded-via-a-grant-of-the-german-ministry-of-research-and-education-october-2022--september-2024-budget-1442547-eur-298-486-eur-acquired-for-own-institution-role-partner">Funded via a grant of the German Ministry of Research and Education, October 2022 – September 2024), Budget: 1.442.547 EUR (298 486 EUR acquired for own institution, Role: partner)</h1> <p>Evaluation und mediendidaktische/musikpädagogische Validierung von Gini2</p> <p>Ziel von GINI2 ist es, mittels aktuell üblicher Smartphone Kameras die Aufnahme von Lehr- und Lerninhalten und deren Rechteverwaltung so einfach wie möglich für die Zielgruppe der Musiklehrenden zu gestalten. Die Erstellung von digitalem hochqualitativen Lehr- und Lerncontent in der Musiklehre soll dadurch erhöht und nachhaltig ermöglicht werden. Beispielsweise sollen einfach zu erstellende Aufnahmen der Fingerbewegungen sowie durch haptische Informationen angereicherte Videoinhalte mittels KI erstellt werden können, um das sich differenzierende musikalische Lernen auch zukünftig optimal abbilden zu können. Qualitätssteigernd jedoch optional für den Lehrenden sollen zudem neueste Smartphone- Sensoren (bspw. LIDAR oder Tiefenkameras als Tiefensensor) in der Erstellung von haptischen Lehr- und Lerninhalten verprobt werden.</p> <p>Damit verfolgt GINI2 das übergeordnete Ziel, das Methodenwissen und die individuellen digitalen Kompetenzen Lehrender durch die Entwicklung von Lehr- und Lernangeboten vornehmlich auch in kollaborativen Lehr- und Lernszenarien und -räumen zu steigern. Hierbei sind sowohl die Anbindung und Ergänzung bestehender Angebote um passende Schnittstellen als auch die Erarbeitung neuer Angebote einschließlich solcher Schnittstellen möglich. Zudem soll es ebenfalls möglich sein, die einschlägigen Angebote nahtlos von der prototypischen Meta-Plattform Nationale Bildungsplattform ausgehend zu nutzen. Erste Anbindungen wurden in der Konzeptionsphase bereits an die prototypische Pilotplattform „BIRD“ und zusätzlich an die Prototypplattform „L3OOP“ implementiert. Diese sollen perspektivisch weiter ausgebaut werden, um eine weitreichendere Angebotsnutzung zu ermöglichen.</p>JOKERhttp://kalz.cc/project/joker/Sat, 01 Oct 2022 02:59:50 +0200http://kalz.cc/project/joker/<h1 id="funded-via-a-grant-of-the-federal-institute-for-communication-lfk-october-2021--september-2024-budget-352-764-eur-168-030-eur-acquired-for-own-institution">Funded via a grant of the Federal Institute for Communication (LfK), October 2021 – September 2024), Budget: 352 764 EUR (168 030 EUR acquired for own institution)</h1> <p>Das Projekt „JOKER – Journalistische und crossmediale Kompetenzentwicklung für Studierende“, ist ein Entwicklungsprojekt der Pädagogischen Hochschule Heidelberg, unter Förderung der LFK, Die Medienanstalt für Baden-Württemberg. Im Projektzeitraum, Oktober 2021 bis September 2024 sollen Lehr- und Lernmaterialien entstehen, die dazu beitragen die Nachrichten- und Informationskompetenzen von Studierenden zu stärken.</p>MARSShttp://kalz.cc/project/marss/Sat, 01 Oct 2022 02:59:50 +0200http://kalz.cc/project/marss/<h2 id="funding">Funding</h2> <p>Funded via a grant of the Federal Ministry of Research, Technology and Space. April 2026 - March 2029, Budget: 2,2 Mio EUR (396 492 EUR acquired for own institution)</p> <h2 id="project-overview">Project Overview</h2> <p>The MARSS project aims to enrich everyday school life through a digital solution that reliably and transparently detects disinformation and socio-emotional manipulation, provides young people with a sense of security, and strengthens their capacity for critical reflection. First, an AI-based tool will be developed to analyze multimodal media content and provide users with comprehensible feedback. Subsequently, this system will be integrated into a school-based learning platform that offers teachers practical materials and application examples. In parallel, a network of schools, research institutions, and civil society organizations will be established to support the development process through co-design methods and continuous evaluation.</p>INTERACT Europehttp://kalz.cc/project/interact-europe/Fri, 01 Jul 2022 23:25:23 +0200http://kalz.cc/project/interact-europe/<p><strong>INTERACT EUROPE: Innovative collaboration for Inter-specialty cancer training across Europe(funded via the EU Health Programme by the European Commission), July 2022 – November 2023, Budget: 2.6 Mio EUR (170,826.80 EUR acquired for own institution)</strong></p> <p>INTERACT-EUROPE is an 18-month project (July 2022 - November 2023) co-funded by the EU under the EU4Health programme 2021-2027 as part of Europe’s Beating Cancer Plan. INTERACT-EUROPE brings together 33 partners from 17 countries aiming at developing a European inter-specialty cancer training programme involving all main oncology disciplines and professions, cancer centres and patient groups, based on relevant needs assessments.</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kulaksız, T., Steinbacher, J., Ganz, M., Klein, M., & Kalz, M. (2026). E-learning acceptance among oncology healthcare professionals in Europe. <em>Journal of Cancer Education</em>. <a href="https://doi.org/10.1007/s13187-026-02862-9" target="_blank" rel="noopener">https://doi.org/10.1007/s13187-026-02862-9</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/e-learning-acceptance-among-oncology-healthcare-professionals-in-europe/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kulaksız, T., Steinbacher, J., & Kalz, M. (2026). Innovation in learning design within the zone of proximal implementation: Developing technology-enhanced learning scenarios for cancer professionals. <em>Technol. Knowl. Learn.</em> <a href="https://doi.org/10.1007/s13187-023-02329-1" target="_blank" rel="noopener">https://doi.org/10.1007/s13187-023-02329-1</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/innovation-in-learning-design-within-the-zone-of-proximal-implementation-developing-technology-enhanced-learning-scenarios-for-cancer-professionals/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Steinbacher, J., Kulaksız, T., & Kalz, M. (2025). Exploring the Current Use of Educational Technologies in the Oncology Domain Across Europe: A Cross-Sectional Study. <em>Journal of Cancer Education</em>, 1–8. <a href="https://doi.org/10.1007/s13187-025-02703-1" target="_blank" rel="noopener">https://doi.org/10.1007/s13187-025-02703-1</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/exploring-the-current-use-of-educational-technologies-in-the-oncology-domain-across-europe-a-cross-sectional-study./" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Benstead, K., Brandl, A., Brouwers, T., Civera, J., Collen, S., Csaba, D. L., De Munter, J., Dewitte, M., de Los Rios, C. D., Dodlek, N., & others. (2023). An inter-specialty cancer training programme curriculum for Europe. <em>European Journal of Surgical Oncology</em>, <em>49</em>(9), 106989. <a href="https://doi.org/10.1016/j.ejso.2023.106989" target="_blank" rel="noopener">https://doi.org/10.1016/j.ejso.2023.106989</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/an-inter-specialty-cancer-training-programme-curriculum-for-europe/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kulaksız, T., Steinbacher, J., & Kalz, M. (2023). Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review. <em>Journal of Cancer Education</em>. <a href="https://doi.org/10.1007/s13187-023-02329-1" target="_blank" rel="noopener">https://doi.org/10.1007/s13187-023-02329-1</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/technology-enhanced-learning-in-the-education-of-oncology-medical-professionals-a-systematic-literature-review./" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>PhD Martine Schophuizenhttp://kalz.cc/project/phd-martine-schophuizen/Fri, 18 Feb 2022 13:59:00 +0200http://kalz.cc/project/phd-martine-schophuizen/<ul> <li>Title of the thesis: Educational Innovation towards Organizational Development. The Art of Governing Open and Online Education in Dutch Higher Education Institutions</li> <li>Defense date: 18. February 2022</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marco Kalz, Co-Promotor: Marcus Specht (Technical University Delft)</li> <li>Members of the assessment commmittee: <ul> <li>Prof. Dr. George Veletsianos, Royal Roads University, Canada</li> <li>Prof. Dr. O. Zawacki-Richter, Oldenburg University, Germany</li> <li>Prof. Dr. Wilfried Admiraal, Leiden University/University of Oslo</li> <li>Prof. Dr. Hendrik Drachsler, Open Universiteit/DIPF</li> <li>Dr. Frank de Langen, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kelly, A., Utama, C., Specht, M., & Kalz, M. (2023). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. <em>Tertiary Education and Management</em>, <em>29</em>, 471–490. <a href="https://doi.org/10.1007/s11233-022-09105-8" target="_blank" rel="noopener">https://doi.org/10.1007/s11233-022-09105-8</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/enabling-educational-innovation-through-complexity-leadership-perspectives-from-four-dutch-universities/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., & Kalz, M. (2021). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. <em>Journal of Computing in Higher Education</em>, <em>33</em>, 255–280. <a href="https://doi.org/10.1007/s12528-020-09264-w" target="_blank" rel="noopener">https://doi.org/10.1007/s12528-020-09264-w</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/does-project-focus-influence-challenges-and-opportunities-of-open-online-education-a-subgroup-analysis-of-groupconcept-mapping-data/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., & Kalz, M. (2020). Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. <em>International Journal of Educational Technology in Higher Education</em>, <em>17</em>, Article 36. <a href="https://doi.org/10.1186/s41239-020-00197-z" target="_blank" rel="noopener">https://doi.org/10.1186/s41239-020-00197-z</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/educational-innovation-projects-in-dutch-higher-education-bottom-up-contextual-coping-to-deal-with-organizational-challenges/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. <em>The Internet and Higher Education</em>, <em>36</em>, 1–12. <a href="https://doi.org/10.1016/j.iheduc.2017.08.002" target="_blank" rel="noopener">https://doi.org/10.1016/j.iheduc.2017.08.002</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/eliciting-the-challenges-and-opportunities-organizations-face-when-delivering-open-online-education-a-group-concept-mapping-study/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>PhD Eyal Rabinhttp://kalz.cc/project/phd-eyal-rabin/Fri, 10 Sep 2021 13:57:31 +0200http://kalz.cc/project/phd-eyal-rabin/<ul> <li>Title of the thesis: Through the Lens of the Learner: Using Learning Analytics to Predict Learner-Centered Outcomes in Massive Open Online Courses </li> <li>Defense date: 10. September 2021</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marco Kalz, Co-Promotor: Yoram Kalman (Open University of Israel)</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. C. Delgado-Kloos, U3CM</li> <li>Prof. dr. Y. Eshet, Open University of Israel</li> <li>Prof. dr. M. Scheffel, Ruhr-Universität Bochum</li> <li>Prof. dr. R. Klemke, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Henderikx, M., Kalman, M., Yoram, & 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. <em>Australasian Journal of Educational Technology</em>, <em>36</em>(3), 119–131. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/what-are-the-barriers-to-learners-satisfaction-in-moocs-and-what-predicts-them-the-role-of-age-intention-self-regulation-self-efficacy-and-motivation/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Silber-Varod, V., Kalman, Y. M., & Kalz, M. (2019). Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 224–235). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/identifying-learning-activity-sequences-that-are-associated-with-high-intention-fulfillment-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Kalman, Y. M., & Kalz, M. (2020). The cathedral’s ivory tower and the open education bazaar–catalyzing innovation in the higher education sector. <em>Open Learning: The Journal of Open, Distance and e-Learning</em>, <em>35</em>(1), 82–99. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/the-cathedrals-ivory-tower-and-the-open-education-bazaar-catalyzing-innovation-in-the-higher-education-sector/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Henderikx, M., Kalman, Y. M., & Kalz, M. (2019). The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 631–635). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/the-influence-of-self-regulation-self-efficacy-and-motivation-as-predictors-of-barriers-to-satisfaction-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Kalman, Y. M., & Kalz, M. (2019). An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. <em>International Journal of Educational Technology in Higher Education</em>, <em>16</em>, Article 14. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/an-empirical-investigation-of-the-antecedents-of-learner-centered-outcome-measures-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>OLCOShttp://kalz.cc/project/olcos/Sun, 11 Apr 2021 14:00:32 +0200http://kalz.cc/project/olcos/<p><strong>Transversal Action funded by the European Comission under the eLearning programme between January 2006 – December 2007), Budget: 373.263 €, 80 000 EUR for own institution:</strong> <strong> </strong></p> <p>Presently the benefits and characteristics of open source software in education is apparent and widely acknowledged, this is not the case with respect to the concept of digital open content that may particularly benefit flexible and open learning models (e.g. collaborative knowledge and skills building) in schools, higher educational institutions and vocational training.</p>OpenScouthttp://kalz.cc/project/openscout/Sun, 11 Apr 2021 14:00:05 +0200http://kalz.cc/project/openscout/<p><strong>Targeted Project funded under the eContentplus programme from September 2009 – October 2012), Budget: 5,6 Mio EUR (202 776 EUR for own institution, Role: partner)</strong></p> <p>OpenScout stands for “Skill based scouting of open user-generated and community-improved content for management education and training”. OpenScout is a project co-funded by the European Commission within the eContentplus Programme as a Targeted Project in the area of Educational Content (Grant ECP 2008 EDU 428016). OpenScout started in September 2009 and has a duration of three years. OpenScout aims at providing an education service in the internet that enables users to easily find, access, use and exchange open content for management education and training.</p> <p>The management education market is largely diversified, training topics range from general management and leadership to very specific issues like managing risks in banking industry. Despite the resulting growing need for management education and content the potential of already existing open learning materials is hardly exploited, neither in the business sector nor in SMEs where the need for lifelong learning is even greater. Within its portal OpenScout offers easy-to-use competence-based federated search and retrieval web services, provides an openly accessible tool library for improvement and re-publishing of open contents and establishes an open user community that opens up their content and adopts OpenScout web services in real contexts of use.</p> <p>Additionally, OpenScout provides a number of extensions and plug-ins that allow users to seamlessly integrate OpenScout search functionalities in their favourite learning environment like Learning Management Systems, Social Networks or mobile devices. In partnership with the European Association of Technology Enhanced Learning (EATEL) the OpenScout project has created the Special Interest Group (SIG) Open Content for Business and Management in September 2012. The main goal of the SIG is to drive and promote Open Education for the Business and Management domain also after the project’s formal end. The SIG maintains and extends the successful portal, user community and services of OpenScout and aims at being the single access point for people engaged in this field.</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kalz, M., Klemke, R., Ternier, S., & Specht, M. (2010). Infrastrukturen zur Verwaltung von Metadaten für Offene Bildungsressourcen. <em>Zeitschrift Für E-Learning</em>, <em>5</em>(3). </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/infrastrukturen-zur-verwaltung-von-metadaten-fur-offene-bildungsressourcen/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>EMuRgencyhttp://kalz.cc/project/emurgency/Sun, 11 Apr 2021 13:59:57 +0200http://kalz.cc/project/emurgency/<p><strong>Funded via INTERREG IVa, September 2011 – August 2014), Budget: 3,53 Mio EUR (605 000 EUR acquired for own institution, Role: Coordinator)</strong></p> <p>The EMuRgency project was funded under the INTERREG IVa programe which is partially financed through the European Regional Development Fund (ERDF). Co-financing comes from several regions of the Euregio Rhine-Meuse and partners of the EMuRgency consortium.</p> <p>In the EMR region every year there are about 2.500 cases of cardiac arrest. In case of a cardiac arrest serious brain damage can occur after three minutes. The emergency services seldom manage to arrive within three minutes. Therefore heart massage, also called cardiopulmonary resuscitation (CPR) by layman, bystanders, can mean the difference between life and death. But in the Euregio in about 75% of the cases of cardiac arrest CPR has not been started when the ambulance arrives. Mostly because those present do not know what to do. The EMuRgency project wants to change that through a combination of activities. A cross-border alarm system, a learning programme to teach people how to give CPR and a roadshow to train college students and to make them and their surroundings aware of their reponsibility.</p> <p>The project piloted an alerting system in the whole region. In case of a cardiac arrest citizens who know how to give CPR are alerted and sent to the patient. Experiences from projects as SMS-Retter in Aachen (Germany), AED-Alert and Hart voor Limburg will be used in this activity. The 112 centre will find (spotting) and alert the nearest available persons skilled in CPR using their mobile phones. This system will function cross-borders. The project will raise awareness about the need to know about CPR. The project will develop a range of edcuational products. Apart from ‘classic’ e-learning content, innovative learning scenarios will be developed using mobile devices and game patterns. The schooling will be organised for different target groups (children/teenagers/adults, non-professional and professional relief workers).</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kalz, M., Lenssen, N., Felzen, M., Rossaint, R., Tabuenca, B., Specht, M., & Skorning, M. (2014). Smartphone apps for cardiopulmonary resuscitation training and real incident support: a mixed-methods evaluation study. <em>Journal of Medical Internet Research</em>, <em>16</em>(3), e2951. <a href="https://doi.org/10.2196/jmir.2951" target="_blank" rel="noopener">https://doi.org/10.2196/jmir.2951</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/smartphone-apps-for-cardiopulmonary-resuscitation-training-and-real-incident-support-a-mixed-methods-evaluation-study/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>Data2Teachhttp://kalz.cc/project/data2teach/Sun, 11 Apr 2021 13:59:50 +0200http://kalz.cc/project/data2teach/<h1 id="funded-via-a-grant-of-the-german-ministry-of-research-and-education-august-2021--february-2022-budget-41-000-eur-22-000-acquired-for-own-institution-role-coordinator">Funded via a grant of the German Ministry of Research and Education, August 2021 – February 2022), Budget: 41 000 EUR (22 000 acquired for own institution, Role: coordinator), </h1> <p>Im Rahmen des Projektes ist ein offener Online-Kurs entwickelt worden, der das Thema Data-Science speziell für Studierende des Lehramtes aufbereitet und erfahrbar macht. Ziel war es, das Thema Bildungsdaten und Datafication von Schule schulnah zu adressieren und (angehende) Lehrer<em>innen dafür zu sensibilisieren. Die Kursentwicklung orientiert sich an den Richtlinien der Kultusministerkonferenz und an allgemeinen mediendidaktischen und -pädagogischen Qualitätskriterien. Der Kurs soll in der Lehramtsausbildung der beteiligten Institutionen eingesetzt werden und nachrangig auch für die Lehrer</em>innenfortbildung entlang der Lehrerbildungskette zum Einsatz kommen. Im Rahmen des Kurses werden technisch-funktionale Aspekte von Datenkompetenz kombiniert und in Beziehung gesetzt zu anwendungsbezogenen, (medien- und schul- )pädagogischen sowie gesellschaftlich-kulturellen Fragen. Im Rahmen des Online-Kurses wird daher auf ein ausgewogenes Verhältnis von verschiedenen Facetten von Daten- und Medienkompetenz abgezielt und speziell unter Perspektive der eigenen Nutzung für pädagogische Zwecke sowie der Anwendung im Schulalltag thematisiert.</p>DeTELhttp://kalz.cc/project/detel/Sun, 11 Apr 2021 13:59:50 +0200http://kalz.cc/project/detel/<p>Doctoral Education for Technology-Enhanced Learning (DE-TEL) project will establish and deepen a strategic partnership for doctoral education in Technology-Enhanced Learning (TEL). DE-TEL brings together 9 internationally renowned universities and the to reflect their expertise in doctoral education into a new internationally validated program in TEL, extended with rich and professionally produced Open Educational Resources. The project grounds the design of the new program in the best practices in TEL doctoral education across Europe as well as institutional and national requirements.</p> <p>DE-TEL will create a new offer in an area of research that finds practical application across Europe as digitalisation of education is in an increasing demand to solve multiple challenges.</p> <p>Doctoral education in TEL aims to develop expertise in doctoral candidates, provide knowledge from multiple relevant perspectives and allows taking empirically-based decisions in implementing TEL solutions in practice. The goal of DE-TEL is to bring doctoral education in TEL to a new level with high-quality resources and a new internationally designed program to support better curricular integration and avoid fragmentation of the digitalisation agenda in Europe.</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Pammer-Schindler, V., Wild, F., Fominykh, M., Ley, T., Perifanou, M., Soule, M. V., Hernández-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. <em>Frontiers in Education</em>, <em>5</em>, 150. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/interdisciplinary-doctoral-training-in-technology-enhanced-learning-in-europe/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>PhD Maartje Henderikxhttp://kalz.cc/project/phd-maartje-henderikx/Sun, 11 Apr 2021 13:58:03 +0200http://kalz.cc/project/phd-maartje-henderikx/<ul> <li>Title of the thesis: Mind the Gap. Unravelling learner success and behaviour in Massive Open Online Courses </li> <li>Defense date: 6. September 2019</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marco Kalz, Co-Promotor: Karel Kreijns</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. M. Brown, Dublin City University</li> <li>Prof. dr. M. Kerres, University of Duisburg-Essen</li> <li>Prof. dr. B. Wasson, University of Bergen</li> <li>Prof. dr. F.L.J.M. Brand-Gruwel, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., Xu, K. M., & Kalz, M. (2021). Making barriers to learning in MOOCs visible. A factor analytical approach. <em>Open Praxis</em>, <em>13</em>(2), 143–159. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/making-barriers-to-learning-in-moocs-visible.-a-factor-analytical-approach/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Lohr, A., & Kalz, M. (2019). Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 15–27). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/enjoyed-or-bored-a-study-into-achievement-emotions-and-the-association-with-barriers-to-learning-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., & Kalz, M. (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In M. Calise, C. Delgado Kloos, J. Reich, J. A. Ruiperez-Valiente, & M. Wirsing (Eds.), <em>Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge</em> (pp. 59–69). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/goal-setting-and-striving-in-moocs-a-peek-inside-the-black-box-of-learner-behaviour/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., Castano Munoz, J., & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. <em>Distance Education</em>, <em>40</em>(2), 187–204. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/factors-influencing-the-pursuit-of-personal-learning-goals-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., & Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? <em>2018 Learning With MOOCS (LWMOOCS)</em>, 110–112. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/intention-behavior-dynamics-in-moocs-learning-what-happens-to-good-intentions-along-the-way/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. <em>Distance Education</em>, <em>38</em>(3), 353–368. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/refining-success-and-dropout-in-massive-open-online-courses-based-on-the-intentionbehavior-gap/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., & Kalz, M. (2017). To change or not to change? That’s the question… on MOOC-success, barriers and their implications. <em>European Conference on Massive Open Online Courses</em>, 210–216. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/to-change-or-not-to-change-thats-the-question-on-mooc-success-barriers-and-their-implications/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>EMMAhttp://kalz.cc/project/emma/Sat, 10 Apr 2021 23:26:00 +0200http://kalz.cc/project/emma/<p><strong>EMMA: European Multiple MOOC Aggregator (funded via Policy Support Program by the European Commission), February 2014 – August 2016, Budget: 4,95 Mio EUR (191.000 EUR acquired for own institution, Role: partner) </strong></p> <p>EMMA stands for European Multiple MOOC Aggregator. EMMA combines and refines a series of existing components to pilot a web-learning environment where users can access multi-media courseware, translation services, personal learning environments and learning communities. The EMMA platform enables users to access MOOCs in a new, customised way, harvesting content from different courses in their own language. The project seeks to redress the balance between learning communities and individual learning, enabling EMMA users to create their own paths by selecting and integrating different learning objects from other courses along with authoritative resources on the web.</p>ENTER_EdTechhttp://kalz.cc/project/enter_edtech/Sat, 10 Apr 2021 23:25:23 +0200http://kalz.cc/project/enter_edtech/<h1 id="enter_edtech-entering-the-edtech-entrepreneurship-world-funded-via-erasmus-plus-by-the-european-commission-januar-2021--december-2024-budget-924-050-eur-128250-eur-acquired-for-own-institution">ENTER_EdTech: Entering the EdTech Entrepreneurship World (funded via Erasmus Plus by the European Commission), Januar 2021 – December 2024, Budget: 924 050 EUR (128.250 EUR acquired for own institution)</h1> <p>The project aim is to train aspiring EdTech-preneurs, start-up founders, spin-offs and small SMEs in enhancing their market knowledge, improving their business processes, becoming more competitive and improving the quality of their products and services.</p>SOONERhttp://kalz.cc/project/sooner/Sat, 10 Apr 2021 21:50:37 +0200http://kalz.cc/project/sooner/<p><strong>Funded via a grant of the Dutch Ministry of Education and the national coordination unit for educational sciences, September 2015 – August 2020), Budget: 1,35 Mio EUR (1.03 Mio acquired for own institution, Role: coordinator), </strong></p> <p>The SOONER project focused on fundamental and accompagnying research about open online education (OOE) in the Netherlands. Open online education is viewed as a strategic activity of an educational institution with systemic implications for the organization. Based on proven approaches for program evaluations from the health sciences, the project will enable systematic and long-term research on open online education from a macro-, meso- and micro-perspective. In addition, this project combines fundamental and accompanying research. SOONER will be organized via three PhD-projects on 1) self-regulated learning skill acquisition in the context of OOE, 2) motivation and intentions as key to drop-out in OOE and last but not least 3) scalable support solutions for OOE including learning analytics. These projects will be framed by a Post-Doc project that focuses on the structural and organizational embedding of OOE.</p> <p>All projects will start from standardized measurement instruments or will adapt those for the specific context of OOE. All projects will access several sources for their data collection: MOOCs offered by the partner institutions, open courses offered by the OpenupEd partners, courses offered by the SURF projects and institutions participating in the SURF projects. The SOONER project is connected to the MOOCKnowledge project, a European cross-provider standardized survey about MOOCs and the SCORE2020 project, a European project focusing on support needs of educational institutions for OOE. Data from these European projects will be compared to Dutch OOE initiatives and benchmarking options will be explored. All results of the project will be shared via open licenses.</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., van Rosmalen, P., & Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In <em>The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes</em> (pp. 265–287). Springer. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-thematic-analysis-of-factors-influencing-students-peer-feedback-orientation/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kelly, A., Utama, C., Specht, M., & Kalz, M. (2023). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. <em>Tertiary Education and Management</em>, <em>29</em>, 471–490. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/enabling-educational-innovation-through-complexity-leadership-perspectives-from-four-dutch-universities/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., Xu, K. M., & Kalz, M. (2021). Making barriers to learning in MOOCs visible. A factor analytical approach. <em>Open Praxis</em>, <em>13</em>(2), 143–159. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/making-barriers-to-learning-in-moocs-visible.-a-factor-analytical-approach/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., van Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. <em>Distance Education</em>, <em>42</em>(1), 145–163. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/students-perceptions-of-the-peer-feedback-experience-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., Rosmalen, P. V., Henderikx, M., & Kalz, M. (2021). The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. <em>Assessment & Evaluation in Higher Education</em>, <em>0</em>(0), 1–14. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/the-factor-structure-of-the-peer-feedback-orientation-scale-pfos-toward-a-measure-for-assessing-students-peer-feedback-dispositions/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Julia, K., Peter, V. R., & Marco, K. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. <em>Computers & Education</em>, <em>161</em>, 104054. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/educational-scalability-in-moocs-analysing-instructional-designs-to-find-best-practices/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., & Kalz, M. (2021). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. <em>Journal of Computing in Higher Education</em>, <em>33</em>, 255–280. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/does-project-focus-influence-challenges-and-opportunities-of-open-online-education-a-subgroup-analysis-of-groupconcept-mapping-data/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., & Kalz, M. (2020). Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. <em>International Journal of Educational Technology in Higher Education</em>, <em>17</em>, Article 36. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/educational-innovation-projects-in-dutch-higher-education-bottom-up-contextual-coping-to-deal-with-organizational-challenges/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Lohr, A., & Kalz, M. (2019). Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 15–27). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/enjoyed-or-bored-a-study-into-achievement-emotions-and-the-association-with-barriers-to-learning-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., & Kalz, M. (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In M. Calise, C. Delgado Kloos, J. Reich, J. A. Ruiperez-Valiente, & M. Wirsing (Eds.), <em>Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge</em> (pp. 59–69). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/goal-setting-and-striving-in-moocs-a-peek-inside-the-black-box-of-learner-behaviour/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., Castano Munoz, J., & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. <em>Distance Education</em>, <em>40</em>(2), 187–204. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/factors-influencing-the-pursuit-of-personal-learning-goals-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., & Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? <em>2018 Learning With MOOCS (LWMOOCS)</em>, 110–112. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/intention-behavior-dynamics-in-moocs-learning-what-happens-to-good-intentions-along-the-way/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. <em>The Internet and Higher Education</em>, <em>36</em>, 1–12. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/eliciting-the-challenges-and-opportunities-organizations-face-when-delivering-open-online-education-a-group-concept-mapping-study/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., Van Rosmalen, P., & Kalz, M. (2017). <em>A Framework towards Educational Scalability of Open Online Courses.</em> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-framework-towards-educational-scalability-of-open-online-courses/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. <em>Distance Education</em>, <em>38</em>(3), 353–368. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/refining-success-and-dropout-in-massive-open-online-courses-based-on-the-intentionbehavior-gap/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., & Kalz, M. (2017). To change or not to change? That’s the question… on MOOC-success, barriers and their implications. <em>European Conference on Massive Open Online Courses</em>, 210–216. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/to-change-or-not-to-change-thats-the-question-on-mooc-success-barriers-and-their-implications/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. <em>Journal of Computing in Higher Education</em>, <em>29</em>(1), 6–27. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/validation-of-the-self-regulated-online-learning-questionnaire/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>PhD Julia Kaschhttp://kalz.cc/project/phd-julia-kasch/Fri, 09 Oct 2020 13:51:01 +0200http://kalz.cc/project/phd-julia-kasch/<ul> <li>Title of the thesis: Scaling the Unscalable? Interaction and Support in Open Online Education </li> <li>Defense date: 9. October 2020</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marco Kalz, Co-Promotor: Peter van Rosmalen (University of Maastricht)</li> <li>Members of the assessment commmittee: <ul> <li>Prof. Dr. D. Whitelock, Open University</li> <li>Prof. Dr. O. Zawacki-Richter, Oldenburg University</li> <li>Prof. Dr. S. Narciss, Technical University Dresden</li> <li>Prof. Dr. B. Joosten-ten-Brinke, Open Universiteit</li> <li>Dr. Kim Dirckx, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., van Rosmalen, P., & Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In <em>The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes</em> (pp. 265–287). Springer. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-thematic-analysis-of-factors-influencing-students-peer-feedback-orientation/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., van Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. <em>Distance Education</em>, <em>42</em>(1), 145–163. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/students-perceptions-of-the-peer-feedback-experience-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., Rosmalen, P. V., Henderikx, M., & Kalz, M. (2021). The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. <em>Assessment & Evaluation in Higher Education</em>, <em>0</em>(0), 1–14. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/the-factor-structure-of-the-peer-feedback-orientation-scale-pfos-toward-a-measure-for-assessing-students-peer-feedback-dispositions/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Julia, K., Peter, V. R., & Marco, K. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. <em>Computers & Education</em>, <em>161</em>, 104054. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/educational-scalability-in-moocs-analysing-instructional-designs-to-find-best-practices/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., Van Rosmalen, P., & Kalz, M. (2017). <em>A Framework towards Educational Scalability of Open Online Courses.</em> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-framework-towards-educational-scalability-of-open-online-courses/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>PhD Mohsin Abbashttp://kalz.cc/project/phd-mohsin-abbas/Fri, 10 Jul 2020 13:58:28 +0200http://kalz.cc/project/phd-mohsin-abbas/<p>Project title: Automated formative feedback on essays using metrics, cues and visualization</p> <p>Institution: Open University of the Netherlands</p> <p>Co-supervision by Dr. Peter van Rosmalen (Maastricht University)</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Abbas, M., Rosmalen, P. van, & Kalz, M. (2023). A Data-driven Approach for the Identification of Features for Automated Feedback on Academic Essays. <em>IEEE Transactions on Learning Technologies</em>, 1–12. <a href="https://doi.org/10.1109/TLT.2023.3320877" target="_blank" rel="noopener">https://doi.org/10.1109/TLT.2023.3320877</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-data-driven-approach-for-the-identification-of-features-for-automated-feedback-on-academic-essays/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Abbas, M., van Rosmalen, P., & Kalz, M. (2019). Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 396–408). Springer International Publishing. <a href="https://doi.org/10.1007/978-3-030-29736-7_30" target="_blank" rel="noopener">https://doi.org/10.1007/978-3-030-29736-7_30</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/identifying-critical-features-for-formative-essay-feedback-with-artificial-neural-networks-and-backward-elimination/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>PhD Bernardo Tabuencahttp://kalz.cc/project/phd-bernardo-tabuenca/Fri, 10 Jul 2015 13:58:28 +0200http://kalz.cc/project/phd-bernardo-tabuenca/<ul> <li>Title of the thesis: Ubiquitous technology for lifelong learners</li> <li>Defense date: 10. July 2015</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marcus Specht , Co-Promotores: Marco Kalz, Stefaan Ternier</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. Carlos Delgado-Kloos, Universidad Carlos III de Madrid</li> <li>Prof. dr. A. Kukulska-Hulme, Open University</li> <li>Prof. dr. H.P.A. Boshuizen, Open Universiteit</li> <li>Prof. dr. P.B. Sloep, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. <em>Computers & Education</em>, <em>89</em>, 53–74. <a href="https://doi.org/10.1016/j.compedu.2015.08.004" target="_blank" rel="noopener">https://doi.org/10.1016/j.compedu.2015.08.004</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/time-will-tell-the-role-of-mobile-learning-analytics-in-self-regulated-learning/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>PhD Dirk Boernerhttp://kalz.cc/project/phd-dirk-boerner/Fri, 15 Nov 2013 13:58:17 +0200http://kalz.cc/project/phd-dirk-boerner/<ul> <li>Title of the thesis: Ambient Learning Displays</li> <li>Defense date: 15. November 2013</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marcus Specht Co-Promotor: Marco Kalz</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. E. Duval, KU Leuven</li> <li>Prof. dr. M. Milrad, Linnaeus University</li> <li>Prof. dr. L. Kester, Open Universiteit</li> <li>Prof. dr. G.G. van der Veer, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Börner, D., Kalz, M., & Specht, M. (2015). It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace. <em>Environmental Education Research</em>, <em>21</em>(6), 899–915. <a href="https://doi.org/10.1080/13504622.2014.921804" target="_blank" rel="noopener">https://doi.org/10.1080/13504622.2014.921804</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/it-doesnt-matter-but-examining-the-impact-of-ambient-learning-displays-on-energy-consumption-and-conservation-at-the-workplace/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Börner, D., Kalz, M., & Specht, M. (2015). It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace. <em>Environmental Education Research</em>, <em>21</em>(6), 899–915. <a href="https://doi.org/10.1016/j.compedu.2014.04.017" target="_blank" rel="noopener">https://doi.org/10.1016/j.compedu.2014.04.017</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/lead-me-gently-facilitating-knowledge-gain-through-attention-aware-ambient-learning-displays/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Börner, D., Kalz, M., & Specht, M. (2013). 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