Publications

Annette Schulze, Marco Kalz (2023). Mobiles Lernen im Zeitalter der Mobilität und Postdigitalität. Didaktik in einer Kultur der Digitalität: Wirkmächtige Mediendidaktik, zukunftsorientierte Pädagogik, 57-70.

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

Svenja Woitt, Joshua Weidlich, Ioana Jivet, Derya Orhan Göksun, Hendrik Drachsler, Marco Kalz (2023). Students’feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education, 0(0), 1-20.

Mohsin Abbas, Peter van Rosmalen, Marco Kalz (2023). A data-driven approach for the identification of features for automated feedback on academic essays. IEEE Transactions on Learning Technologies, 1-12.

Kim Beanstead, Andreas Brandl, Ton Brouwers, Jorge Civera, Sarah Collen, Degi L. Casa, Johan de Munter, Marieke Dewitte, Celia Diez de los Rio, Nikolina Dodlek, Jesper G. Eriksen, Patrice Forget, Chiara Gasparatto, Jan Geissler, Corinne Hall, Alfons Juan, Marco Kalz, Richard Kelly, Giorgos Klis, Taibe Kulaksiz, Carine Lecoq, Francesca Marangoni, Wendy McInally, Kathy Oliver, Maria Popovics, Christos Poulios, Richard Price, Irena Rollo, Silvia Romeo, Jana Steinbacher, Virpi Sulosaari, Niall O'Higgins (2023). An inter-specialty cancer training programme curriculum for Europe. European Journal of Surgical Oncology, 49(9), 106989.

Joshua Weidlich, Marco Kalz (2023). How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education. European Journal of Teacher Education, 49(1), 168-188.

Taibe Kulaksiz, Jana Steinbacher, Marco Kalz (2023). Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review.. Journal of Cancer Education.

Julia Kasch, Peter van Rosmalen, Marco Kalz (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes, 265-287.

Alejandro Ortega-Arranz, Juan I. Asensio-Pérez, Alejandra Martínez-Monés, Miguel L. Bote-Lorenzo, Héctor Ortega-Arranz, admin (2022). GamiTool: Supporting Instructors in the Gamification of MOOCs. IEEE Access.

Martine Schophuizen, Aodhán Kelly, Caitlin Utama, Marcus Specht, Marco Kalz (2022). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. Tertiary Education and Management, 29, 471-490.