Marco Kalz

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Full professor Technology-Enhanced Learning

Pädagogische Hochschule Heidelberg

Germany

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About

Marco Kalz is a Full Professor in Technology-Enhanced Learning at Pädagogische Hochschule Heidelberg, Germany. His research encompasses various areas, including the use of educational technologies, feedback literacy in higher education, and the implementation of digital educational resources. Recent publications highlight his engagement with complexity leadership in educational innovation and the preparation of teacher education for technology integration.

Recent Grants

Grant: Close

Verbundprojekt: Assistierte und Einfach Generierte Intelligente Musiklehre im Interaktiven Lernraum mittels Smartphone - GINI2, Teilvorhaben: PH Heidelberg

Open Date: 2022-10-01

Close Date: 2024-09-30

Grant: Close

The Structuration of Open Online Education in the Netherlands (SOONER)

Open Date: 2015-09-01

Close Date: 2020-08-31

Grant: Close

European Multiple MOOC Aggregator

Open Date: 2014-02-01

Close Date: 2016-07-31

Grant: Close

INTERREG - EMuRgency.

Open Date: 2011-09-01

Close Date: 2014-08-31

Articles (18)

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2025

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2022

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2021

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2021

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2021

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2021

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2020

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2020

Collaborators (14)

Juan I. Asensio-Pérez

Bernardo Tabuenca

Associate Professor

Universidad Politécnica de Madrid

SPAIN

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Tobias Ley

Professor

Danube University Krems

AUSTRIA

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Barbara Getto

Professor for Media Education

Eidgenössische Technische Hochschule Zürich

SWITZERLAND

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Stefan Pietrusky

Heidelberg University

GERMANY

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Marco Kalz

Research Interests

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About

Recent Grants

Articles (18)

Editorial: Tagungsband des 1. AK Mediendidaktik der DGfE-Sektion Medienpädagogik (MEDIDA24)

Exploring the Current Use of Educational Technologies in the Oncology Domain Across Europe: A Cross-Sectional Study

Mediendidaktik als Implementierungswissenschaft der Pädagogik?

Individualisiertes Lernen mit digitalen Bildungsressourcen

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

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

A Data-Driven Approach for the Identification of Features for Automated Feedback on Academic Essays

Zurück in die Zukunft?

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

GamiTool: Supporting Instructors in the Gamification of MOOCs

The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions

Enabling educational innovation through complexity leadership?

Making barriers to learning in MOOCs visible

Effects of an Ambient Learning Display on Noise Levels and Perceived Learning in a Secondary School

Educational scalability in MOOCs

Students’ perceptions of the peer-feedback experience in MOOCs

Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe

What are the barriers to learners’ satisfaction in MOOCs and what predicts them?

Collaborators (14)

Juan I. Asensio-Pérez

Peter van Rosmalen

Joshua Weidlich

Roland Klemke

Christian Glahn

Julia Kasch

Hendrik Drachsler

Maartje Henderikx

Alejandra Martínez-Monés

Miguel L. Bote-Lorenzo

Bernardo Tabuenca

Tobias Ley

Barbara Getto

Stefan Pietrusky

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