Marco Kalz

Personal profile

Research interests

Marco Kalz is full professor of technology-enhanced learning at the Heidelberg University of Education. He is also affiliated to the UNESCO chair of open education of the Open University of the Netherlands. His research interest lies on the use of open education, pervasive technologies and formative assessment to support learning and knowledge construction. He has published more than 100 peer-reviewed publications. Marco is a fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). He is elected president of the European Association of Technology-Enhanced Learning (EA-TEL) (EATEL), director of the study program on E-Learning and Media Education, co-director of the Education for Sustainable Development Center and board member of the International Alliance to Advance Learning in the Digital Era. Over the last 5 years he could secure approx. 2.45 Mio EUR of research funding for his institution. Besides European projects he was and is regularly involved in educational innovation projects with partners inside and outside of his institutions.

Fingerprint Dive into the research topics where Marco Kalz is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

6 Similar Profiles

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Projects

1 Active

SOONER: The Structuration of Open Online Education in the Netherlands

Kalz, M., Kester, L., van Rosmalen, P., Janssen, J., Van Leeuwen, A., Kreijns, K., Henderikx, M., Kasch, J., Jansen, R. & Schophuizen, M.

1/09/15 → 31/08/20

Project: Research

Research Output

18 Article
12 Conference article in proceeding
5 Poster
1 Other
3 More

The cathedral’s ivory tower and the open education bazaar – catalyzing innovation in the higher education sector

Rabin, E., Kalman, Y. M. & Kalz, M., 2020, In : Open Learning. 35, 1, p. 82-99 18 p.

Research output: Contribution to journal › Article › Academic › peer-review

Open Access

An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs

Rabin, E., Kalman, Y. & Kalz, M., 29 Apr 2019, In : International Journal of Educational Technology in Higher Education. 16, p. 1-20 20 p., 14.

Research output: Contribution to journal › Article › Academic › peer-review

Open Access

Does project focus influence challenges and opportunities of Open Online Education? A sub-group analysis of group-concept mapping data

Schophuizen, M., Kreijns, C., Stoyanov, S. T., Rosas, S. & Kalz, M., 2 Sep 2019.

Research output: Contribution to conference › Poster › Academic

Open Access

File

15 Downloads (Pure)

Enjoyed or bored? A study into achievement emotions and the association with barriers to learning in MOOCs

Henderikx, M., Löhr, A. & Kalz, M., 9 Sep 2019, Transforming learning with meaningful technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (eds.). Cham: Springer, p. 15-27 13 p. (Lecture Notes in Computer Science, Vol. 11722).

Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review

Open Access

File