Profile

Marco Kalz started his academic career in 2002 as a researcher in the eCampus project of the University of Duisburg-Essen (Chair for Media Didactics and Knowledge Management). In this project he focused on mobile learning and the educational potential of mobile devices for teaching and learning in a higher education context. In 2004 he continued his career in a newly established research group with a focus on educational technology at the Fernuniversität Hagen, Germany’s distance teaching university. In this time he contributed to the design and implementation of a new bachelor and master program in educational science and published about the use of social media in education.

In February 2006 he joined the Centre for Learning Sciences and Technologies (CELSTEC) of the Open University of the Netherlands. In the framework of the European project TENCompetence he developed his PhD project about alternative assessment methods for electronic portfolios with the help of language technologies. He successfully defended his PhD thesis in October 2009. In his post-doc phase he lead the training work package of the TENCompetence project and the work package on Competence Services of the OpenScout project. He is currently principal investigator of the SOONER project and the MOOCKnowledge project.

His research field is Technology-Enhanced Learning (TEL) – an interdisciplinary field to which several disciplines contribute. His research focus is on the development, evaluation and implementation of new technologies that expand the learning opportunities for self-directed lifelong learners. His focus areas are on three main topics:

  • Open Education
  • The use of pervasive technologies to create new learning context and connections between previously unconnected learning contexts
  • New approaches for assessment and feedback

In addition to these core topics he is interested in the development and advancement of the TEL field in general, especially the perspective on how the field can establish new methodologies for interdisciplinary research and development and how this informs policy making.

Over the last 5 years he could secure approx. 1.2 Mio EUR of research funding for his institutions. He has more than 30 peer-reviewed journal publications and conference papers in the TEL field.

Key publications

Kalz, M. (2015). Lifelong Learning and Its Support with New Technologies. In Wright, J. D. (Ed). International Encyclopedia of the Social & Behavioral Sciences (pp. 93-99).(Vol. 14) (2nd ed.). Oxford: Elsevier.

Kalz, M., & Specht, M. (2014). Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures. British Journal of Educational Technology. 45(3), 415 – 427. doi: 10.1111/bjet.12092

Berlanga, A. J., Kalz, M., Stoyanov, S., van Rosmalen, P., Smithies, A., & Braidman, I. (2011). Language Technologies to Support Formative Feedback. Educational Technology & Society, 14 (4), 11–20.

Börner,D., Glahn, C., Stoyanov, S., Kalz, M., & Specht, M. (2010). Expert concept mapping study on mobile learning, Campus-Wide Information Systems, 27 (4), pp.240 – 253.

Kalz, M, van Bruggen, J., Rusmann, El, Giesbers, B. & Koper, R. (2007). Positioning of Learners in Learning Networks with Content-Analysis, Metadata and Ontologies. Interactive Learning Environments,15, 191-200.