Designing Self-Organized Contextualized Feedback Loops

This paper deals with self-organized contextualized feedback loops. Based on a summary of related work in the domain of health and medicine we discuss the potential of personal informatics systems to build self-organized feedback contextualized loops that are controlled and initiated by learners. A design model is introduced and future research is discussed

Research and Development of a Positioning Service for Learning Networks for Lifelong Learning

Kalz, M. (2006). Research and Development of a Positioning Service for Learning Networks for Lifelong Learning. Presentation given at the Doctoral Consortium of the First European Conference on Technology Enhanced Learning. October, 1-4, 2006, Crete.Presentation at the Doctoral Consortium of the First European Conference for Technology Enhanced Learning

PLE in formal education: challenges for openness and control

This short comment reflects on a critical account of educational tech- nology and makes reference to the chapter by Vieritz et al. about the use of widget bundles for formal learning in higher education

Designing Self-Organized Contextualized Feedback Loops

This paper deals with self-organized contextualized feedback loops. Based on a summary of related work in the domain of health and medicine we discuss the potential of personal informatics systems to build self-organized feedback contextualized loops that are controlled and initiated by learners. A design model is introduced and future research is discussed

The MUPPLE competence continuum

The idea of Personal Learning Environments (PLEs) seems to polarise the educational sphere into supporters and opponents. Both groups relate their enthusiasm or criticism to underlying competences motivated by or needed for building up, running, and maintaining a PLE. Within the following article, results of a qualitative study with multiple cases will be presented to shed light onto which competence and which of its building blocks are involved in running a (mash-up) PLE. Data about the involved skills, abilities, habits, attitudes and knowledge will be presented in a raster of the five dimensions 'plan', 'reflect', 'monitor', 'act', and 'interact' against the three stages 'start', 'trigger', and 'outcome'. The findings indicate that there is a continuum ranging from the ones needed right ahead to the ones ultimately sought

Mediendidkatik in der Lehrerbildung

Der Beitrag diskutiert Ziele und Inhalte der Aus- und Weiterbildung von Lehrpersonen im Bereich der Mediendidaktik. Vorliegende Angebote - vor allem in der Weiterbildung - sind oft entweder technisch oder medienerzieherisch ausgerichtet und als solches zu eng ausgeführt. Neben der Auseinandersetzung mit Möglichkeiten digitaler Medien im Unterricht sollte die didaktische Reflexion über die Bedeutung von Medien in Lehr-Lernprozessen im Mittelpunkt stehen. Dazu sind insbesondere die pädagogischen Ziele des Medieneinsatzes zu benennen, zu deren Analyse und Bewertung Leitfragen vorgestellt werden

The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges.

This article describes the MOOCS and Learning Analytics framework (MOLAC). Based on a brief review of ongoing challenges in the field, the article develops a vision for the future use of MOOCs and Learning Analytics to foster educational innovation

Lifelong Learning and the E-Strategy of the Open University of the Netherlands: ou.nl

Westera, W., & Kalz, M. (2008). Lifelong Learning and the E-Strategy of the Open University of the Netherlands: ou.nl. In J. Stratmann & M. Kerres (Eds.), E-strategy, Strategisches Informationsmanagement für Forschung und Lehre, Medien in de Wissenschaft Band 46 (pp. 253-266). Gesellschaft für Medien in de Wissenschaft e.V, Waxmann Verlag GmbH: Münster (2008)

Monte Carlo studies of the Ising square lattice with competing interactions

We use improved Monte-Carlo algorithms to study the antiferromagnetic 2D-Ising model with competing interactions $J_1$ on nearest neighbour and $J_2$ on next-nearest neighbour bonds. The finite-temperature phase diagram is divided by a critical point at $J_2 = J_1/2$ where the groundstate is highly degenerate. To analyse the phase boundaries we look at the specific heat and the energy distribution for various ratios of $J_2/J_1$. We find a first order transition for small $J_2 > J_1/2$ and the transition temperature suppressed to $T_C=0$ at the critical point.Comment: 4 pages, 4 figures, accepted for publication in the proceedings of the conference on Highly Frustrated Magnets 2008 in Braunschwei