@book{Albers2021,
  author    = {Albers, Jon},
  title     = {Das Forum Romanum und seine Denkm{\"a}ler als Spiegel der Geschichte und Politik Roms},
  series = {Potsdamer Lateintage 2018 - 2020},
  journal   = {Potsdamer Lateintage 2018 - 2020},
  editor    = {Forst, Alexandra},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-510-1},
  issn      = {1860-5206},
  doi       = {10.25932/publishup-53346},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-533466},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {63 -- 78},
  year      = {2021},
  language  = {de}
}
@misc{Arnold2021,
  author    = {Arnold, Rafael D.},
  title     = {Karin Schutjer, Goethe und das Judentum: Das schwierige Erbe der modernen Literatur (aus dem amerik. Engl. {\"u}bers. v. Ulrike Bischoff), (G{\"o}ttingen: Wallstein Verlag, 2020), 288 S.},
  series = {PaRDeS : Journal of the Association for Jewish Studies in Germany},
  journal   = {PaRDeS : Journal of the Association for Jewish Studies in Germany},
  number    = {27},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-520-0},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-53805},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-538059},
  pages     = {173 -- 177},
  year      = {2021},
  language  = {de}
}
@article{BeirneNicGiollaMhichilBrownetal.2021,
  author    = {Beirne, Elaine and Nic Giolla Mhich{\´i}l, Mair{\´e}ad and Brown, Mark and Mac Lochlainn, Conch{\´u}r},
  title     = {Confidence Counts},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51722},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517220},
  pages     = {201 -- 208},
  year      = {2021},
  abstract  = {The increasing reliance on online learning in higher education has been further expedited by the on-going Covid-19 pandemic. Students need to be supported as they adapt to this new learning environment. Research has established that learners with positive online learning self-efficacy beliefs are more likely to persevere and achieve their higher education goals when learning online. In this paper, we explore how MOOC design can contribute to the four sources of self-efficacy beliefs posited by Bandura [4]. Specifically, we will explore, drawing on learner reflections, whether design elements of the MOOC, The Digital Edge: Essentials for the Online Learner, provided participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities, to evaluate and develop their online learning self-efficacy beliefs. Findings from a content analysis of discussion forum posts show that learners referenced three of the four information sources when reflecting on their experience of the MOOC. This paper illustrates the potential of MOOCs as a pedagogical tool for enhancing online learning self-efficacy among students.},
  language  = {en}
}
@article{Berg2021,
  author    = {Berg, Markus},
  title     = {Lehrbuchbeispiel des Versagens},
  series = {MenschenRechtsMagazin : MRM ; Informationen, Meinungen, Analysen},
  volume    = {26},
  journal   = {MenschenRechtsMagazin : MRM ; Informationen, Meinungen, Analysen},
  number    = {2},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1434-2820},
  doi       = {10.25932/publishup-56916},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-569164},
  pages     = {112 -- 122},
  year      = {2021},
  language  = {de}
}
@article{Besnard2021,
  author    = {Besnard, Tiphaine Annabelle},
  title     = {La V{\´e}nus de Milo dans l'art contemporain (de 1980 {\`a} nos jours) : une ic{\^o}ne globalis{\´e}e},
  series = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s},
  volume    = {2021},
  journal   = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s},
  number    = {13},
  editor    = {Bi{\`e}vre-Perrin, Fabien and Carl{\`a}-Uhink, Filippo and Rollinger, Christian and Walde, Christine},
  issn      = {2364-7612},
  doi       = {10.34679/thersites.vol13.156},
  pages     = {84 -- 99},
  year      = {2021},
  abstract  = {This paper aims to analyse the figure of the Venus of Milo in (extreme) contemporary art productions. The reception of this sculpture has already been studied in the past, but without considering the last ten years (2010 - 2020), during which artists like Yinka Shonibare, Fabio Viale, or Daniel Arsham decided to use the Venus for their new productions. The paper also explains how the Venus of Milo became a globalised icon and an inspiration for artists from all over the world.},
  language  = {fr}
}
@article{BethgeSerthStaubitzetal.2021,
  author    = {Bethge, Joseph and Serth, Sebastian and Staubitz, Thomas and Wuttke, Tobias and Nordemann, Oliver and Das, Partha-Pratim and Meinel, Christoph},
  title     = {TransPipe},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-51694},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516943},
  pages     = {79 -- 94},
  year      = {2021},
  abstract  = {Online learning environments, such as Massive Open Online Courses (MOOCs), often rely on videos as a major component to convey knowledge. However, these videos exclude potential participants who do not understand the lecturer's language, regardless of whether that is due to language unfamiliarity or aural handicaps. Subtitles and/or interactive transcripts solve this issue, ease navigation based on the content, and enable indexing and retrieval by search engines. Although there are several automated speech-to-text converters and translation tools, their quality varies and the process of integrating them can be quite tedious. Thus, in practice, many videos on MOOC platforms only receive subtitles after the course is already finished (if at all) due to a lack of resources. This work describes an approach to tackle this issue by providing a dedicated tool, which is closing this gap between MOOC platforms and transcription and translation tools and offering a simple workflow that can easily be handled by users with a less technical background. The proposed method is designed and evaluated by qualitative interviews with three major MOOC providers.},
  language  = {en}
}
@misc{BiermannSchwarz2021,
  author    = {Biermann, Kurt-Reinhard and Schwarz, Ingo},
  title     = {Der polyglotte Alexander von Humboldt},
  series = {HiN : Alexander von Humboldt im Netz},
  volume    = {XXII},
  journal   = {HiN : Alexander von Humboldt im Netz},
  editor    = {Ette, Ottmar and Knobloch, Eberhard},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {2568-3543},
  doi       = {10.25932/publishup-53332},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-533323},
  pages     = {129 -- 140},
  year      = {2021},
  language  = {de}
}
@article{Bilda2021,
  author    = {Bilda, Kerstin},
  title     = {Digitale Logop{\"a}die},
  series = {Spektrum Patholinguistik},
  journal   = {Spektrum Patholinguistik},
  number    = {14},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-507-1},
  issn      = {1866-9085},
  doi       = {10.25932/publishup-51032},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-510328},
  pages     = {77 -- 82},
  year      = {2021},
  language  = {de}
}
@article{BievrePerrin2021,
  author    = {Bi{\`e}vre-Perrin, Fabien},
  title     = {"Everything is a copy of a copy of a copy"},
  series = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s},
  volume    = {2021},
  journal   = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s},
  number    = {13},
  editor    = {Bi{\`e}vre-Perrin, Fabien and Carl{\`a}-Uhink, Filippo and Rollinger, Christian and Walde, Christine},
  issn      = {2364-7612},
  doi       = {10.34679/thersites.vol13.191},
  pages     = {i -- v},
  year      = {2021},
  abstract  = {A quote from Fight Club (Chuck Palahniuk, 1996) may seem unusual for a Classicist. Nevertheless, this famous sentence summarises the contents of this special issue of thersites perfectly. As specialists in classical reception frequently witness, there is a sort of d{\´e}j{\`a}-vu effect when it comes to the presence of Antiquity within popular culture. In 2019, to try to better understand the phenomenon, Antiquipop invited researchers to take an interest in the construction and semantic path of these "masterpieces" in contemporary popular culture, with a particular focus on the 21st century.},
  language  = {en}
}
@article{BlackwellWiltrout2021,
  author    = {Blackwell, Virginia Katherine and Wiltrout, Mary Ellen},
  title     = {Learning During COVID-19},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51725},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517251},
  pages     = {219 -- 236},
  year      = {2021},
  abstract  = {During the COVID-19 pandemic, learning in higher education and beyond shifted en masse to online formats, with the short- and long-term consequences for Massive Open Online Course (MOOC) platforms, learners, and creators still under evaluation. In this paper, we sought to determine whether the COVID-19 pandemic and this shift to online learning led to increased learner engagement and attainment in a single introductory biology MOOC through evaluating enrollment, proportional and individual engagement, and verification and performance data. As this MOOC regularly operates each year, we compared these data collected from two course runs during the pandemic to three pre-pandemic runs. During the first pandemic run, the number and rate of learners enrolling in the course doubled when compared to prior runs, while the second pandemic run indicated a gradual return to pre-pandemic enrollment. Due to higher enrollment, more learners viewed videos, attempted problems, and posted to the discussion forums during the pandemic. Participants engaged with forums in higher proportions in both pandemic runs, but the proportion of participants who viewed videos decreased in the second pandemic run relative to the prior runs. A higher percentage of learners chose to pursue a certificate via the verified track in each pandemic run, though a smaller proportion earned certification in the second pandemic run. During the pandemic, more enrolled learners did not necessarily correlate to greater engagement by all metrics. While verified-track learner performance varied widely during each run, the effects of the pandemic were not uniform for learners, much like in other aspects of life. As such, individual engagement trends in the first pandemic run largely resemble pre-pandemic metrics but with more learners overall, while engagement trends in the second pandemic run are less like pre-pandemic metrics, hinting at learner "fatigue". This study serves to highlight the life-long learning opportunity that MOOCs offer is even more critical when traditional education modes are disrupted and more people are at home or unemployed. This work indicates that this boom in MOOC participation may not remain at a high level for the longer term in any one course, but overall, the number of MOOCs, programs, and learners continues to grow.},
  language  = {en}
}