@article{AlLabanRegerLucke2022, author = {Al Laban, Firas and Reger, Martin and Lucke, Ulrike}, title = {Closing the Policy Gap in the Academic Bridge}, series = {Education sciences}, volume = {12}, journal = {Education sciences}, number = {12}, publisher = {MDPI}, address = {Basel}, issn = {2227-7102}, doi = {10.3390/educsci12120930}, year = {2022}, abstract = {The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies.}, language = {en} } @misc{AlLabanRegerLucke2022, author = {Al Laban, Firas and Reger, Martin and Lucke, Ulrike}, title = {Closing the Policy Gap in the Academic Bridge}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe}, number = {1310}, issn = {1866-8372}, doi = {10.25932/publishup-58357}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-583572}, pages = {22}, year = {2022}, abstract = {The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies.}, language = {en} } @inproceedings{CurzonKalasSchubertetal.2015, author = {Curzon, Paul and Kalas, Ivan and Schubert, Sigrid and Schaper, Niclas and Barnes, Jan and Kennewell, Steve and Br{\"o}ker, Kathrin and Kastens, Uwe and Magenheim, Johannes and Dagiene, Valentina and Stupuriene, Gabriele and Ellis, Jason Brent and Abreu-Ellis, Carla Reis and Grillenberger, Andreas and Romeike, Ralf and Haugsbakken, Halvdan and Jones, Anthony and Lewin, Cathy and McNicol, Sarah and Nelles, Wolfgang and Neugebauer, Jonas and Ohrndorf, Laura and Schaper, Niclas and Schubert, Sigrid and Opel, Simone and Kramer, Matthias and Trommen, Michael and Pottb{\"a}cker, Florian and Ilaghef, Youssef and Passig, David and Tzuriel, David and Kedmi, Ganit Eshel and Saito, Toshinori and Webb, Mary and Weigend, Michael and Bottino, Rosa and Chioccariello, Augusto and Christensen, Rhonda and Knezek, Gerald and Gioko, Anthony Maina and Angondi, Enos Kiforo and Waga, Rosemary and Ohrndorf, Laura and Or-Bach, Rachel and Preston, Christina and Younie, Sarah and Przybylla, Mareen and Romeike, Ralf and Reynolds, Nicholas and Swainston, Andrew and Bendrups, Faye and Sysło, Maciej M. and Kwiatkowska, Anna Beata and Zieris, Holger and Gerstberger, Herbert and M{\"u}ller, Wolfgang and B{\"u}chner, Steffen and Opel, Simone and Schiller, Thomas and Wegner, Christian and Zender, Raphael and Lucke, Ulrike and Diethelm, Ira and Syrbe, J{\"o}rn and Lai, Kwok-Wing and Davis, Niki and Eickelmann, Birgit and Erstad, Ola and Fisser, Petra and Gibson, David and Khaddage, Ferial and Knezek, Gerald and Micheuz, Peter and Kloos, Carlos Delgado}, title = {KEYCIT 2014}, editor = {Brinda, Torsten and Reynolds, Nicholas and Romeike, Ralf and Schwill, Andreas}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-292-6}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-70325}, pages = {438}, year = {2015}, abstract = {In our rapidly changing world it is increasingly important not only to be an expert in a chosen field of study but also to be able to respond to developments, master new approaches to solving problems, and fulfil changing requirements in the modern world and in the job market. In response to these needs key competencies in understanding, developing and using new digital technologies are being brought into focus in school and university programmes. The IFIP TC3 conference "KEYCIT - Key Competences in Informatics and ICT (KEYCIT 2014)" was held at the University of Potsdam in Germany from July 1st to 4th, 2014 and addressed the combination of key competencies, Informatics and ICT in detail. The conference was organized into strands focusing on secondary education, university education and teacher education (organized by IFIP WGs 3.1 and 3.3) and provided a forum to present and to discuss research, case studies, positions, and national perspectives in this field.}, language = {en} } @incollection{KiyGessnerLuckeetal.2015, author = {Kiy, Alexander and Geßner, Hendrik and Lucke, Ulrike and Gr{\"u}newald, Franka}, title = {A Hybrid and Modular Framework for Mobile Campus Applications}, series = {i-com}, volume = {2015}, booktitle = {i-com}, number = {14}, publisher = {de Gruyter}, address = {Berlin}, issn = {2196-6826}, doi = {10.1515/icom-2015-0016}, publisher = {Universit{\"a}t Potsdam}, pages = {63 -- 73}, year = {2015}, abstract = {Mobile devices and associated applications (apps) are an indispensable part of daily life and provide access to important information anytime and anywhere. However, the availability of university-wide services in the mobile sector is still poor. If they exist they usually result from individual activities of students and teachers. Mobile applications can have an essential impact on the improvement of students' self-organization as well as on the design and enhancement of specific learning scenarios, though. This article introduces a mobile campus app framework, which integrates central campus services and decentralized learning applications. An analysis of strengths and weaknesses of different approaches is presented to summarize and evaluate them in terms of requirements, development, maintenance and operation. The article discusses the underlying service-oriented architecture that allows transferring the campus app to other universities or institutions at reasonable cost. It concludes with a presentation of the results as well as ongoing discussions and future work}, language = {en} } @incollection{KiyGruenwaldWeiseetal.2016, author = {Kiy, Alexander and Gr{\"u}nwald, Franka and Weise, Matthias and Lucke, Ulrike}, title = {Facilitating portfolio-driven learning in a personal learning environment}, series = {3rd Workshop on Technology-Enhanced Formative Assessment, TEFA 2016; CEUR Workshop Proceedings}, volume = {1850}, booktitle = {3rd Workshop on Technology-Enhanced Formative Assessment, TEFA 2016; CEUR Workshop Proceedings}, issn = {1613-0073}, publisher = {Universit{\"a}t Potsdam}, pages = {45 -- 52}, year = {2016}, abstract = {In universities, diverse tools and software systems exist that each facilitates a different teaching and learning scenario. A deviating approach is taken by Personal Learning Environments (PLE) that aim to provide a common platform. Considering e-portfolios as an integral part of PLEs, especially portfolio-based learning and assessment have to be supported. Therefore, the concept of a PLE is developed further by enabling the products of different software systems to be integrated in portfolio pages and finally submitted for feedback and assessment. It is further elaborated how the PLE approach is used to support the continuous formative assessment within portfolio-based learning scenarios.}, language = {en} } @incollection{KiyListLucke2017, author = {Kiy, Alexander and List, Christoph and Lucke, Ulrike}, title = {A virtual environment and infrastructure to ensure future readiness of Computer Centers}, series = {European Journal of Higher Education IT}, volume = {2017}, booktitle = {European Journal of Higher Education IT}, number = {1}, issn = {2519-1764}, publisher = {Universit{\"a}t Potsdam}, year = {2017}, abstract = {The ongoing digitalization leads to a need of continuous change of ICT (Information and Communi-cation Technology) in all university domains and therefore affects all stakeholders in this arena. More and more ICT components, systems and tools occur and have to be integrated into the existing processes and infrastructure of the institutions. These tasks include the transfer of resources and information across multiple ICT systems. By using so-called virtual environments for domains of re-search, education, learning and work, the performance of daily tasks can be aided. Based on a user requirement analysis different short- and long-term objectives were identified and are tackled now in the context of a federal research project. In order to be prepared for the ongoing digitalization, new systems have to be provided. Both, a service-oriented infrastructure and a related web-based virtual learning environment constitute the platform Campus.UP and creates the necessary basis to be ready for future challenges. The current focus lies on e-portfolio work, hence we will present a related focus group evaluation. The results indicate a tremendous need to extend the possibilities of sharing resources across system boundaries, in order to enable a comfortable participation of exter-nal cooperating parties and to clarify the focus of each connected system. The introduction of such an infrastructure implies far-reaching changes for traditional data centers. Therefore, the challenges and risks of faculty conducting innovation projects for the ICT organization are taken as a starting point to stimulate a discussion, how data centers can utilize projects to be ready for the future needs. We are confident that Campus.UP will provide the basis for ensuring the persistent transfer of innovation to the ICT organization and thus will contribute to tackle the future challenges of digitalization.}, language = {en} } @inproceedings{KiyLucke2016, author = {Kiy, Alexander and Lucke, Ulrike}, title = {Technical Approaches for Personal Learning Environments}, series = {2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)}, booktitle = {2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)}, doi = {10.1109/icalt.2016.122}, year = {2016}, abstract = {The term Personal Learning Environment (PLE) is associated with the desire to put the learner in control of his own learning process, so that he is able to set and accomplish the desired learning goals at the right time with the learning environment chosen by him. Gradually, such a learning environment includes several digital content, services and tools. It is thus summarized as the Virtual Learning Environment (VLE). Even though the construction of an individual PLE is a complex task, several approaches to support this process already exist. They mostly occur under the umbrella term PLE or with little accentuations like iPLE, which especially live within the context of institutions. This paper sums up the variety of attempts and technical approaches to establish a PLE and suggests a categorization for them.}, language = {en} } @inproceedings{KiyLucke2014, author = {Kiy, Alexander and Lucke, Ulrike}, title = {Learning analytic tools in practical comparison}, series = {DeLFI Workshops of the 12th e-Learning Conference of the German Computer Society, DeLFI 2014; Freiburg; Germany; 15 September 2014 through 15 September 2014 CEUR Workshop Proceedings}, volume = {2014}, booktitle = {DeLFI Workshops of the 12th e-Learning Conference of the German Computer Society, DeLFI 2014; Freiburg; Germany; 15 September 2014 through 15 September 2014 CEUR Workshop Proceedings}, number = {1227}, editor = {Rensing, C. and Trahasch, S.}, publisher = {Technical University of Aachen}, address = {Aachen}, issn = {1613-0073}, pages = {104 -- 111}, year = {2014}, language = {en} } @incollection{KiyLuckeZoerner2014, author = {Kiy, Alexander and Lucke, Ulrike and Zoerner, Dietmar}, title = {An adaptive personal learning environment architecture}, series = {Architecture of Computing Systems - ARCS 2014 Lecture Notes in Computer Science}, volume = {2014}, booktitle = {Architecture of Computing Systems - ARCS 2014 Lecture Notes in Computer Science}, number = {8350}, publisher = {Springer}, isbn = {978-3-319-04890-1}, publisher = {Universit{\"a}t Potsdam}, pages = {60 -- 71}, year = {2014}, abstract = {Institutions are facing the challenge to integrate legacy systems with steadily growing new ones, using different technologies and interaction patterns. With the demand of offering the best potential of all systems, several not matching systems including their functions have to be aggregated and offered in a useable way. This paper presents an adaptive, generalizable and self-organized Personal Learning Environment (PLE) framework with the potential to integrate several heterogeneous services using a service-oriented architecture. First, a general overview over the field is given, followed by the description of the core components of the PLE framework. A prototypical implementation is presented. Finally, it's shown how the PLE framework can be dynamically adapted to a changing system environment, reflecting experiences from first user studies.}, language = {en} } @article{LemckeHaedgeZenderetal.2015, author = {Lemcke, Stefanie and Haedge, Kora and Zender, Raphael and Lucke, Ulrike}, title = {RouteMe: a multilevel pervasive game on mobile ad hoc routing}, series = {Personal and ubiquitous computing}, volume = {19}, journal = {Personal and ubiquitous computing}, number = {3-4}, publisher = {Springer}, address = {London}, issn = {1617-4909}, doi = {10.1007/s00779-015-0843-2}, pages = {537 -- 549}, year = {2015}, abstract = {Pervasive educational games have the potential to transfer learning content to real-life experiences beyond lecture rooms, through realizing field trips in an augmented or virtual manner. This article introduces the pervasive educational game "RouteMe" that brings the rather abstract topic of routing in ad hoc networks to real-world environments. The game is designed for university-level courses and supports these courses in a motivating manner to deepen the learning experience. Students slip into the role of either routing nodes or applications with routing demands. On three consecutive levels of difficulty, they get introduced with the game concept, learn the basic routing mechanisms and become aware of the general limitations and functionality of routing nodes. This paper presents the pedagogical and technical game concept as well as findings from an evaluation in a university setting.}, language = {en} } @article{LuckeRensing2014, author = {Lucke, Ulrike and Rensing, Christoph}, title = {A survey on pervasive education}, series = {Pervasive and mobile computing}, volume = {14}, journal = {Pervasive and mobile computing}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1574-1192}, doi = {10.1016/j.pmcj.2013.12.001}, pages = {3 -- 16}, year = {2014}, abstract = {Researchers and developers worldwide have put their efforts into the design, development and use of information and communication technology to support teaching and learning. This research is driven by pedagogical as well as technological disciplines. The most challenging ideas are currently found in the application of mobile, ubiquitous, pervasive, contextualized and seamless technologies for education, which we shall refer to as pervasive education. This article provides a comprehensive overview of the existing work in this field and categorizes it with respect to educational settings. Using this approach, best practice solutions for certain educational settings and open questions for pervasive education are highlighted in order to inspire interested developers and educators. The work is assigned to different fields, identified by the main pervasive technologies used and the educational settings. Based on these assignments we identify areas within pervasive education that are currently disregarded or deemed challenging so that further research and development in these fields are stimulated in a trans-disciplinary approach. (C) 2013 Elsevier B.V. All rights reserved.}, language = {en} } @unpublished{LuckeSteinmetz2014, author = {Lucke, Ulrike and Steinmetz, Ralf}, title = {Special issue on "Pervasive Education"}, series = {Pervasive and mobile computing}, volume = {14}, journal = {Pervasive and mobile computing}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1574-1192}, doi = {10.1016/j.pmcj.2014.08.001}, pages = {1 -- 2}, year = {2014}, language = {en} } @article{WegnerZenderLucke2015, author = {Wegner, Christian and Zender, Raphael and Lucke, Ulrike}, title = {ProtoSense}, series = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, journal = {KEYCIT 2014 - Key Competencies in Informatics and ICT}, number = {7}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1868-0844}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82970}, pages = {405 -- 407}, year = {2015}, language = {en} } @article{ZenderMetzlerLucke2014, author = {Zender, Raphael and Metzler, Richard and Lucke, Ulrike}, title = {FreshUP-A pervasive educational game for freshmen}, series = {Pervasive and mobile computing}, volume = {14}, journal = {Pervasive and mobile computing}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1574-1192}, doi = {10.1016/j.pmcj.2013.09.003}, pages = {47 -- 56}, year = {2014}, abstract = {Students beginning their studies at university face manifold problems such as orientation in a new environment and organizing their courses. This article presents the implementation and successful empirical evaluation of the pervasive browser-based educational game "FreshUP", which aims at helping to overcome the initial difficulties of freshmen. In contrast to a conventional scavenger hunt, mobile pervasive games like FreshUP, bridging in-game and real world activities, have the potential to provide help in a motivating manner using new technology which is currently becoming more and more common. (C) 2013 Elsevier B.V. All rights reserved.}, language = {en} }