@book{MeinelGalbasHageboelling2023,
  author    = {Meinel, Christoph and Galbas, Michael and Hageb{\"o}lling, David},
  title     = {Digital sovereignty: insights from Germany's education sector},
  number    = {157},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-561-3},
  issn      = {1613-5652},
  doi       = {10.25932/publishup-59772},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-597723},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {1 -- 27},
  year      = {2023},
  abstract  = {Digital technology offers significant political, economic, and societal opportunities. At the same time, the notion of digital sovereignty has become a leitmotif in German discourse: the state's capacity to assume its responsibilities and safeguard society's - and individuals' - ability to shape the digital transformation in a self-determined way. The education sector is exemplary for the challenge faced by Germany, and indeed Europe, of harnessing the benefits of digital technology while navigating concerns around sovereignty. It encompasses education as a core public good, a rapidly growing field of business, and growing pools of highly sensitive personal data. The report describes pathways to mitigating the tension between digitalization and sovereignty at three different levels - state, economy, and individual - through the lens of concrete technical projects in the education sector: the HPI Schul-Cloud (state sovereignty), the MERLOT data spaces (economic sovereignty), and the openHPI platform (individual sovereignty).},
  language  = {en}
}
@book{MeinelGalbasHageboelling2023,
  author    = {Meinel, Christoph and Galbas, Michael and Hageb{\"o}lling, David},
  title     = {Digitale Souver{\"a}nit{\"a}t: Erkenntnisse aus dem deutschen Bildungssektor},
  number    = {156},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-560-6},
  issn      = {1613-5652},
  doi       = {10.25932/publishup-59513},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-595138},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {1 -- 29},
  year      = {2023},
  abstract  = {Digitale Technologien bieten erhebliche politische, wirtschaftliche und gesellschaftliche Chancen. Zugleich ist der Begriff digitale Souver{\"a}nit{\"a}t zu einem Leitmotiv im deutschen Diskurs {\"u}ber digitale Technologien geworden: das heißt, die F{\"a}higkeit des Staates, seine Verantwortung wahrzunehmen und die Bef{\"a}higung der Gesellschaft - und des Einzelnen - sicherzustellen, die digitale Transformation selbstbestimmt zu gestalten. Exemplarisch f{\"u}r die Herausforderung in Deutschland und Europa, die Vorteile digitaler Technologien zu nutzen und gleichzeitig Souver{\"a}nit{\"a}tsbedenken zu ber{\"u}cksichtigen, steht der Bildungssektor. Er umfasst Bildung als zentrales {\"o}ffentliches Gut, ein schnell aufkommendes Gesch{\"a}ftsfeld und wachsende Best{\"a}nde an hochsensiblen personenbezogenen Daten. Davon ausgehend beschreibt der Bericht Wege zur Entsch{\"a}rfung des Spannungsverh{\"a}ltnisses zwischen Digitalisierung und Souver{\"a}nit{\"a}t auf drei verschiedenen Ebenen - Staat, Wirtschaft und Individuum - anhand konkreter technischer Projekte im Bildungsbereich: die HPI Schul-Cloud (staatliche Souver{\"a}nit{\"a}t), die MERLOT-Datenr{\"a}ume (wirtschaftliche Souver{\"a}nit{\"a}t) und die openHPI-Plattform (individuelle Souver{\"a}nit{\"a}t).},
  language  = {de}
}
@misc{BruechnerRenzKlingbeil2019,
  author    = {Bruechner, Dominik and Renz, Jan and Klingbeil, Mandy},
  title     = {Creating a Framework for User-Centered Development and Improvement of Digital Education},
  series = {Scale},
  journal   = {Scale},
  publisher = {Association for Computing Machinery},
  address   = {New York},
  isbn      = {978-1-4503-6804-9},
  doi       = {10.1145/3330430.3333644},
  pages     = {4},
  year      = {2019},
  abstract  = {We investigate how the technology acceptance and learning experience of the digital education platform HPI Schul-Cloud (HPI School Cloud) for German secondary school teachers can be improved by proposing a user-centered research and development framework. We highlight the importance of developing digital learning technologies in a user-centered way to take differences in the requirements of educators and students into account. We suggest applying qualitative and quantitative methods to build a solid understanding of a learning platform's users, their needs, requirements, and their context of use. After concept development and idea generation of features and areas of opportunity based on the user research, we emphasize on the application of a multi-attribute utility analysis decision-making framework to prioritize ideas rationally, taking results of user research into account. Afterward, we recommend applying the principle build-learn-iterate to build prototypes in different resolutions while learning from user tests and improving the selected opportunities. Last but not least, we propose an approach for continuous short- and long-term user experience controlling and monitoring, extending existing web- and learning analytics metrics.},
  language  = {en}
}