@misc{LuckeSzameitatGoerlichetal.2014,
  author    = {Lucke, Ulrike and Szameitat, Ulrike and G{\"o}rlich, Petra and Kampe, Heike and Lux, Nadine and Bomhoff, Hartmut and Rudolph, Pascal and J{\"a}ger, Sophie and Ziemer, Franziska and Friess, Nina and Eckardt, Barbara and Joshi, Jasmin Radha and Huwe, Bj{\"o}rn and Zimmermann, Matthias and S{\"u}tterlin, Sabine},
  title     = {Portal = Studieren im digitalen Zeitalter: E-Learning in Lehre und Studium},
  number    = {04/2014},
  organization    = {Universit{\"a}t Potsdam, Referat f{\"u}r Presse- und {\"O}ffentlichkeitsarbeit},
  issn      = {1618-6893},
  doi       = {10.25932/publishup-44061},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-440615},
  pages     = {42},
  year      = {2014},
  abstract  = {Aus dem Inhalt: - Studieren im digitalen Zeitalter: E-Learning in Lehre und Studium - Wie Alice im Wunderland - Moose im All},
  language  = {de}
}
@article{HaferKiyLucke2014,
  author    = {Hafer, J{\"o}rg and Kiy, Alexander and Lucke, Ulrike},
  title     = {Moodle \& Co. auf dem Weg zur Personal Learning Environment},
  series = {eleed},
  volume    = {2014},
  journal   = {eleed},
  number    = {10},
  issn      = {1860-7470},
  year      = {2014},
  abstract  = {Ausgehend von der typischen IT-Infrastruktur f{\"u}r E-Learning an Hochschulen auf der einen Seite sowie vom bisherigen Stand der Forschung zu Personal Learning Environments (PLEs) auf der anderen Seite zeigt dieser Beitrag auf, wie bestehende Werkzeuge bzw. Dienste zusammengef{\"u}hrt und f{\"u}r die Anforderungen der modernen, rechnergest{\"u}tzten Pr{\"a}senzlehre aufbereitet werden k{\"o}nnen. F{\"u}r diesen interdisziplin{\"a}ren Entwicklungsprozess bieten sowohl klassische Softwareentwicklungsverfahren als auch bestehende PLE-Modelle wenig Hilfestellung an. Der Beitrag beschreibt die in einem campusweiten Projekt an der Universit{\"a}t Potsdam verfolgten Ans{\"a}tze und die damit erzielten Ergebnisse. Daf{\"u}r werden zun{\"a}chst typische Lehr-/Lern-bzw. Kommunikations-Szenarien identifiziert, aus denen Anforderungen an eine unterst{\"u}tzende Plattform abgeleitet werden. Dies f{\"u}hrt zu einer umfassenden Sammlung zu ber{\"u}cksichtigender Dienste und deren Funktionen, die gem{\"a}ß den Spezifika ihrer Nutzung in ein Gesamtsystem zu integrieren sind. Auf dieser Basis werden grunds{\"a}tzliche Integrationsans{\"a}tze und technische Details dieses Mash-Ups in einer Gesamtschau aller relevanten Dienste betrachtet und in eine integrierende Systemarchitektur {\"u}berf{\"u}hrt. Deren konkrete Realisierung mit Hilfe der Portal-Technologie Liferay wird dargestellt, wobei die eingangs definierten Szenarien aufgegriffen und exemplarisch vorgestellt werden. Erg{\"a}nzende Anpassungen im Sinne einer personalisierbaren bzw. adaptiven Lern-(und Arbeits-)Umgebung werden ebenfalls unterst{\"u}tzt und kurz aufgezeigt.},
  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{HaferKostaedtLucke2021,
  author    = {Hafer, J{\"o}rg and Kost{\"a}dt, Peter and Lucke, Ulrike},
  title     = {Das Corona-Virus als Treiber der Digitalisierung},
  series = {Das Corona-Virus als Treiber der Digitalisierung},
  booktitle = {Das Corona-Virus als Treiber der Digitalisierung},
  publisher = {Springer},
  address   = {Wiesbaden},
  isbn      = {978-3-658-32608-1},
  doi       = {10.1007/978-3-658-32609-8_15},
  pages     = {219 -- 242},
  year      = {2021},
  abstract  = {Mit der Covid-19-Pandemie hat die Digitalisierung an Hochschulen weitere Bedeutung erlangt. Insbesondere dem Einsatz digitaler Medien in Lehre und Studium galt großes Augenmerk. Das legt die Hoffnung nahe, dass die Digitalisierung durch das Virus einen Schub erfahren und die Hochschulen dauerhaft ver{\"a}ndert hat. Der Beitrag geht am Beispiel der Universit{\"a}t Potsdam der Frage nach, welcher Natur diese Ver{\"a}nderungen waren - ausgehend sowohl von den unternommenen Maßnahmen als auch von den erzielten Resultaten - und inwiefern sie von Dauer sind. Dabei werden f{\"o}rderliche und hemmende Faktoren identifiziert, die in Empfehlungen f{\"u}r weitere Digitalisierungsvorhaben {\"u}bersetzt werden.},
  language  = {de}
}
@article{HilseLucke2013,
  author    = {Hilse, Michael and Lucke, Ulrike},
  title     = {eLiS - E-Learning in Studienbereichen},
  series = {E-Learning Symposium 2012 : Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012},
  journal   = {E-Learning Symposium 2012 : Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-44227},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-442275},
  pages     = {73 -- 75},
  year      = {2013},
  abstract  = {Deutsche Universit{\"a}ten erweitern ihre E-Learning-Angebote als Service f{\"u}r die Studierenden und Lehrenden. Diese sind je nach Fakult{\"a}t unterschiedlich ausgepr{\"a}gt. Dieser Artikel zeigt, wie durch technische Erweiterung der Infrastruktur, einer Anpassung der Organisationsstruktur und einer gezielten Inhaltsentwicklung eine durchg{\"a}ngige und personalisierbare Lehr- und Lernumgebung (Personal Learning Environment, PLE) geschaffen und damit die Akzeptanz bei den Lehrenden und Studierenden f{\"u}r E-Learning erh{\"o}ht werden kann. Aus der vorausgehenden, systematischen Anforderungsanalyse k{\"o}nnen Kennzahlen f{\"u}r die Qualit{\"a}tssicherung von E-Learning-Angeboten abgeleitet werden.},
  language  = {de}
}
@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}
}
@inproceedings{TavangarianSchroederIgeletal.2013,
  author    = {Tavangarian, Djamshid and Schroeder, Ulrik and Igel, Christoph and Magenheim, Johannes and Kundisch, Dennis and Beutner, Marc and Herrmann, Philipp and Whittaker, Michael and Reinhardt, Wolfgang and Zoyke, Andrea and Elbeshausen, Stefanie and Griesbaum, Joachim and Koelle, Ralph and Kneiphoff, Anika Hanna and Mauch, Martina and H{\"u}bner, Sandra and Walter, Satjawan and Dittler, Ullrich and Baumann, Annette and Reeh, Lucas and Beuster, Liane and Elkina, Margarita and Fortenbacher, Albrecht and Kappe, Leonard and Merceron, Agathe and Pursian, Andreas and Schwarzrock, Sebastian and Wenzlaff, Boris and Hilse, Michael and Lucke, Ulrike},
  title     = {E-Learning Symposium 2012},
  editor    = {Lucke, Ulrike},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-6162},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-62661},
  pages     = {77},
  year      = {2013},
  abstract  = {Dieser Tagungsband beinhaltet die auf dem E-Learning Symposium 2012 an der Universit{\"a}t Potsdam vorgestellten Beitr{\"a}ge zu aktuellen Anwendungen, innovativen Prozesse und neuesten Ergebnissen im Themenbereich E-Learning. Lehrende, E-Learning-Praktiker und -Entscheider tauschten ihr Wissen {\"u}ber etablierte und geplante Konzepte im Zusammenhang mit dem Student-Life-Cycle aus. Der Schwerpunkt lag hierbei auf der unmittelbaren Unterst{\"u}tzung von Lehr- und Lernprozessen, auf Pr{\"a}sentation, Aktivierung und Kooperation durch Verwendung von neuen und etablierten Technologien.},
  language  = {de}
}
@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}
}
@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{KiyWoelfertLucke2016,
  author    = {Kiy, Alexander and W{\"o}lfert, Volker and Lucke, Ulrike},
  title     = {Technische Unterst{\"u}tzung zur Durchf{\"u}hrung von Massenklausuren},
  series = {DeLFI 2016 - Die 14. E-Learning Fachtagung Informatik, 11.-14. September 2016, Potsdam},
  booktitle = {DeLFI 2016 - Die 14. E-Learning Fachtagung Informatik, 11.-14. September 2016, Potsdam},
  number    = {P-262},
  editor    = {Lucke, Ulrike and Schwill, Andreas and Zender, Raphael},
  publisher = {Gesellschaft f{\"u}r Informatik e.V.},
  address   = {Bonn},
  isbn      = {978-3-88579-656-5},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {137 -- 148},
  year      = {2016},
  abstract  = {Nach wie vor stellen Klausuren mit hunderten Studierenden, sogenannte Massenklausuren, insbesondere Lehrende vor organisatorische Herausforderungen, die es jedes Semester aufs Neue zu bew{\"a}ltigen gilt. Dieser Beitrag zeigt technische M{\"o}glichkeiten zur Unterst{\"u}tzung und Durchf{\"u}hrung von Massenklausuren auf. Hierzu werden zun{\"a}chst verschiedene Verfahren der Klausurvorbereitung und -organisation aus unterschiedlichen Fachdisziplinen erfasst und analysiert. Im Anschluss wird ein verallgemeinerbarer Prozess konzipiert, der s{\"a}mtliche Schritte von der Planung, Erstellung, Durchf{\"u}hrung, Kontrolle bis hin zur Archivierung ber{\"u}cksichtigt. Zur Unterst{\"u}tzung der einzelnen Prozessschritte werden technische Systeme vorgestellt, die mit den Bed{\"u}rfnissen der Pr{\"u}fungsverantwortlichen abgestimmt sind. Die entstandenen Systeme werden vorgestellt und die durchgef{\"u}hrten Zielgruppentests reflektiert.},
  language  = {de}
}
@incollection{KiyLucke2018,
  author    = {Kiy, Alexander and Lucke, Ulrike},
  title     = {Mobile Unterst{\"u}tzung im Studienalltag zwischen Generalit{\"a}t und Individualit{\"a}t},
  series = {Handbuch Mobile Learning},
  volume    = {2018},
  booktitle = {Handbuch Mobile Learning},
  editor    = {de Witt, Claudia and Gloerfeld, Christina},
  publisher = {Springer VS},
  address   = {Wiesbaden},
  isbn      = {978-3-658-19123-8},
  doi       = {10.1007/978-3-658-19123-8_37},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {777 -- 808},
  year      = {2018},
  abstract  = {Mobile Endger{\"a}te und Applikationen (Apps) sind dank vielf{\"a}ltiger Kommunikations-, Informations- und Assistenzfunktionen zu einem unverzichtbaren Bestandteil unseres t{\"a}glichen Lebens geworden. Inzwischen hat sich insbesondere im Hochschulumfeld eine bunte Vielfalt an mobilen Unterst{\"u}tzungsangeboten etabliert, beginnend bei zentral angebotenen Uni-Apps bis hin zu unterschiedlichen Apps zur Ausgestaltung einzelner Lehrveranstaltungen oder individueller Lehr- und Lernszenarien. Angesichts der großen Aufw{\"a}nde zur Entwicklung, Distribution und Pflege mobiler Anwendungen ist ein Einsatz f{\"u}r eine m{\"o}glichst große Zielgruppe w{\"u}nschenswert. Dies kann jedoch mit dem Charakter mobiler Endger{\"a}te als pers{\"o}nliche, individualisierte Assistenten kollidieren. In diesem Beitrag werden entlang dieses Spektrums zwischen (fach-)spezifischen Einzell{\"o}sungen und breiten Allroundern verschiedene mobile Unterst{\"u}tzungsangebote aus dem Hochschulbereich vorgestellt, hinsichtlich ihres Einsatzes kontextuell eingeordnet und systematisiert. Dies umfasst mobile Anwendungen, die allgemeine organisatorische Aspekte des Studiums, bestimmte Felder wie die Studieneingangsphase oder die konkrete Begleitung hybrider Lernszenarien fokussieren. Es schließt sich eine App-Auswahl an, die fachspezifischen Aspekten Rechnung tr{\"a}gt und in denen Inhalte in Form von Serious Games, Simulationen und Inhaltsmodulen aufbereitet sind. Neben Lehre und Studium wird auch die Forschung in den Fokus ger{\"u}ckt, wo Apps gleichermaßen als Forschungsgegenstand und Datenerhebungsinstrument wirken. Aus der F{\"u}lle dieser Entwicklungen resultiert eine App-Vielfalt, die verschiedene Herausforderungen aufwirft. Der Beitrag stellt die spezifischen Herausforderungen zusammen und spricht Empfehlungen aus. Dabei werden sowohl organisatorische, inhaltliche und technische Fragestellungen thematisiert als auch rechtliche Gesichtspunkte bez{\"u}glich Datenschutz und Copyright tangiert.},
  language  = {de}
}
@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}
}
@incollection{KiyLuckeSass2015,
  author    = {Kiy, Alexander and Lucke, Ulrike and Sass, K.},
  title     = {Gewusst was: Mit einer E-Learning-Toolbox die pers{\"o}nliche virtuelle Umgebung gestalten},
  series = {DeLFI 2015 - die 13. E-Learning Fachtagung Informatik der Gesellschaft f{\"u}r Informatik e.V. : 1.-4. September 2015 M{\"u}nchen, Deutschland},
  booktitle = {DeLFI 2015 - die 13. E-Learning Fachtagung Informatik der Gesellschaft f{\"u}r Informatik e.V. : 1.-4. September 2015 M{\"u}nchen, Deutschland},
  number    = {247},
  editor    = {Pongratz, Hans J. and Keil, R.},
  publisher = {Gesellschaft f{\"u}r Informatik e.V.},
  address   = {Bonn},
  isbn      = {978-3-88579-641-1},
  issn      = {1617-5468},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {43 -- 55},
  year      = {2015},
  language  = {de}
}
@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}
}
@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}
}
@incollection{KlaueOehlschlaegerZenderetal.2020,
  author    = {Klaue, Katharina and Oehlschl{\"a}ger, Patricia and Zender, Raphael and Siebert, Ernestine and Lucke, Ulrike and Herbst, Uta and Hefner, Manuel},
  title     = {Automatisierung im Verhandlungstraining durch den Einsatz intelligenter Dialogsysteme und Virtual Reality},
  series = {Entwicklungen, Chancen und Herausforderungen der Digitalisierung : Proceedings der 15. Internationalen Tagung Wirtschaftsinformatik, WI 2020, Potsdam, Germany, March 9-11, 2020 - Community Tracks},
  volume    = {2},
  booktitle = {Entwicklungen, Chancen und Herausforderungen der Digitalisierung : Proceedings der 15. Internationalen Tagung Wirtschaftsinformatik, WI 2020, Potsdam, Germany, March 9-11, 2020 - Community Tracks},
  editor    = {Gronau, Norbert and Heine, Moreen and Poustcchi, K. and Krasnova, Hanna},
  publisher = {GITO Verlag f{\"u}r Industrielle Informationstechnik und Organisation},
  address   = {Berlin},
  isbn      = {978-3-95545-336-7},
  doi       = {10.30844/wi_2020_t3-klaue},
  pages     = {88 -- 102},
  year      = {2020},
  abstract  = {Erfolgreiches Verhandeln stellt einen Schl{\"u}sselfaktor f{\"u}r Unternehmenserfolge dar. Es angemessen zu trainieren kann jedoch sowohl zeitaufwendig als auch kostenintensiv werden, erfordert es doch idealerweise wiederholte, pers{\"o}nliche {\"U}bungen mit professionellen Verhandlungsf{\"u}hrern oder Agenten. Digitale Trainingswerkzeuge k{\"o}nnen zwar ebenfalls Trainingserfolge erzielen, bieten aber eine mangelnde Authentizit{\"a}t der {\"U}bungssituation und erschweren somit den Transfer des Gelernten in den Berufsalltag. Das in diesem Beitrag vorgestellte Verhandlungstraining setzt Virtual Reality (VR) als Technologie f{\"u}r realit{\"a}tsnahe Simulation ein, um eine r{\"a}umlich authentische {\"U}bungssituation zu schaffen. Weiterhin dient ein sprachlich interagierendes Dialogsystem als automatisierter, virtueller Verhandlungsagent. Dieser wurde mit Interaktionsdaten aus einer Verhandlungsstudie trainiert und bietet Trainingspersonen somit einen wirksamen {\"U}bungspartner f{\"u}r das VR-Verhandlungstraining.},
  language  = {de}
}
@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{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}
}
@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}
}
@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}
}