TY - CHAP A1 - Curzon, Paul A1 - Kalas, Ivan A1 - Schubert, Sigrid A1 - Schaper, Niclas A1 - Barnes, Jan A1 - Kennewell, Steve A1 - Bröker, Kathrin A1 - Kastens, Uwe A1 - Magenheim, Johannes A1 - Dagiene, Valentina A1 - Stupuriene, Gabriele A1 - Ellis, Jason Brent A1 - Abreu-Ellis, Carla Reis A1 - Grillenberger, Andreas A1 - Romeike, Ralf A1 - Haugsbakken, Halvdan A1 - Jones, Anthony A1 - Lewin, Cathy A1 - McNicol, Sarah A1 - Nelles, Wolfgang A1 - Neugebauer, Jonas A1 - Ohrndorf, Laura A1 - Schaper, Niclas A1 - Schubert, Sigrid A1 - Opel, Simone A1 - Kramer, Matthias A1 - Trommen, Michael A1 - Pottbäcker, Florian A1 - Ilaghef, Youssef A1 - Passig, David A1 - Tzuriel, David A1 - Kedmi, Ganit Eshel A1 - Saito, Toshinori A1 - Webb, Mary A1 - Weigend, Michael A1 - Bottino, Rosa A1 - Chioccariello, Augusto A1 - Christensen, Rhonda A1 - Knezek, Gerald A1 - Gioko, Anthony Maina A1 - Angondi, Enos Kiforo A1 - Waga, Rosemary A1 - Ohrndorf, Laura A1 - Or-Bach, Rachel A1 - Preston, Christina A1 - Younie, Sarah A1 - Przybylla, Mareen A1 - Romeike, Ralf A1 - Reynolds, Nicholas A1 - Swainston, Andrew A1 - Bendrups, Faye A1 - Sysło, Maciej M. A1 - Kwiatkowska, Anna Beata A1 - Zieris, Holger A1 - Gerstberger, Herbert A1 - Müller, Wolfgang A1 - Büchner, Steffen A1 - Opel, Simone A1 - Schiller, Thomas A1 - Wegner, Christian A1 - Zender, Raphael A1 - Lucke, Ulrike A1 - Diethelm, Ira A1 - Syrbe, Jörn A1 - Lai, Kwok-Wing A1 - Davis, Niki A1 - Eickelmann, Birgit A1 - Erstad, Ola A1 - Fisser, Petra A1 - Gibson, David A1 - Khaddage, Ferial A1 - Knezek, Gerald A1 - Micheuz, Peter A1 - Kloos, Carlos Delgado ED - Brinda, Torsten ED - Reynolds, Nicholas ED - Romeike, Ralf ED - Schwill, Andreas T1 - KEYCIT 2014 BT - key competencies in informatics and ICT N2 - 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. T3 - Commentarii informaticae didacticae (CID) - 7 KW - Schlüsselkompetenzen KW - Informatik KW - Bildung KW - ICT KW - Informatikdidaktik KW - Key Competencies KW - Informatics KW - education KW - ICT KW - Computer Science Education Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-70325 SN - 978-3-86956-292-6 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - CHAP A1 - Hafer, Jörg A1 - Kostädt, Peter A1 - Lucke, Ulrike T1 - Das Corona-Virus als Treiber der Digitalisierung BT - eine kritische Analyse am Beispiel der Universität Potsdam T2 - Das Corona-Virus als Treiber der Digitalisierung N2 - 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 verändert hat. Der Beitrag geht am Beispiel der Universität Potsdam der Frage nach, welcher Natur diese Veränderungen waren – ausgehend sowohl von den unternommenen Maßnahmen als auch von den erzielten Resultaten – und inwiefern sie von Dauer sind. Dabei werden förderliche und hemmende Faktoren identifiziert, die in Empfehlungen für weitere Digitalisierungsvorhaben übersetzt werden. Y1 - 2021 SN - 978-3-658-32608-1 SN - 978-3-658-32609-8 U6 - https://doi.org/10.1007/978-3-658-32609-8_15 SP - 219 EP - 242 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Hilse, Michael A1 - Lucke, Ulrike T1 - eLiS − E-Learning in Studienbereichen JF - E-Learning Symposium 2012 : Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012 N2 - Deutsche Universitäten erweitern ihre E-Learning-Angebote als Service für die Studierenden und Lehrenden. Diese sind je nach Fakultät unterschiedlich ausgeprägt. Dieser Artikel zeigt, wie durch technische Erweiterung der Infrastruktur, einer Anpassung der Organisationsstruktur und einer gezielten Inhaltsentwicklung eine durchgängige und personalisierbare Lehr- und Lernumgebung (Personal Learning Environment, PLE) geschaffen und damit die Akzeptanz bei den Lehrenden und Studierenden für E-Learning erhöht werden kann. Aus der vorausgehenden, systematischen Anforderungsanalyse können Kennzahlen für die Qualitätssicherung von E-Learning-Angeboten abgeleitet werden. Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-442275 SP - 73 EP - 75 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Al Laban, Firas A1 - Reger, Martin A1 - Lucke, Ulrike T1 - Closing the Policy Gap in the Academic Bridge JF - Education sciences N2 - 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. KW - policy evaluation KW - higher education KW - virtual mobility KW - teacher training Y1 - 2022 U6 - https://doi.org/10.3390/educsci12120930 SN - 2227-7102 VL - 12 IS - 12 PB - MDPI CY - Basel ER - TY - CHAP A1 - Tavangarian, Djamshid A1 - Schroeder, Ulrik A1 - Igel, Christoph A1 - Magenheim, Johannes A1 - Kundisch, Dennis A1 - Beutner, Marc A1 - Herrmann, Philipp A1 - Whittaker, Michael A1 - Reinhardt, Wolfgang A1 - Zoyke, Andrea A1 - Elbeshausen, Stefanie A1 - Griesbaum, Joachim A1 - Koelle, Ralph A1 - Kneiphoff, Anika Hanna A1 - Mauch, Martina A1 - Hübner, Sandra A1 - Walter, Satjawan A1 - Dittler, Ullrich A1 - Baumann, Annette A1 - Reeh, Lucas A1 - Beuster, Liane A1 - Elkina, Margarita A1 - Fortenbacher, Albrecht A1 - Kappe, Leonard A1 - Merceron, Agathe A1 - Pursian, Andreas A1 - Schwarzrock, Sebastian A1 - Wenzlaff, Boris A1 - Hilse, Michael A1 - Lucke, Ulrike ED - Lucke, Ulrike T1 - E-Learning Symposium 2012 BT - Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012 N2 - Dieser Tagungsband beinhaltet die auf dem E-Learning Symposium 2012 an der Universität Potsdam vorgestellten Beiträge zu aktuellen Anwendungen, innovativen Prozesse und neuesten Ergebnissen im Themenbereich E-Learning. Lehrende, E-Learning-Praktiker und -Entscheider tauschten ihr Wissen über etablierte und geplante Konzepte im Zusammenhang mit dem Student-Life-Cycle aus. Der Schwerpunkt lag hierbei auf der unmittelbaren Unterstützung von Lehr- und Lernprozessen, auf Präsentation, Aktivierung und Kooperation durch Verwendung von neuen und etablierten Technologien. KW - E-Learning KW - Learning Analytics KW - lebenslanges Lernen KW - E-Learning KW - Learning Analytics KW - Life-Long Learning Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-62661 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - INPR A1 - Lucke, Ulrike A1 - Steinmetz, Ralf T1 - Special issue on "Pervasive Education" T2 - Pervasive and mobile computing Y1 - 2014 U6 - https://doi.org/10.1016/j.pmcj.2014.08.001 SN - 1574-1192 SN - 1873-1589 VL - 14 SP - 1 EP - 2 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Lucke, Ulrike A1 - Rensing, Christoph T1 - A survey on pervasive education JF - Pervasive and mobile computing N2 - 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. KW - Pervasive learning KW - Ubiquitous learning KW - Mobile learning KW - Contextualized learning KW - Seamless learning KW - E-learning KW - E-teaching KW - Context awareness KW - Adaptivity KW - Personalization KW - Augmentation Y1 - 2014 U6 - https://doi.org/10.1016/j.pmcj.2013.12.001 SN - 1574-1192 SN - 1873-1589 VL - 14 SP - 3 EP - 16 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Zender, Raphael A1 - Metzler, Richard A1 - Lucke, Ulrike T1 - FreshUP-A pervasive educational game for freshmen JF - Pervasive and mobile computing N2 - 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. KW - Pervasive game KW - Campus KW - Freshmen KW - e-learning KW - Mobile devices KW - SOA KW - Evaluation Y1 - 2014 U6 - https://doi.org/10.1016/j.pmcj.2013.09.003 SN - 1574-1192 SN - 1873-1589 VL - 14 SP - 47 EP - 56 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Lemcke, Stefanie A1 - Haedge, Kora A1 - Zender, Raphael A1 - Lucke, Ulrike T1 - RouteMe: a multilevel pervasive game on mobile ad hoc routing JF - Personal and ubiquitous computing N2 - 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. KW - E-learning KW - Educational game KW - Mobile application KW - Pervasive computing KW - Location awareness KW - Ad hoc routing KW - AODV Y1 - 2015 U6 - https://doi.org/10.1007/s00779-015-0843-2 SN - 1617-4909 SN - 1617-4917 VL - 19 IS - 3-4 SP - 537 EP - 549 PB - Springer CY - London ER - TY - JOUR A1 - Wegner, Christian A1 - Zender, Raphael A1 - Lucke, Ulrike T1 - ProtoSense BT - Interactive Paper Prototyping with Multi-Touch Tables JF - KEYCIT 2014 - Key Competencies in Informatics and ICT KW - Interface design KW - paper prototyping KW - NUI Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82970 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 405 EP - 407 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - CHAP A1 - Kiy, Alexander A1 - Geßner, Hendrik A1 - Lucke, Ulrike A1 - Grünewald, Franka T1 - A Hybrid and Modular Framework for Mobile Campus Applications T2 - i-com N2 - 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 KW - Mobile Campus Application KW - Hybrid App KW - Framework KW - Service-oriented Architecture Y1 - 2015 UR - http://www.degruyter.com/view/j/icom.2015.14.issue-1/icom-2015-0016/icom-2015-0016.xml U6 - https://doi.org/10.1515/icom-2015-0016 SN - 2196-6826 VL - 2015 IS - 14 SP - 63 EP - 73 PB - de Gruyter CY - Berlin ER - TY - CHAP A1 - Kiy, Alexander A1 - Lucke, Ulrike A1 - Zoerner, Dietmar T1 - An adaptive personal learning environment architecture T2 - Architecture of Computing Systems – ARCS 2014 Lecture Notes in Computer Science N2 - 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. KW - Service-oriented architecture KW - Personal Learning Environment KW - University Service Bus Y1 - 2014 SN - 978-3-319-04890-1 VL - 2014 IS - 8350 SP - 60 EP - 71 PB - Springer ER - TY - CHAP A1 - Kiy, Alexander A1 - Grünwald, Franka A1 - Zoerner, Dietmar A1 - Lucke, Ulrike ED - Trasch, Stephan ED - Plötzner, Rolf ED - Schneider, Gerhard ED - Sassiat, Daniel ED - Gayer, Claudia ED - Wöhrle, Nicole T1 - Ein Hochschul-App-Framework: Hybrid und modular T2 - DeLFI 2014 - Die 12. e-Learning Fachtagung Informatik Lecture Notes in Informatics N2 - Mobile Endgeräte und die dazugehörigen Applikationen sind zu einem unverzichtbaren Bestandteil des täglichen Lebens geworden und ermöglichen den ortsund zeitunabhängigen Zugriff auf wichtige Informationen. Hochschulspezifische An- gebote sind im mobilen Bereich hingegen noch immer nicht flächendeckend anzutreffen und lassen sich i. d. R. nur auf Einzelaktivitäten Studierender und Lehrender zurückführen. Dabei können mobile Applikationen einen essentiellen Beitrag zur Verbesserung der studentischen Selbstorganisation sowie für die Ausgestaltung und Ergänzung von konkreten Lehr-/Lernszenarien leisten. Dieser Artikel stellt ein modulares Hochschul-App-Framework vor, das sowohl zentrale campusbezogene Dienste als auch dezentrale Lernapplikationen unter einer Oberfläche vereint anbietet. Anhand einer Analyse von Stärken und Schwächen werden verschiedene Ansätze in Hinblick auf Anforderungen, Entwicklung, Wartung und Betrieb der Hochschul-App zusammengefasst und bewertet. Es wird auf die zugrundeliegende serviceorientierte Architektur eingegangen, die eine Portierung der Applikation auf andere Hochschulen mit einem vertretbaren Aufwand ermöglicht. Der Beitrag schließt mit einer Darstellung der ersten Ergebnisse und weiterführender Überlegungen und Arbeiten. Y1 - 2014 UR - https://subs.emis.de/LNI/Proceedings/Proceedings233/article18.html SN - 978-3-88579-627-5 IS - P-233 SP - 205 EP - 216 PB - Gesellschaft für Informatik e.V. CY - Bonn ER - TY - CHAP A1 - Kiy, Alexander A1 - Lucke, Ulrike T1 - Technical Approaches for Personal Learning Environments BT - Identifying Archetypes from a Literature Review T2 - 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) N2 - 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. Y1 - 2016 U6 - https://doi.org/10.1109/icalt.2016.122 ER - TY - CHAP A1 - Kiy, Alexander A1 - Grünwald, Franka A1 - Weise, Matthias A1 - Lucke, Ulrike T1 - Facilitating portfolio-driven learning in a personal learning environment T2 - 3rd Workshop on Technology-Enhanced Formative Assessment, TEFA 2016; CEUR Workshop Proceedings N2 - 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. Y1 - 2016 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85021883746&partnerID=MN8TOARS SN - 1613-0073 VL - 1850 SP - 45 EP - 52 ER - TY - CHAP A1 - Kiy, Alexander A1 - Wölfert, Volker A1 - Lucke, Ulrike ED - Lucke, Ulrike ED - Schwill, Andreas ED - Zender, Raphael T1 - Technische Unterstützung zur Durchführung von Massenklausuren T2 - DeLFI 2016 - Die 14. E-Learning Fachtagung Informatik, 11.-14. September 2016, Potsdam N2 - Nach wie vor stellen Klausuren mit hunderten Studierenden, sogenannte Massenklausuren, insbesondere Lehrende vor organisatorische Herausforderungen, die es jedes Semester aufs Neue zu bewältigen gilt. Dieser Beitrag zeigt technische Möglichkeiten zur Unterstützung und Durchführung von Massenklausuren auf. Hierzu werden zunächst verschiedene Verfahren der Klausurvorbereitung und -organisation aus unterschiedlichen Fachdisziplinen erfasst und analysiert. Im Anschluss wird ein verallgemeinerbarer Prozess konzipiert, der sämtliche Schritte von der Planung, Erstellung, Durchführung, Kontrolle bis hin zur Archivierung berücksichtigt. Zur Unterstützung der einzelnen Prozessschritte werden technische Systeme vorgestellt, die mit den Bedürfnissen der Prüfungsverantwortlichen abgestimmt sind. Die entstandenen Systeme werden vorgestellt und die durchgeführten Zielgruppentests reflektiert. KW - Massenklausuren KW - Prüfungsoptimierung KW - Chipkarten KW - NFC KW - Barcode KW - Webanwendung Y1 - 2016 UR - http://subs.emis.de/LNI/Proceedings/Proceedings262/article20.html SN - 978-3-88579-656-5 IS - P-262 SP - 137 EP - 148 PB - Gesellschaft für Informatik e.V. CY - Bonn ER - TY - CHAP A1 - Kiy, Alexander A1 - Lucke, Ulrike ED - de Witt, Claudia ED - Gloerfeld, Christina T1 - Mobile Unterstützung im Studienalltag zwischen Generalität und Individualität T2 - Handbuch Mobile Learning N2 - Mobile Endgeräte und Applikationen (Apps) sind dank vielfältiger Kommunikations-, Informations- und Assistenzfunktionen zu einem unverzichtbaren Bestandteil unseres täglichen Lebens geworden. Inzwischen hat sich insbesondere im Hochschulumfeld eine bunte Vielfalt an mobilen Unterstützungsangeboten etabliert, beginnend bei zentral angebotenen Uni-Apps bis hin zu unterschiedlichen Apps zur Ausgestaltung einzelner Lehrveranstaltungen oder individueller Lehr- und Lernszenarien. Angesichts der großen Aufwände zur Entwicklung, Distribution und Pflege mobiler Anwendungen ist ein Einsatz für eine möglichst große Zielgruppe wünschenswert. Dies kann jedoch mit dem Charakter mobiler Endgeräte als persönliche, individualisierte Assistenten kollidieren. In diesem Beitrag werden entlang dieses Spektrums zwischen (fach-)spezifischen Einzellösungen und breiten Allroundern verschiedene mobile Unterstützungsangebote 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 trägt 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 gerückt, wo Apps gleichermaßen als Forschungsgegenstand und Datenerhebungsinstrument wirken. Aus der Fülle 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 bezüglich Datenschutz und Copyright tangiert. KW - Mobile Learning KW - mobile Applikationen KW - Apps KW - Hochschul-Apps KW - TPACK KW - SAMR Y1 - 2018 SN - 978-3-658-19123-8 U6 - https://doi.org/10.1007/978-3-658-19123-8_37 VL - 2018 SP - 777 EP - 808 PB - Springer VS CY - Wiesbaden ER - TY - CHAP A1 - Kiy, Alexander A1 - List, Christoph A1 - Lucke, Ulrike T1 - A virtual environment and infrastructure to ensure future readiness of Computer Centers T2 - European Journal of Higher Education IT N2 - 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. Y1 - 2017 UR - http://www.eunis.org/erai/2017-1/ SN - 2519-1764 VL - 2017 IS - 1 ER - TY - CHAP A1 - Kiy, Alexander A1 - Lucke, Ulrike ED - Rensing, C. ED - Trahasch, S. T1 - Learning analytic tools in practical comparison T2 - 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 T2 - Learning-analytics-werkzeuge im praxisvergleich Y1 - 2014 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84921854348&partnerID=MN8TOARS SN - 1613-0073 VL - 2014 IS - 1227 SP - 104 EP - 111 PB - Technical University of Aachen CY - Aachen ER - TY - GEN A1 - Al Laban, Firas A1 - Reger, Martin A1 - Lucke, Ulrike T1 - Closing the Policy Gap in the Academic Bridge T2 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1310 KW - policy evaluation KW - higher education KW - virtual mobility KW - teacher training Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-583572 SN - 1866-8372 IS - 1310 ER -