Heike Karolyi

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Heike Karolyi (MA) Photo: FernUniversität

Heike Karolyi (MA)

Research assistant, projects IMPACT & LAMASS@DiLea

Email: heike.karolyi

Universitätsstraße 27 – PRG / Building 5
Raum A 105 (1. Floor)
58097 Hagen

What is my role within CATALPA?

As an educational researcher, I am involved in two projects:

  • IMPACT, the focus of my work is on change management and the implementation of trusted learning analytics in higher education.
  • LAMASS@DiLea deals with student success and dropout in digital study formats and the relevance of self-regulated learning and digital literacy. The Project focuses fundamental research in digital educational settings.

As a member of the CATALPA Executive Board from 01/2023 until 02/2024 my task was to represent junior researchers in CATALPA at the FernUniversität in Hagen. (Previously as alternate since 2022)

Why CATALPA?

CATALPA and its research environment at the FernUniversität in Hagen offer me ideal conditions to pursue my scientific interests. My goal is to contribute to improve higher education and learning for students in heterogeneous life situations and to apply new technologies in an educationally and ethically reflective way.

  • Work history

    Research assistant at the FernUnversität in Hagen, Germany
    Chair of Educational Theory and Media Pedagogy and CATALPA (2015 – present)

    Research Projects:

    Teaching:

    • B.A. Educational Science:
      Module 3A "Media education and media communication"
    • B.A. Educational Science:
      Module 1D "Education and Media"
    • Master Education and Media: eEducation
      Module 4 "Education and Learning in the Context of Digitization"
    • Advanced training for academic staff: "Seamless Learning"

    Further tasks at the FernUniversität in Hagen:

    • Member of the CATALPA Executive Board at the FernUniversität in Hagen, representation of CATALPA Junior Researchers since January 2023 (previously as deputy since 2022).
    • Coordination of the Open Think Tank AI & Ethics in the AI-Campus 2.0 (German) (since 2023)
    • Coordination of the AI & Ethics group in the AI ExpertLab Higher Education of the AI Campus (2020-2022)
    • Member of the Diversity Audit "Shaping Diversity" (German) in the development field "Diversity-sensitive teaching and media didactics" (2016-2018)

    Scientific Online Tutor at the FernUniversität in Hagen (05/2014 – 05/2015)
    Chair of Educational Theory and Media Pedagogy

    Tes Supervisor at IEA-DPC Hamburg (2010-2014)

    • Tasks: Conducting educational studies
    • NEPS / BILWISS / educational standard panel / Ländervergleichsstudien / course studies / PISA / ICLIS / GanzIn

    Vodafone GmbH Internship & Bachelor Thesis (2012-2013)
    Human Resources Development, Düsseldorf Headquarter

    • Tasks: Revision of the training portfolio for personal and social skills, introduction of blended learning and inverted classroom concepts.
    • Bachelor thesis: "Mobile learning using digital flashcards in a telecommunication company - integration into a blended learning concept and development of a content lifecycle".

    Education

    PhD studies (since 10/2020)
    FernUniversität in Hagen

    M.A. Education and Media eEducation (2013 - 2019)
    FernUniversität in Hagen

    Zertifizierung zur Projektmanagerin (2014)
    FernUniversität in Hagen

    B.A. Educational Science (2008 -2013)
    FernUniversität in Hagen

    University of Stockholm (2000 - 2002)
    Immunology, Molecular Cell Biology, Seminar DNA Technology

    Studies: Engineering, Bio- and Medical Technologies (1997 - 2000)
    FH Aachen and FH Gießen-Friedberg

    Marie-Curie-Gymnasium Neuss (1996)
    Abitur

    • Digitization in higher education, self-regulated learning and the use of innovative technologies in distance learning and their framework conditions.

    • In the IMPACT project, I am supporting the implementation of innovative technical solutions regarding learning analytics and AI at the FernUniversität in Hagen and leading a work package on change management and roll-out in the joint project. The ethical and legal conditions and requirements at universities are particularly challenging.

    • In the LAMASS@DiLea project, I am investigating academic success in a comparison of face-to-face and digital study formats. I am particularly interested in the relevance of strategies of self-regulated learning and digital competencies in interaction with the framework conditions that a digital study program and the university offer to students.

  • 2024

    Software

    2022

    Conferences

    • van Rijn, L., Karolyi, H., & de Witt, C. (2022). Trusted Learning Analytics verstetigen. Mit Change Management zu didaktischen Innovationen. In B. Standl (Ed.), Digitale Lehre nachhaltig gestalten. Waxmann.

    Talks and Poster Presentations

    • Karolyi, H. (2022, September). Selbstreguliertes Lernen und digitale Kompetenzen in digitalen Studienformaten [Presentation].
    • Karolyi, H., & van Rijn, L. (2022). Im Team besser – worauf es bei der interdisziplinären Zusammenarbeit ankommt [Presentation]. Workshop zum Thema Interdisziplinäre Zusammenarbeit, Online.
    • Karolyi, H., & Wrede, S. (2022). Gestaltung formativer Feedbacks an Hochschulen mit Künstlicher Intelligenz und Trusted Learning Analytics [Presentation].
    • van Rijn, L., Karolyi, H., & de Witt, C. (2022, September 13). Trusted Learning Analytics verstetigen. Mit Change Management zu didaktischen Innovationen [Presentation]. 30. Jahrestagung der Gesellschaft für Medien in der Wissenschaft e.V., Karlsruhe.

    2021

    Conferences

    • Haake, J. M., Seidel, N., Burchart, M., Karolyi, H., & Kasakowskij, R. (2021). Accuracy of self-assessments in higher education. DELFI 2021 – Die 19. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V., 97–108. https://dl.gi.de/handle/20.500.12116/36995
    • Seidel, N., Karolyi, H., Burchart, M., & de Witt, C. (2021). Approaching Adaptive Support for Self-regulated Learning. In D. Guralnick, M. E. Auer, & A. Poce (Eds.), Innovations in learning and technology for the workplace and higher education (pp. 409–424). Springer International Publishing.

    2020

    Conferences

    • Haake, J. M., Seidel, N., Karolyi, H., & Ma, L. (2020). Self-Assessment mit High-Information Feedback. In R. Zender, D. Ifenthaler, T. Leonhardt, & C. Schumacher (Eds.), DELFI 2020 – Die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (pp. 145–150). Gesellschaft für Informatik (GI e.V.). https://dl.gi.de/handle/20.500.12116/34152

    • de Witt, C., Karolyi, H., Gloerfeld, C. (2016). Digitale Medien in der beruflichen Bildung. Planung und Umsetzung von Seamless Learning. In: Handbuch für Aus- und Weiterbildung HAW, Wolters Kluwer Verlag.
    • Brückner, D., & Karolyi, H. (2016). Mediale Lernangebote für beruflich Qualifizierte in der Studieneingangsphase. In: N. Apostolopoulos, W. Coy, K. von Köckritz, U. Mußman, H. Schaumburg & A. Schwill (Hrsg.) GML2 2016 Tagungsband Grundfragen Multimedialen Lernens, Die offene Hochschule: Vernetztes Lehren und Lernen (S. 122–134). Münster: Waxmann. Abgerufen von http://www.gml-2016.de/tagungsband-gml-2016/GML-2016_Tagungsband_final_WEB.pdf
    • de Witt, C., Karolyi, H., Grüner, C. (2015). Digitale Lernangebote für Beruflich Qualifizierte in der Studieneingangsphase. In: U. Elsholz & D. Brückner (Hrsg.): Beruflich Qualifizierte im Studium – Konzepte, Empirie und Theorien zum dritten Bildungsweg. Bielefeld.
    • de Witt, C., & Karolyi, H. (2015). Ergebnisse zur Bedarfsanalyse im Teilprojekt: Optimierung der Studieneingangsphase für beruflich Qualifizierte (BQ) im B.A. Bildungswissenschaft. Abgerufen von http://ifbm.fernuni-hagen.de/lehrgebiete/bildmed/forschung/projekt-studieneingangsphase-bq/ergebnisse-zur-bedarfsanalyse-im-projekt-bq

  • Coordination of the Open Think Tank: AI & Ethics at the AI Campus 2.0 (German)

  • ResearchGate

Christina Lüdeke | 23.04.2024