Dr. Niels Seidel

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Dr. Niels Seidel Photo: Veit Mette

Dr. Niels Seidel

Lead of project APLE II

Email: niels.seidel

Universitätsstr. 27 – PRG / Building 5
Room A 116 (1st floor)
58097 Hagen

What is my role within CATALPA?

As a computer scientist and lead in the APLE II project, our team aims at developing largely domain-independent adaptive personalized learning environments for higher education. This is achieved by adaptive support of domain-independent competencies such as self-regulation and cross-disciplinary learning activities such as reading and assessments. I am also an alternate member of the CATALPA executive board.

Why CATALPA?

CATALPA benefits from the exchange across project and subject boundaries. Together with colleagues and partners, we can thus work on research questions from several content-related and methodological perspectives. By collaborating with university teachers in Hagen, we are able to analyze large amounts of data and investigate interventions with large cohorts in field studies.

    • PostDoc at CATALPA since 2023
    • Spokesman of the Working Group Learning Analytics within the SIG Educational Technology of the German Informatics Society (Gesellschaft für Informatik e.V.) since 2021
    • PostDoc at the Chair of Cooperative Systems at the Faculty of Mathematics and Computer Science at FernUniversität in Hagen (2017-2023)
    • Received Phd. from Technische Universität Dresden (2018)
    • Spokesperson of the Saxon Teaching Community on Video-based Teaching and Learning (2014-2017)
    • Scientist at the Media Centre at the Technische Universität Dresden (2012-2014)
    • Scientist at the Chair of Production Economy and Information Technology at the Technische Universität Dresden (2009-2017)
    • Study of Multimedia Computing at Ulm University, Degree as Diplom-Informatiker (2009)

    • Adaptive Learning Environments: Design, development, and evaluation of adaptive personalized learning environments with a focus on supporting learners in self-regulated learning, reading, and assessment.
    • Learning Analytics: Analysis and visualization of learning behavior with regard to individuals (e.g. reading or assessments), groups (e.g. collaborative writing) and organizations (e.g. course selection and duration of study) considering learners’ diversity.

    • APLE II
    • LA DIVA

  • 2025

    Conferences

    • Seidel, N., Burchart, M., Haake, J. M., Schumacher, C., & Kuzilek, J. (2025). Detecting interaction patterns in educational collaborative writing. (in press) In Proceedings of the 28th ACM Conference on Computer-Supported Cooperative Work and Social Computing (CSCW).

    2024

    Journals

    • Bick, N., Froehlich, L., Voltmer, J.‑B., Raimann, J., Reich-Stiebert, N., Seidel, N., Burchart, M., Martiny, S. E., Nikitin, J., Stürmer, S., & Martin, A. (2024). Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning. Front. Psychol, 15(1346503). https://doi.org/10.3389/fpsyg.2024.1346503

      Radović, S., & Seidel, N. (2024). Self-regulated learning support in technology enhanced learning environments: A reliability analysis of the SRL-S Rubric. Journal of Assessment Tools in Education, in print.

      Radović, S., Seidel, N., Haake, J. M., & Kasakowskij, R. (2024). Analysing students’ self-assessment practice in a distance education environment: Student behaviour, accuracy, and task-related characteristics. Journal of Computer Assisted Learning, 40(2), 654–666. https://doi.org/10.1111/jcal.12907

      Radović, S., Seidel, N., Menze, D., & Kasakowskij, R. (2024). Investigating the effects of different levels of students’ regulation support on learning process and outcome: In search of the optimal level of support for self-regulated learning. Computers & Education, 215(105041). https://doi.org/10.1016/j.compedu.2024.105041

      Seidel, N. (2024). Short, Long, and Segmented Learning Videos: From YouTube Practice to Enhanced Video Players. Technology, Knowledge and Learning, 29(4), 1965–1991. https://doi.org/10.1007/s10758-024-09745-2

      Seidel, N., Lucke, U., Ifenthaler, D., & Moebert, T. (2024). Editorial. Informatik Spektrum, 47(3), in print.

      Seidel, N., & Menze, D. (2024). Von der Analyse zur adaptiven Unterstützung beim Lesen. Informatik Spektrum, 47(2), in print. https://doi.org/10.1007/s00287-024-01572-0

    Conferences

    • Cohausz, L., Baucks, F., & Seidel, N. (2024). Workshop Learning Analytics: Study Path and Curriculum Analytics. In Workshop Learning Analytics: Study Path and Curriculum Analytics (in print). Gesellschaft für Informatik.

      Radović, S., & Seidel, N. (2024). Bridging learning science and learning analytics: Self-Regulation Learning support (SRL-S) rubric. In Companion Proceedings 14th International Conference on Learning Analytics & Knowledge (LAK24). https://www.solaresearch.org/wp-content/uploads/2024/03/LAK24_CompanionProceedings.pdf

      Seidel, N., & Hammersfahr, L. (2024). A Speech-Based Dialogue System for Training Oral Examinations. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Eds.), Lecture Notes in Computer Science: Vol. 15159, Technology Enhanced Learning for Inclusive and Equitable Quality Education: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16–20, 2024, Proceedings, Part I (1st ed. 2024, 254‐‐259). Springer Nature Switzerland; Imprint Springer.

      Seidel, N., & Hermes, M. (2024). Scripting for synchronous video-based learning. In IEEE International Conference on Advanced Learning Technologies (ICALT).

      Seidel, N., & Hermes, M. (2024, July 1 - 2024, July 4). Scripting for synchronous video-based learning. In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 67–71). IEEE. https://doi.org/10.1109/ICALT61570.2024.00026

      Seidel, N., Meyer, V., & Radović, S. (2024). Co-Design of an Adaptive Personalized Learner Dashboard. In IEEE International Conference on Advanced Learning Technologies (ICALT). https://doi.ieeecomputersociety.org/10.1109/ICALT61570.2024.00014

      Seidel, N., Meyer, V., & Radović, S. (2024). Co-Design of an Adaptive Personalized Learner Dashboard. In IEEE International Conference on Advanced Learning Technologies (ICALT). https://doi.ieeecomputersociety.org/10.1109/ICALT61570.2024.00014

    • Zesch, T., Hanses, M., Seidel, N., Aggarwal, P., Veiel, D., & de Witt, C. (2024). Flexible LLM Experimental Infrastructure (Flexi) – Enabling Experimentation and Innovation in Higher Education Through Access to Open LLMs. In 2024 21st International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1–8). IEEE. https://doi.org/10.1109/ITHET61869.2024.10837635

    Data Sets

    Software

    2023

    Journals

    • Radović, S., Seidel, N., Haake, J. M., & Kasakowskij, R. (2023). Analysing students’ self-assessment practice in a distance education environment: Student behaviour, accuracy, and task-related characteristics. Journal of Computer Assisted Learning, 1–13. https://doi.org/10.1111/jcal.12907

    Conferences

    • Kasakowskij, R., Haake, J. M., & Seidel, N. (2023). Self-Assessment Task Processing Behavior of Students in Higher Education. Proceedings of the 16th International Conference on Educational Data Mining, 334–341. https://doi.org/10.5281/zenodo.8115707
    • Seidel, N., Dürhager, R., Goldammer, M., Henze, A., Langenbrink, F., Otto, J., & Stirling, V. (2023). Shared listening experience for hyperaudio textbooks. DELFI 2023 – Die 212 Fachtagung Bildungstec Hnologien Der Gesellschaft für Informatik e.v., in press.

    Talks and Poster Presentations

    • Radović, S., & Seidel, N. (2023, November 1–5). Evaluating and assessing distance education learners: Developing a comprehensive learner model [Paper Presentation]. AEA 2023 AEA-europe annual conference, Malta.

    2022

    Conferences

    • Diesner-Mayer, T., & Seidel, N. (2022). Supporting gender-neutral writing in German. Proceedings of the Conference on Mensch Und Computer. https://doi.org/10.1145/3543758.3547566
    • Kasakowskij, R., Kasakowskij, T., & Seidel, N. (2022). Generation of Multiple True False Questions. In P. A. Henning, M. Striewe, & M. Wölfel (Eds.), DELFI 2021 – die 20. Fachtagung bildungstechnologien der gesellschaft für informatik e.v. (pp. 147–152). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-026
    • Menze, D., & Seidel, N. (2022). Support for Reading Comprehension in Digital Course Texts. In M. Mandausch & P. A. Henning (Eds.), Workshop proceedings DELFI 2022 (pp. 105–116). https://doi.org/10.18420/delfi2022-ws-21
    • Menze, D., Seidel, N., & Kasakowskij, R. (2022). Interaction of reading and assessment behavior. In P. A. Henning, M. Striewe, & M. Wölfel (Eds.), DELFI 2022 – Die 21. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (pp. 27–38). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-011
    • Seidel, N. (2022a). Mapping course text to hyperaudio. In P. A. Henning, M. Striewe, & M. Wölfel (Eds.), DELFI 2022 – Die 21. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (pp. 69–74). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-015
    • Seidel, N. (2022b). Modeling study duration considering course enrollments and student diversity. Proceedings of the 15th International Conference on Educational Data Mining (EDM 2022), 621–628. https://doi.org/10.5281/zenodo.6852956
    • Seidel, N., & Menze, D. (2022). Interactions of reading and assessment activities. In S. Sosnovsky, P. Brusilovsky, & A. Lan (Eds.), 4th workshop on intelligent textbooks, 2022 (pp. 64–76). CEUR-WS. http://ceur-ws.org/Vol-3192/
    • Seidel, N., & Schumacher, C. (2022). Workshop Learning Analytics - Intertweening Learning Analytics and Adaptive Learning. In M. Mandausch & P. A. Henning (Eds.), Proceedings of the DELFI workshops 2022 (pp. 99–103). Gesellschaft für Informatik e.V. https://doi.org/10.18420/delfi2022-ws-20

    Data Sets

    Software

    Other Publications

    • Radović, S., & Seidel, N. (2022). Scaffolding self-regulation in distance higher education: Design guidelines for reflection [Paper Presentation]. 5th international conference on new trends in teaching and education, Barcelona.

    2021

    Journals

    • Seidel, N., Haake, J. M., & Burchart, M. (2021). From Diversity to adaptive Personalization: The Next Generation Learning Management System as Adaptive Learning Environment. Eleed, 14(1). http://nbn-resolving.de/urn:nbn:de:0009-5-52421

    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
    • Schumacher, C., Seidel, N., & Rzepka, N. (2021). Workshop Learning Analytics - Considering student diversity with regard to assessment data and discrimination. In A. Lingnau (Ed.), Proceedings of the DELFI workshops (pp. 113–119). https://repositorium.hs-ruhrwest.de/frontdoor/deliver/index/docId/733/file/DELFI_2021_WS.pdf
    • Seidel, N. (2021). Designing Systems for Mobile Collaboration. 26th European Conference on Pattern Languages of Programs, Article 22, 13 pages. https://doi.org/10.1145/3489449.3489999
    • 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.
    • Weiher, B., Seidel, N., Burchart, M., & Veiel, D. (2021). Indicators of group learning in collaborative software development teams. In Andreas Lingnau (Ed.), Proceedings of DELFI workshops 2021 (pp. 164–175). Gesellschaft für Informatik.

    Talks and Poster Presentations

    • Radović, S., & Seidel, N. (2021, March 16–18). Authenticity, reflection, and collaboration as pillars for more experiential learning in higher education [Paper Presentation]. The ICO international spring school, Online.

    Data Sets

    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
    • Seidel, N. (2020). Video Segmentation as an Example for Elaborating Design Patterns through Empirical Studies. Proceedings of the European Conference on Pattern Languages of Programs 2020, 15. https://doi.org/10.1145/3424771.3424778
    • Seidel, N., Rieger, M. C., & Walle, A. (2020). Semantic Textual Similarity of Course Materials at a Distance-Learning University. In Thomas W. Price, Peter Brusilovsky, Sharon I-Han Hsiao, Ken Koedinger, & Y. Shi (Eds.), Proceedings of 4th educational data mining in computer science education (CSEDM)workshop co-located with the 13th educational data mining conference (EDM2020), virtual event, july 10, 2020. CEUR-WS.org. http://ceur-ws.org/Vol-2734/paper6.pdf

    Software

    2019

    Conferences

    • Rieger, M. C., & Seidel, N. (2019). Semantic Textual Similarity von textuellen Lernmaterialien. In N. Pinkwart & J. Konert (Eds.), Die 17. Fachtagung Bildungstechnologien, Lecture Notes in Informatics (LNI) (pp. 33–44). Gesellschaft für Informatik.
    • Seidel, N. (2019). Democratic power structures in virtual communities. Proceedings of the 24st European Conference on Pattern Languages of Programs, Article No. 31, 1—–8. https://doi.org/10.1145/3361149.3361181

  • Spokesman of the Working Group Learning Analytics within the SIG Educational Technology of the German Informatics Society (Gesellschaft für Informatik e.V.) since 2021,

Research Center CATALPA | 27.03.2025