Dr.

Nadine Schlomske-Bodenstein

Department of Informatics and Digital Education

Academic Staff Member

Dr. Nadine Schlomske-Bodenstein

Department of Informatics and Digital Education | Academic Staff Member

Organisation

Karlsruhe University of Education

Building

Room

B145

nadine.schlomske-bodenstein@ph-karlsruhe.de

Phone

+49 721 925-4367

Availability

By arrangement

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Academic Roles and Committees

since 08/2026: Spokesperson for the Cooperative doctoral programme Wissensmedien

since 08/2026: scientific leader of the CAS Digital Learning

since 06/2026: Coordinator of the Master: Digital Education: Psychology, Cognition, Design

09/2024-10/2025: Spokesperson for the Coooperative doctoral programme Wissensmedien

since 04/2024: Coordinator of the Profile Area 'Educational Processes in the Digital World'

05/2023 - 09/2023: Election Board for the Committee Election

since 05/2022: Coordinator of the CAS Digitale Learning

since 2024: Member of the committee Higher Education

since 10/2022: Member of the committee Master of Education

Research Areas

Computational Thinking

Development and Validation of theoretical frameworks
Empirical research on traching and learning in the field of algorithmic problem-solving

Technology-Enhanced Learning

Mixed-Methods

Projects

Ongoing Projects

Coooperative doctoral programme Wissensmedien(MWK) (Spokesperson together with Prof. Thomas Schlegel und Prof. Matthias Wölfel)

Completed Projects

DiAs - Digital Assessment – Digitales, kompetenzorientiertes Prüfen an der Pädagogischen Hochschule Karlsruhe (Stiftung Innovation in der Hochschullehre): Fördervolumen 2 Millionen Euro, Laufzeit 08/2021 - 12/2025. Projektleitung
InDiKo - Nachhaltige Integration von fachdidaktischen digitalen Lehr-Lern-Konzepten an der PH Karlsruhe (BMBF): Entwicklungsfeld 3: Innovation Space (09/2020 - 12/2023)

Publications

Journals, Chapters, Monographies

Standl, B., Kühn, T., & Schlomske-Bodenstein, N. (2021). Student-Collaboration in Online Computer Science Courses – An Explorative Case Study. International Journal of Engineering Pedagogy (IJEP), 11(5), 87. doi.org/10.3991/ijep.v11i5.22413

Standl, B. & Schlomske-Bodenstein, N. (2021). A Pattern Mining Method for Teaching Practices. Future Internet, 13(5). https://doi.org/10.3390/fi13050106

Schindler, C., Bauer, J., Strasser, A., Schlomske-Bodenstein, N., Seidel, T. & Prenzel, M. (2015). Prüfungen als Indikator für Studienerfolg. In C. Berthold, B. Jorzik & V. Meyer-Guckel (Hrsg.), Handbuch Studienerfolg. Strategien und Maßnahmen: Wie Hochschulen Studierende erfolgreich zum Abschluss führen (S. 62-77). Essen: Stifterverband für die Deutsche Wissenschaft. (https://www.stifterverband.org/handbuch-studienerfolg)

Schlomske, N. (2013). Technologiegestützte Leistungsdiagnostik in Schule und Hochschule. Dissertation, Friedrich-Schiller-Universität. http://www.db-thueringen.de/servlets/DocumentServlet?id=22458

Gläser-Zikuda, M.; Rohde, J. & Schlomske, N. (2010). Empirische Studien zum Lerntagebuch und Portfolio-Ansatz im Bildungskontext - ein Überblick. In M. Gläser-Zikuda (Hrsg.), Lerntagebuch und Portfolio aus empirischer Sicht (S. 3-34). Landau: Empirische Pädagogik.

Schlomske, N. & Pirnay-Dummer, P. (2009). Model based assessment of learning dependent change within a two semester class. Educational Technology Research and Development. doi: 10.1007/s11423-009-9125-x

Conference Proceedings (Selection)

Ritter, F. and Schlomske-Bodenstein, N. (2025). "Fostering Algorithmic Thinking within a Productive-Failure-Based Workshop Utilizing AI," 2025 IEEE Global Engineering Education Conference (EDUCON), London, United Kingdom, 2025, pp. 1-10, http://doi.org/10.1109/EDUCON62633.2025.11016641

Schlomske-Bodenstein, N., Standl, B., & Pirnay-Dummer, P. (2023). Using Graph-Based Heuristics to Analyze a Systematic Literature Review and Validate an Expert-Based Taxonomy. International Association for Development of the Information Society.

Schlomske-Bodenstein, N., Standl, B. & Hillah, N. (2023). Orchestrating Evidence-Based Patterns in Technology-Enhanced Teaching. In Elizabeth Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 244-249). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/221880/.

Ritter, F., Schlomske-Bodenstein, N., & Standl, B. (2023). Integration of an Informatics Teaching-Learning Laboratory into Pre-Service Informatics Teacher Education. Informatics in Schools. A step beyond digital education. 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP 2022), Vienna, Austria. https://doi.org/10.5281/zenodo.7543522

Schlomske-Bodenstein, N., & Standl, B. (2023). Exploring Pre-service Informatics Teachers' Ability to Assess Their Own Performance in Supporting Learners Through Algorithmic Problem Solving Processes. In Informatics in Schools. A step beyond digital education. 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP 2022), Vienna, Austria. https://doi.org/10.5281/zenodo.7543468

Standl, B., Hillah, N., & Schlomske-Bodenstein, N. (2023). Identifying Teaching Patterns in Pre-service Informatics Teacher Education. Informatics in Schools. A step beyond digital education. 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP 2022), Vienna, Austria. https://doi.org/10.5281/zenodo.7543504

Schlomske-Bodenstein, N. & Standl, B. (2022). A Pilot Study to Identify Evidence-based Technology-enhanced Teaching Patterns in Pre-service Teacher Education. Paper presented at the SITE, San Diego, California, USA. (April 2022)

Schlomske-Bodenstein, N. & Standl, B. (2022). Validierung einer Datenstruktur zur Erfassung innovativer Lehr-Lern-Szenarien mittels einer Delphi-Studie. Poster pesented at the GEBF. (March, 2022)

Bühler, F. Barzen, J., Leymann, F. Standl, B. & Schlomske-Bodenstein, N. (2022). MUSE4Anything: Ontologiebasierte Generierung von Werkzeugen zur strukturierten Erfassung von Daten. Poster presented at the DHd. (March 2022)

Standl, B., & Schlomske-Bodenstein, N. (2022b). Development of a Vignette-based Instrument to Assess Students’ Perception of the Teacher's Empathy during Collaborative Algorithmic Problem-solving Tasks. In 2022 IEEE Global Engineering Education Conference (EDUCON), 1153-1159.

Standl, B. & Schlomske-Bodenstein, N. (2021). Exploring Indicators to Promote Pre-service Teachers’ Self-Efficacy in Programming Tasks. In 21st Koli Calling International Conference on Computing Education Research (Koli Calling '21). doi.org/10.1145/3488042.3489965

Standl, B., & Schlomske-Bodenstein, N. (2021). Concept of a Web-based Application for Transforming Learning Patterns into Learning Packages. In 14th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2021, Virtual Event, November 3–5, 2021

Standl, B. & Schlomske-Bodenstein, N. (2021). Investigating Teacher’s Empathy and Its Impact on Pre-Service Teachers’ Self-Efficacy in Programming Tasks. In The 16th Workshop in Primary and Secondary Computing Education (WiPSCE '21).https://doi.org/10.1145/3481312.3481332

Standl, B. & Schlomske-Bodenstein (2021). Exploring Pre-service Computer Science Teachers' Perception of Collaborative Learning in Online Teaching from a TPK Perspective. Paper presented at the ICL in Dresden, Germany. (September 2021)

Schlomske & Standl (2021). Graphenbasierte Reflexion der eigenen Lehrqualität. Poster presentation at the AEPF in Mainz, Germany. (September 2021)

Schlomske-Bodenstein, N. & Standl, B. (2021). Towards Conceptualizing Pre-Service-Teacher's Perception of an online-course in Mathematis. Paper presented at the ECER in Teacher Education Research, Geneva, Switzerland. (September 2021)

Schlomske-Bodenstein, N. & Standl, B. (2021). Identifying and Implementing Digital Teaching-Learning-Scenarios in Pre-Service Teacher Education. Paper presented at the EARLI: Poster Session in Technology-Enhanced Learning and Instruction, in Gothenburg, Sweden. (August 2021)

Standl, B. & Schlomske-Bodenstein, N. (2021). Konzeptuelle Modellierung von TPACK zur Erfassung von Lehr-Lern-Szenarien. Symposium at the Workshop: Lehrkräftebildung nach dem pandemiebedingten Digital Turn. Frankfurt, Germany.

Schindler, C.; Bauer, J.; Schlomske-Bodenstein, N.; Strasser, A.; Seidel T. & Prenzel, M. (2015). Assessing and Improving University Exams: A Case Study on Collaborative Professional Development with University Teachers. Paper presented at the AERA, SIG 61: Measurement and Assessment in Higher Education. Paper Session, Chicago, USA.

Schlomske-Bodenstein, N.; Strasser, A. & Schindler, C. (2015). Kompetenzorientiert Prüfen – Entwicklung und Erprobung eines Weiterbildungskonzepts für Hochschullehrende an der TU München. Beitrag auf der DGHD-Tagung, Paderborn, Germany.

Schlomske, N., Pirnay-Dummer, P. & Gläser-Zikuda, M. (2012). Intuitive, criteria-based and computer aided grading measures in German biology classes. Is it all just chaos? Paper presented at the AERA, Division H - Research, Evaluation and Assessment in Schools/Section 3: Assessment in the Schools: Poster Session, Vancouver, Canada.

Schlomske, N., Gläser-Zikuda, M. & Pirnay-Dummer, P. (2011). Technology-supported assessment of text-based learner’s outcome. Paper presented at the EARLI in Instructional Design in Exeter, England.

Schlomske, N., Gläser-Zikuda, M. & Pirnay-Dummer, P. (2011). Using Associative Text Corpus Measures to Predict Grades and other Manually Assessed Learning Outcomes. Paper presented at the AERA, 38.082-4, SIG7: Advanced Technologies for Learning: Poster Session, New Orleans, LA, USA.

Schlomske, N. & Pirnay-Dummer, P. (2008). Model Based Assessment of Learning Dependent Change During a two Semester Class, Vortrag auf der CELDA (Cognition and Explaratory Learning in Digital Age) in Freiburg i. Breisgau.

Academic CV

since 2020 Post-doc the Department of Informatics and digital Education

2019 – 2020 E-Learning-Expert in management consulting

2017 – 2019 scientific assistant at the department of Innovative Teaching at the University of Applied Science Munich

2013 – 2017 scientific assistant at ProLehre – Media and Didactics at the TU Munich

2012 – 2013 scientific assistant am Friedl-Schöller-Stiftungslehrstuhl für Unterrichts- und Hochschulforschung an der TU München

2008 – 2012 scientific assistant at the Department of Schoolpedagogy and Didactics at the Friedrich-Schiller-University of Jena

2009 – 2011 Teacher at the State Vocationsl School for Healthe and Social Services in Jena

Academic Degree

2013 Dr. phil. in Educational Science, Dissertationsthema: „Technology-based Assessment at schools and universities“ (magna cum laude“) at the Friedrich-Schiller-University of Jena.

2007 M.A. (Magistra Artium) in Educational Science, Anglistik and Cognitive Science (sehr gut) at the Albert-Ludwigs-University of Freiburg.