Project description

Following a debate on the DigitalPakt Schule that focused primarily on the school infrastructure, the project poses the central question of how the fundamental possibilities of digital learning contexts can be realized in the real school context for the effective digitalization of school education.

On the one hand, AI-based adaptive, interactive systems enable a genuine improvement in learning through tailored support, which makes them attractive for the often called for internal differentiation in schools. On the other hand, there has so far been little discussion about how individual digital support can be meaningfully integrated into school lessons. Teachers play a central role here, as they can obtain important diagnostic information on the basis of individual learning analytics through digital systems, but also require substantial skills for the interpretation and the resulting methodological and didactic options for action for the guiding design of the learning process. The project offers both the necessary technical expansion and systematic further training for digitally supported teaching and learning in English. The planned expansion of the school-proven intelligent tutoring system FeedBook to include a teacher interface will process the diverse information on the learning processes and individual skills of the pupils in a class in such a way that teachers can obtain the information they need to design lessons in a way that promotes learning in a short space of time. The further training of teachers supports both the concrete use of such an interface in school practice and the learning-psychological and methodological-didactic foundations required for independent interpretation. The project is being carried out in cooperation with the Center for School Quality and Teacher Training; its effectiveness will be evaluated in several stages according to the scientific state of the art.

Cooperations

• Ulrich Trautwein (Hector Research Institute of Education Sciences and Psychology, Tübingen)

• Benjamin Nagengast (Hector Research Institute of Education Sciences and Psychology, Tübingen)

• Josef Schrader (Institute of Education, Tübingen)