Lernen und Lernprozesse
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The DEMOCRAT Project’s work packages are built on each other. This evaluation report is the penultimate stage of the complex Education for democracy (EfD) process designed, tested, evaluated and shared for exploitation by the consortium. DEMOCRAT has outlined a European curriculum for EFD, based on a shared understanding of what democracy means, as well as a competence framework for responsible democratic citizenship (RDC). The curriculum has been piloted in a series of interventions in primary and secondary schools in the six EU member states in which DEMOCRAT has operated: Estonia, Finland, Germany, Ireland, Poland and Spain. In some countries, the testing stage also included interventions in teacher training at higher education institutes.
The national activities were designed on the basis of the DEMOCRAT competence framework (included in D2.1), taking into account preliminary national reports on education inequalities and the state of the art in EfD (D3.1) in the six participating countries. The national and local work that is evaluated in the present deliverable is also based on DEMOCRAT deliverable D5.1. (Design of local pilot projects (LPPs)), as well as on subsequently developed tools (see Annexed Guides) and includes the self-assessment of the pilot participants. A final elaboration of the national pilot interventions will be done when they are compiled into the DEMOCRAT Toolbox (D6.1., under preparation).
The results of the assessment of the national intervention were presented in the deliverable D5.2 and the results of the comparison of the intervention in the deliverable D5.3). It is worth noting that the various pilots/interventions, because of their limited scale and duration, are not considered as providing strictly scientific evidence about the efficiency and effectiveness of the learning approaches used in terms of RDC competence development. For the DEMOCRAT Project, the primary objective was to test and further develop the competence framework and the assessment tools, as well as to obtain insights of possible success and hindering factors for novel approaches in Education for Democracy. Pilots show that the school heads and teachers have a crucial role in education for democracy and that they can contribute significantly, as agents of research and development, as well as implementation. Here we present the results of the assessment of the German pilot interventions: Simulation game – A new society.
Vernetzt für Offenheit: Erfahrungen und Impulse aus der Arbeit im OER-Netzwerk Landesportal ORCA.nrw
(2025)
Der Bericht „Vernetzt für Offenheit: Erfahrungen und Impulse aus der Arbeit im OER-Netzwerk Landesportal ORCA.nrw“ fasst die Ergebnisse und Erfahrungen aus vier Jahren gemeinsamer Netzwerkarbeit (2020–2024) von 35 Hochschulen in Nordrhein-Westfalen zusammen. Das Netzwerk war Teil der Digitalisierungsoffensive des Landes und hatte das Ziel, Open Educational Resources (OER) und offene Bildungspraktiken an den Hochschulen zu fördern. Der Bericht beleuchtet, wie die Netzwerker*innen Lehrende, Verwaltung und zentrale Einrichtungen bei der Nutzung, Erstellung und institutionellen Verankerung von OER unterstützt haben – etwa durch Beratung, Workshops, OER-Policies und hochschulübergreifende Veranstaltungen. Zudem werden Herausforderungen wie infrastrukturelle Umbrüche und institutionelle Unterschiede beschrieben.
Im Mittelpunkt stehen die „Lessons Learned“ aus der hochschulinternen, hochschulübergreifenden und landesweiten Zusammenarbeit: OER als Querschnittsthema erfordert Kooperation zwischen Didaktik, IT, Recht, Bibliotheken und Hochschulleitungen. Nachhaltige Offenheit entsteht durch Beziehungsarbeit, praxisnahe Unterstützung und eine Kultur des Teilens. Der Bericht zeigt, dass OER als Katalysator für gute, kollaborative und digitale Lehre wirken können. Abschließend werden die wichtigsten Produkte und Erfolge des Netzwerks vorgestellt – von OER-Fachtagen über Materialien und Policies bis hin zu neuen Anreizsystemen – und Impulse für zukünftige Open-Education-Projekte gegeben.
The Simple Generative Logic Grammar (SGLG) is a newly developed, very simply structured type of logic grammar designed for generating structured visual compositions. This paper examines its key features and explores its potential to play a central role in the educational framework Exploring Generative Logic (EGL) that I am currently developing. [1] At the heart of EGL is the idea of using the artistic creation of images composed of discrete elements to introduce students particularly in art and design to fundamental concepts in logic programming, formal grammars, and database systems in an accessible way.
Words Don't Come Easy to Me – Teaching Academic Writing to Engineering Students in the Age Of AI
(2025)
The competence of academic writing is currently still a central requirement for obtaining an academic degree. However, in teaching academic writing, lecturers have to deal with the two challenges of decreasing reading competence in young people and increasing use of artificial intelligence (AI) in reading and writing assignments. In engineering in particular, literacy understood as reading and writing competence is essential - whether for understanding complex tasks, analysing case studies or dealing with technical documents such as the product requirements document. Against this background, it is crucial to develop strategies and discuss modern approaches to specifically promote students' reading and writing skills and thus create an essential basis for successful scientific work and problem-solving. This workshop aims to stimulate an interactive exchange and develop practical solutions in the three core areas strengthening reading competence, developing academic writing skills, and substituting for reading and writing assessments.
Der Blick auf die derzeitige Situation im Bauwesen, die das Ergebnis jahrzehntelanger Fehlplanung darstellt, fordert auch die Hochschullehre heraus. Was können, was müssen Institutionen und Institute, Lehrerinnen und Studenten anders machen, damit ihre Arbeit – die Lehre und das daraus resultierende Tun – Erfolg verspricht im Erreichen ganz anderer Ziele als die Produktion von Raum mit herkömmlichen Mitteln? Reallabore spielen hier ein zentrale, impulsive Rolle.
This paper introduces a method for teaching Prolog, especially to BA and MA students in art and design faculties. The method is called Exploring Generative Logic (EGL). The method is based on the concept of Generative Logic. Both methods are under development at the Faculty of Design, HSD, University of Applied Sciences, Düsseldorf. The basic idea of teaching Prolog with EGL is to present Prolog not as “another” programming language, but primarily as a logic AI. This perspective helps beginners gain a clear view of how Prolog works and focuses on understanding Prolog as a powerful generative AI, making it highly attractive in the domain of art and design. The author assumes that the EGL method can be easily adapted to other educational settings: education of non-programmers of all ages, including children in elementary or secondary schools, as well as students in other non-STEM curricula, to develop skills in logical thinking, digital literacy, AI literacy, and artistic literacy. The paper is divided into two parts: Part one provides an introduction to the basic ideas and objectives of the teaching method. Part two offers a description of the teaching method.