The media-didactic conception is based on a constructivist understanding of learning, according to which knowledge is not seen as a direct result of a mediation process, but as an independent construction of the learners. This construction is based on own actions and experiences, closely related to the problems and challenges of the individual everyday life. (cf. e.g. Mandl et al., 1997; Arnold et al., 2011). The intention is to counteract the phenomenon of “inactive knowledge”, as it is acquired in instructed teaching/learning processes and is not often applicable in real-life situations (cf. e. g. Gräsel et al., 1997).

The instructional design requirements

The instructional design requirements for use-oriented and authentic learning situations are based on the theories mentioned earlier (cf. e. g. Lave & Wenger, 1991). Furthermore, the constructivist learning theory requires the adaptability of content. The given learning opportunities are configured for active knowledge construction based on the needs and objectives of the target group to connect conceptual knowledge to previous experiences (cf. e. g. Schulmeister, 1997).

Findings of the Cognitive Flexibility Theory (Spiro et al., 2003), the Cognitive Load Theory (Sweller, 1994) and the Cognitive Theory of Multimedia Learning (CTML) (Mayer, 2001) provide clues for the presentation of learning activities that refer to concrete and complex situations and aim at the acquisition of connected knowledge.

Consciously implemented feedback and a recommendation system allow adapting the learning steps as precisely as possible to the learning states and motivation of the users. This differentiation not only refers to individual learning contents and its instructional design but also to the access to the learning area and the implementation altogether.


The design of the learning activities is in the form of learning objects, which comprise learning contents and tasks in different multimedia design (e.g. in the form of texts, videos, etc.) and difficulty (low-medium-high). Learning objects can be arranged to learning paths. Learning paths show an ideal sequence for the acquisition of knowledge and skills.

In a first logic, learning paths are related to a specific professional teaching competence (Figure “Access 1”).

In a second logic, learning objects and paths can be accessed using the situational requirement of the learners, which leads to a situation-related learning path (Figure “Access 2”).

A third cluster result from thematic correlations (Figure ”Access 3”).


This modularisation enables the learners to navigate the learning activities depending on their level of knowledge and their need for action. The system registers all accessed learning activities and results and uses them for recommendations for next learning steps.

If you have specific questions on the pedagogical framework, please contact Sonja Klante (

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