The project "Digitization-related and digitally supported school (culture) development through multi-professional cooperation at all-day elementary school" (DigiSchuKuMPK), funded as part of the nationwide competence network "lernen:digital", involved the universities of Bochum, Braunschweig, Hamburg and Oldenburg as well as Osnabrück University. It was financed with around € 4.4 million from the European Union and funded by the Federal Ministry of Education and Research. The results were discussed at the final conference on February 23.
The aim of the joint project was the exemplary development and prototypical implementation of a multidimensional strategy for digitalization-related and digitally supported school (culture) development at all-day elementary school. According to Prof. Dr. Christian Reintjes from Osnabrück University, who coordinated the project, the focus was on the professional skills development of all educational staff - teachers as well as other educational staff - for multi-professional cooperation in the fields of inclusion, all-day schooling, social space orientation, data-based quality development and self-regulated learning.
To this end, digitally supported training modules were developed, tested and scientifically monitored in cross-state and cross-location communities of practice (sub-projects). The concepts were created in co-constructive development workshops together with the project schools and were iteratively developed in the sense of a design-based research approach, so that practical development, scientific knowledge acquisition and transfer were systematically interlinked.
For example, special training courses were developed in the sub-project Heterogeneity-sensitive cooperation development. "We primarily worked on topics such as well-being, school rules and reliable communication in development workshops with the schools," explains Prof. Dr. Till Sebastian Idel (Oldenburg).
In the social space-oriented school development sub-project, digital tools were tested in the schools in order to make the perspectives of pupils, parents and educational staff on the social space of a school visible.
The focus of the data-based school development sub-project was to jointly build capacities for data-based school development. This includes the development and use of digital tools, for example to set up an infrastructure for data collection. The result is a modular training series with basic and (selectable) focus modules as well as practical materials, such as various questionnaires, handouts and a tool prototype, which are intended to support schools in their first steps towards a data-friendly school culture for sustainable quality development.
The School Culture of Self-Regulated Learning (SRL) sub-project pursued the goal of systematically anchoring concepts of self-regulated learning in school development. In concrete terms, this means working with the project schools to develop a school-wide culture in which pupils are empowered to plan, manage and reflect on their learning independently. To this end, scientifically sound materials, modular training modules and digital learning and support services were developed to help teaching staff promote self-regulated learning across all subjects and throughout the day.
"We have placed particular emphasis on developing training materials together with the project schools that are closely aligned with the practical work of teaching staff," says Prof. Christian Reintjes. "This will now make it possible to systematically integrate the developed concepts into the training structures of the federal states and to transfer them sustainably into school practice beyond the participating project schools."
Further information for the media:
Prof. Dr. Christian Reintjes, Osnabrück University
christian.reintjes@uos.de
