Holistic Design of the Learning Process

This module introduces the training programme by focusing on the participants’ professional attitude. The focus is on clarifying roles, biographical reflection, beliefs about learning, and an initial exploration of theoretical perspectives on facilitating learning processes, self-regulation and systemic thinking. Participants develop an initial professional self-image and formulate personal development questions for the remainder of the course.

Key content

• a professional attitude as a combination of values, knowledge, skills, understanding of one’s role and vision, 
• one’s own learning history and implicit beliefs about learning, performance, mistakes and responsibility, 
• Differences and tensions between teaching, facilitating, advising, assessing and coaching, 
• systemic perspectives on the individual, relationships, the setting, the team, the organisation and the wider context, 
• Personal development questions for the course.

Portfolio module 
role canvas and personal self-assessment regarding the facilitation of learning processes within one’s own setting.

This module explores the psychological foundations of professional learning support in greater depth. Participants explore self-regulation, motivation, metacognition, learning strategies and cognitive load. They learn not only to set out self-regulation as an expectation of learners, but also to facilitate it through appropriate structures, relationships and opportunities for reflection.

Key topics

• Self-regulated learning: setting goals, planning, monitoring, reflecting, 
• motivation and basic psychological needs, 
• metacognition and learning strategies, 
• Dealing with feeling overwhelmed, resistance and avoidance, 
• Designing reflection and support formats. 

Portfolio module
Analysis of a learning or support situation with a focus on self-regulation, motivation and support needs.

This module approaches assessment as a professional practice focused on development. Participants learn to identify learning levels, resources, barriers and next steps in a nuanced way. They work with formative assessment methods, support hypotheses, feedback formats and fair assessment criteria.

Key content

• formative assessment and monitoring of learning progress, 
• structured observation and progress reviews, 
• support hypotheses and next learning steps, 
• competency grids, rubrics and transparent criteria, 
• Feedback discussions, fairness, bias and participation. 

Portfolio module ‘
’ Case study with a resource/stakeholder map, support hypotheses and a suitable feedback format.

In this module, support for the learning process is expanded from individual support to the design of learning environments. Participants analyse and develop learning settings that facilitate self-organisation, participation, skills development and orientation. The focus is on the quality of tasks, space, materials, time management, learning environments and the alignment of objectives, tasks and assessment.

Key content

• didactic design of settings that promote learning, 
• open-ended and structured task formats, 
• learning landscapes and self-organised learning, 
• alignment of tasks and assessment,  
• competence-based approach, materials, routines and learning pathways. 

Portfolio module ‘
’ Draft of a learning arrangement or four-week learning plan, including clarification of objectives, task structure, feedback format and reflection framework.

This module focuses on the social and communicative aspects of professional learning support. Participants practise conversation techniques, clarifying objectives, giving feedback, dealing with resistance and building relationships that support learning. At the same time, learning process support is understood as a collaborative practice within teams, with parents, all-day schools, school social workers and other stakeholders.

Key content

• Relationships as a medium for learning, 
• learning coaching conversations, clarifying objectives and setting goals, 
• Feedback, scaling questions and solution-focused conversation techniques, 
• dealing with resistance, avoidance and conflicts, 
• multi-professional cooperation, role clarification, power, participation and fairness. 

Portfolio module
Documentation and reflection on a learning coaching or feedback session, as well as a system/communication plan for a case of your own.

In this module, digital technology and AI are addressed as integral parts of contemporary learning process design. Participants will trial selected tools and reflect on their benefits, limitations and risks. The focus is on learning journals, portfolios, learning pathways, resource development, documentation, data protection, transparency and the question of how the role of learning facilitators changes when digital or AI-supported systems assist with certain tasks.

Key content

• digital tools for learning journals, portfolios, learning pathways and documentation, 
• AI-supported assistance with learning process guidance, 
• use cases and non-use cases, 
• data protection, transparency, consent and accountability, 
• The role of learning support in conjunction with digital systems. 

Portfolio module
: a prototype or concept for a digital or AI-supported element of learning process support, including a pedagogical rationale and reflection on ethical and data protection considerations.

The practical project forms the central theme of the continuing professional development programme. Throughout the programme, participants develop, test and evaluate a specific project relating to the support or design of learning processes within their own professional context, with guidance provided throughout. The project combines the development of professional attitudes, theory, assessment, setting design, interaction and digital skills within a professional action plan.

The practical project is supported by online supervision or learning coaching reflections, peer exchange and portfolio work. The aim is not to tackle the course content in isolation, but to integrate it sustainably into participants’ own practice and organisation.

Key content

• Project planning and goal setting, 
• Implementation in one’s own field of work, 
• simple evaluation using appropriate indicators, 
• Reflection on obstacles, impact and the need for adaptation, 
• Knowledge and technology transfer and embedding within one’s own setting. 

Final assignment
Practical project report with reflection, as well as a presentation and reflective discussion.