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Seit zwölf Jahren ist die Badische Landesbibliothek in der Vermittlung von Informationskompetenz aktiv. Mit der Eröffnung der Lernwerkstatt im Frühjahr 2023 hat sie nicht nur einen neuen Lernort innerhalb der Bibliothek geschaffen, sondern auch ihr Programmangebot stark vergrößert. Die Lernwerkstatt ist ein Lernort, der mit seiner technischen und räumlichen Ausstattung sowie mit seinem Veranstaltungsprogramm das „Lernen im Austausch“ fördert. In diesem Artikel werden Konzeptionierung und Umsetzung dieses Lernortes vorgestellt.

Research shows that various contextual factors can have an impact on learning. Some of these factors can originate from the physical learning environment (PLE) in this regard. When learning from home, learners have to organize their PLE by themselves. This paper is concerned with identifying, measuring, and collecting factors from the PLE that may affect learning using mobile sensing. More specifically, this paper first investigates which factors from the PLE can affect distance learning. The results identify nine types of factors from the PLE associated with cognitive, physiological, and affective effects on learning. Subsequently, this paper examines which instruments can be used to measure the investigated factors. The results highlight several methods involving smart wearables (SWs) to measure these factors from PLEs successfully. Third, this paper explores how software infrastructure can be designed to measure, collect, and process the identified multimodal data from and about the PLE by utilizing mobile sensing. The design and implementation of the Edutex software infrastructure described in this paper will enable learning analytics stakeholders to use data from and about the learners' physical contexts. Edutex achieves this by utilizing sensor data from smartphones and smartwatches, in addition to response data from experience samples and questionnaires from learners' smartwatches. Finally, this paper evaluates to what extent the developed infrastructure can provide relevant information about the learning context in a field study with 10 participants. The evaluation demonstrates how the software infrastructure can contextualize multimodal sensor data, such as lighting, ambient noise, and location, with user responses in a reliable, efficient, and protected manner. (DIPF/Orig.)

Durch die Nutzung von bestehenden außerschulischen und digitalen Räumlichkeiten kann es gelingen, die hohe Bedeutung der Demografie für die Schulentwicklungsplanung zu reduzieren und diese nachhaltig und ressourcenschonend aufzustellen. ,,Atmende\" Schulen sollen sich je nach Bedarf schulräumlich in ihre Nachbarschaft ausdehnen und wieder zurückziehen können. In höheren Jahrgängen wird zudem durch ein punktuelles ,,Homeoffice\" für Schüler*innen weniger klassischer Schulraum benötigt. (DIPF/Orig.) Demography plays an important role in school development planning. The use of nonschool and digital spaces can reduce this relevance and take sustainability and resource conservation into account. \"Breathing\" schools can expand to or retreat from locations in their neighbourhood as needed. In addition, a \"home office\" for students in higher grades can reduce the need for traditional school space. (DIPF/Orig.)

The article is based on qualitative interviews conducted with primary school teachers in the situation of school closure due to the COVID-19 pandemic. The aim is to focus on the 'normality' of school teaching in a crisis situation: What is revealed about the otherwise unexamined basics of 'teaching' when the common presence of teachers and pupils in the classroom is not possible? The analysis is directed in particular at the spatial constitution of teaching as the physical co-presence of the teacher and the members of a learning group in the classroom. This basic spatial condition of teaching can be understood as 'inclusion' in a certain sense. At the very least, the crisis of school closure underlines how much any shared and common engagement with the topic is dependent on a practice of interaction among those physically present. (DIPF/Orig.)

On the macro level (federal level) and exo level (state or regional level), the German Dual Apprenticeship System shows a high degree of institutionalised collaboration. However, the companies and vocational schools on the meso level (institutional level and level of the actors), in contrast, are just loosely coupled with a dominant partner (i.e., companies) and subordinate partner (i.e., vocational schools). How and why these structures have emerged, established and stabilised is part of a complex historical, societal and economical process. The historical developmental will be elaborated in the article. The term ‘dual system’ was invented in Germany in the 1960s, and the intention was to emphasise equal responsibilities, partnership of equals, lively encounters and close collaboration between companies and schools. This vision is not yet a reality, as the presented empirical survey demonstrates. A majority of companies do not or rather seldom collaborate with ‘their’ vocational schools. 74.2% of the companies do not or seldom coordinate their work, and 93% of the companies do not or seldom cooperate with the vocational schools. The German Dual Apprenticeship System operates on the actual meso level just on the basis of less than 30% of its potentiality. The term 'parallel systems' seems to be more appropriate to characterise the actual situation on the meso level than the term 'dual system'.

Education for Sustainable Development (ESD) and Climate Change Education (CCE) aim at increasing (young) people's competencies and critical engagement. Their impact depends on innovative learning settings. In this study, [the authors] deliver scientific evidence of the success of ESD/CCE in schools when pupils do their own research and co-operate with experts. The COP21 Agreement 2015 sets very high targets, which cannot be reached by political agreements or technological progress alone. Within this context, Education for Sustainable Development (ESD), and particularly Climate Change Education (CCE), play an ever increasing role regarding a holistic societal transformation towards a sustainable world. Creating ESD/CCE learning settings and delivering scientific evidence for their success has turned into a vital challenge in order to meet the high expectations. In this longitudinal study, based on the research project k.i.d.Z.21 - Competent into the Future, [the authors] deliver scientific evidence of the success of CCE when based on transdisciplinary and/or moderate constructivist theories, and show that the impact is even higher when both approaches are combined. The data presented derive from scientific surveys and tests, involving 343 teenagers before and after intensive collaboration with a high number of experts, including renowned climate change scientists. (Orig.).

Der MINTspace ist ein 2024 fertiggestellter Lern- und Experimentierraum in der Zentralbibliothek der Universitätsbibliothek Kiel. Mit seiner Einrichtung, unter anderem stehen 3D-Drucker, Mikroskope, AR-Brille, Lötstation und Experimentierbedarf bereit, bietet er unterschiedliche Wissenszugänge für alle Nutzenden der Bibliothek. Er ist auf die Bedarfe vielfältiger Zielgruppen, insbesondere von Studierenden der MINT-Fächer, aber auch darüber hinaus zugeschnitten. Der MINTspace hat sich während des von 2020 bis 2025 laufenden Umbaus der Zentralbibliothek zu einem Kernstück der Gesamtkonzeption entwickelt. Er wurde von Mitarbeitenden der Abteilung Lernen und Lehren (Bereich Physik und Chemie) gemeinsam mit weiteren Abteilungen der Universitätsbibliothek sowie dem Gebäudemanagement der Christian-Albrechts-Universität zu Kiel in einem ehemaligen großen Gruppenarbeitsraum konzipiert, erarbeitet und aufgebaut.

Bibliotheken als intensiv genutzte Lernorte stehen heutzutage vor besonderen Herausforderungen. Um Studierende ganzheitlich in ihrem Lernen und Arbeiten zu unterstützen, sind Konzepte notwendig, die traditionelle bibliothekarische Kernkompetenzen mit innovativen Services verknüpfen. Die Badische Landesbibliothek richtet ihr Service-Portfolio seit einigen Jahren gezielt an den Bedürfnissen studentischer Nutzer aus. Sie bietet ein breit gefächertes Angebot, das sowohl räumliche als auch soziale Komponenten der Lernortgestaltung berücksichtigt. Libraries, being intensively used as learning facilities, today face particular challenges. In order to support students holistically in their learning and working, concepts are essential which connect traditional library core competences with innovative services. For some years, the Badische Landesbibliothek arranges its service portfolio to fit in with the needs of student users. The library offers a broad range of services which consider spatial as well as social components of creating learning facilities.

The present paper presents the results of a survey on outdoor lessons conducted by teachers of the subject Science and Technology in the 4th and 5th grades of primary school in the school’s vicinity. It examines differences between teachers themselves and between teachers and students, as well as the ideas and limitations of outdoor lessons. The study included 70 in-service primary school teachers of the 4th and 5th grades and 154 students of the 4th grade and 151 students of the 5th grade of primary school. The data were obtained with two questionnaires: an e-questionnaire for teachers and a paper-pencil questionnaire for students. The results show that 13 per cent of teaching time in the subject Science and Technology consists of outdoor lessons. Statistically significant differences were found between teachers with different amounts of teaching experience, while differences in the quantity of outdoor lessons did not arise among teachers of different school strata and among teachers who had an early experience with outdoor lessons in the vicinity of school themselves as students compared to teachers who had no such experience. The teachers had several specific and general ideas for outdoor activities for the thematic sets of the Science and Technology curriculum and reported similar difficulties in planning outdoor lessons to those reported in other countries. The results of the research show that the teachers report the use of outdoor lessons in the vicinity of school more often than recalled by the students. The students reported that such activities typically take place about twice a year, mostly in playgrounds, meadows, and forests. The results provide an insight into the state of the teachers’ initiatives for outdoor lessons in the subject Science and Technology and indirectly offer opportunities to reflect and act on outdoor lessons from different perspectives. (DIPF/Orig.)