"Put Digital and Data Literacy in the Loop!": Strategic integration of digital and data literacy education in educational science

Type of event: Seminar
Institution: Faculty of Educational Science
Funding period: 01.09.2024 to 30.09.2025
Short title: D2EduLoop

Orientation of the project

The project arose from considerations about how the goals formulated in the “Digital Strategy for Study and Teaching at the Faculty of Education” could be implemented in practice. The strategy stipulates that digital and data literacy (DDLE) should be systematically anchored in the curriculum as key competencies for study, work, and society. The faculty already has numerous projects, courses, and individual measures that address aspects of digital and data literacy as well as AI literacy. This diversity demonstrates the faculty's potential to create contemporary teaching and learning opportunities. A central impetus for the measure was therefore the question: How can this diversity be bundled and integrated into everyday student life in such a way that it becomes comprehensible, usable, and connectable for students? In order to anchor the topic sustainably in the curriculum, it is not enough to initiate individual projects – rather, networking and visibility are needed. This is exactly where the D²EduLoop project came in.

The aim of the project was to develop concrete measures for the implementation of a coordinated, systematically structured DDLE offering, in line with the digital strategy for study and teaching at the Faculty of Electrical Engineering and in consultation with relevant DDLE stakeholders at the faculty. The project was implemented as follows:

Survey and categorization of existing DDLE courses and identification of key stakeholders within the Faculty of Education who have developed and conducted DDLE courses.
Support for the establishment of cooperation and communication structures for the long-term coordination of DDLE courses within the Faculty of Education.
Identification of relevant stakeholders for transfer-oriented activities in the cross-phase teacher education.
Further development of a coordinated, systematically structured DDLE courses for the Faculty of Education.

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Review and results

From the outset, it was clear that the measure should not only aim for short-term effects. By establishing cooperation and communication structures, a foundation was laid on which the faculty can continue to build in the future. These structures are crucial for anchoring DDLE as a cross-cutting issue in educational science and at the same time creating synergies – both within the faculty and with regard to cross-phase teacher training.

In order to achieve the project goals of D²EduLoop, various measures were implemented, including both an inventory and concrete innovations:

Faculty-wide survey (DigCompEdu + AI literacy): The survey of all teaching staff recorded which digital and AI skills are addressed in teaching and the level at which students achieve them. The survey asked about thematic priorities, levels, and the extent of integration.

The result: a very heterogeneous picture within the faculty, which on the one hand revealed existing potential and on the other hand clearly identified needs. The survey results will continue to be used within the faculty to promote content coordination and systematic curricular integration. In particular, they served to identify relevant stakeholders in the faculty who will be involved in the development of the “AI Pilot” certificate program (see below), for example.

Dialogue formats in departmental councils and working areas: In addition to the survey, the project management team held discussions in departmental councils and working areas to discuss the use of AI in teaching and examinations, as well as existing good practices and uncertainties. This revealed a clear need for outreach and exchange, as the heavy workload of teaching staff often means that there is little time to address this topic. The teaching staff welcomed the combination of input and joint discussion within the framework of existing committees.

Results and sustainable anchoring: This format will be continued and further developed in line with future needs.

Pilot project: Multiplier training: Based on dialogue with teaching staff, a pilot project was launched to test whether the promotion of basic AI skills required by all students can be successfully anchored through the involvement of tutors. To this end, tutors of a large compulsory lecture for teacher training students will be trained as multipliers in the winter semester so that they can specifically anchor the topic of “Reflective use of AI in studies” in their tutorials. Further multiplier training courses are planned after the winter semester.

The training is planned as a flipped classroom, with a three-hour face-to-face session focusing on reflection, exchange, and practical exercises. The DDLitLab's AI guide, as well as supplementary exercises and reflection tasks, will be used as the basis for the multiplier training sessions. All materials have been made available as OER and can be reused in the long term.

Development of the “AI Pilot” certificate: In close cooperation with the Vice President for Studies and Teaching and the BSB, the development of a certificate was initiated that teaches teacher training students profession-specific AI literacy. Existing subject-specific teaching courses can be credited toward this, and new formats are being developed to supplement them. The aim is to provide clear added value for the future professional practice of prospective teachers.

The OER are published on the digital.learning.lab platform.

Persons involved

Dipl. Ing., M.A. Christina Schwalbe

Head of the Office for Digital Teaching

Focus areas:

Digital transformation of teaching and learning processes
Further development of support and counselling services for digital teaching at the faculty

Contact

Regina Schulz

Fellow of the DDLitLab, seconded teacher

Focus areas:

Digital + data + ‘AI’ literacy + the transformation of learning
Curricular integration of digital literacy in teacher training programmes

Regina Schulz is a teacher of English + history at a grammar school in Hamburg. She works as a teacher trainer at the State Institute for Teacher Training and School Development in the Languages Department, focussing on Global Citizenship Education against the background of ‘AI’ + ESD + multilingualism.