Research field
Digital Media
Digital media; digitalisation; teaching-learning processes; learning analytics; augmented, virtual and mixed reality; simulations; gamification; collaborative learning; media didactics; media education; media literacy; data protection and accessibility.
The discourse on digitally supported vocational education and training centres on the question of how teaching-learning processes, learning venues, educational organisations and professional roles can be shaped through digital media and data. Mobile and hybrid learning formats, augmented, virtual and mixed reality, simulations, MOOCs, gamification and learning analytics open up new opportunities for self-directed, cooperative, reflective and networked learning. The design and further development of media-supported teaching and learning provision are based on concepts from vocational pedagogy, media didactics and media education. At the organisational level, the embedding of digital media in schools and companies and the consequences for the relationship between work and learning are analysed. At the level of teaching-learning processes, the research examines how digital media can support vocational action competence, feedback, cooperation and individualisation. At the technical and normative level, the focus is on learning environments, data protection, accessibility and media literacy. The field addresses initial and continuing vocational training as well as pre-vocational, school-based and extracurricular areas of education.
Research questions
How do digital media change teaching-learning processes, learning venues and professional roles in initial and continuing vocational training?
What didactic potential do augmented, virtual and mixed reality and simulations hold for learning complex, safety-critical or rarely occurring occupational actions?
Under which conditions do mobile, hybrid and gamified learning formats foster self-directed, cooperative and reflective learning?
How can learning analytics and learning-process data support feedback, individualisation and learning guidance in vocational education and training while safeguarding data protection?
How can digital media be embedded organisationally in vocational schools and companies, and what consequences does this have for the relationship between work and learning?
Which media competences do learners, teachers and training staff need, and how can they be developed systematically?
How must digital learning environments be designed so that they are accessible, compliant with data protection and usable in heterogeneous learning groups?
Projects
All projects-
2026–2029
GEKKO – Innovative approaches to logistics design to enhance the skills of continuing professional development mentors
The project ‘Innovative Approaches in Logistics to Foster the Competence of Continuing Professional Development Mentors’ (GEKKO) is funded under the guidelines for supporting projects aimed at enhancing and strengthening work-related continuing professional development through the training and establishment of continuing professional development mentors. GEKKO aims to train continuing professional development mentors (CPD mentors) within the context of small and medium-sized logistics enterprises (SMEs) and to establish them at company level.
Dr. Christine Siemer Frieda Klaus
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2024–2026
FLAME – Modern and efficient fire service career training
As part of the ‘Modern and Efficient Fire Service Career Training’ (FLAME) project, the ITB is supporting the Hamburg Fire Service Academy in modernising and expanding its career training programme for civil servants.
Dr. Claudia Fenzl Dr. Lisa Meyne Nils Weinowski
Department: Prof. Dr. Falk Howe
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2023–2026
DEVISE4KE – Strengthening the sustainable development of vocational education and training in Kenya by integrating workplace-based learning and improving the ICT skills of teachers and pupils through the use of solar energy and energy-efficient equipment
As part of the DEVISE4KE project, three secondary schools offering vocational training programmes in a rural region of Kenya are being equipped with photovoltaic systems and low-energy IT equipment. Through these measures, as well as teaching and learning activities for teachers, the aim is to enable digital-supported and work-based learning for local pupils.
Dr. Vivian Harberts Peter Kaune Dr. Christian Staden
Department: Prof. Dr. Falk Howe
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2025–2026
MissionICH-BOx MV – Development and testing of an e-portfolio concept for careers guidance in Mecklenburg-Western Pomerania based on ‘Mission ICH’
The project is developing and testing a digital e-portfolio concept for career guidance based on the Future-Box, which is being adapted to the framework conditions in Mecklenburg-Western Pomerania and the state programme ‘Mission ICH’. The aim is to promote self-directed learning processes, provide training for teachers and prepare for a state-wide roll-out from the 2026/2027 school year onwards.
Dr. Christian Staden Dr. Melanie Schall
Department: Prof. Dr. Falk Howe
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2025–2026
DIVE IN – Bringing digitalisation to life virtually in vocational education and training: A VR module for trainee teachers
The DIVE IN project is developing a module that uses virtual reality (VR) and collaborative robots (cobots) to provide trainee vocational school teachers with practical preparation for the reflective use of digital technologies in the classroom and for promoting their acceptance.
Svenja Gmeinder Christoph Leupold
Department: Prof. Dr.-Ing. Maren Petersen
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2023–2025
AI Pioneers – AI and the future of education
Problem statement: The transformative power of artificial intelligence (AI) extends across various sectors, including education; however, it is still unclear exactly what impact AI will have on learning, teaching and (European) policy.
Dr. Lisa Meyne Dr. Ludger Deitmer Frieda Klaus Dr. Christine Siemer
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2022–2025
AI4Ed – AI strategy in educational processes
AI4Ed aims to scrutinise current teaching and learning processes and will incorporate and experiment with innovative technologies (AI) and pedagogy in order to develop tools, methods and assessment systems that respond to the new reality.
Dr. Vivian Harberts Peter Kaune Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2022–2025
BIBB-Lernpfade – BIBB Learning Paths – Shaping in-company training
The aim of the BIBB Learning Paths project is to provide long-term support for training staff in developing their professional competence as training experts. The result is a series of ‘learning pathways’ tailored to the needs of the target group, which enable training staff – including through individually tailored programmes – to align their training plans and processes with the current requirements of their respective sectors. The conceptual basis for this continuing professional development programme is the long-established vocational science concept of the ‘Competence Workshop’ (http://www.kompetenzwerkstatt.net/).
Dr. Melanie Schall Dr. Christian Staden
Department: Prof. Dr. Falk Howe
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2021–2024
KIM – Artificial Intelligence as a Mentor for Lifelong Learning
The collaborative project ‘KIM – Artificial Intelligence as a Mentor for Lifelong Learning’ aims to develop an AI solution that offers users of professional development platforms targeted guidance in choosing training programmes. The project focuses on users and their professional and career aspirations. Users begin by carrying out a self-assessment of their skills and outlining their current professional and career aspirations, as well as their personal preferences (e.g. free and paid courses, time constraints regarding course availability, etc.).
Department: Prof. Dr.-Ing. Maren Petersen
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2021–2024
KIWI – Artificial intelligence for tailored further education and training to enhance employability in the face of increasing digitalisation in manufacturing within the context of Industry 4.0.
As part of the KIWI project, a smartphone app is being developed for production staff which, with the aid of artificial intelligence, enables a cross-platform search for tailored further education and training opportunities. Due to digitalisation and the associated increase in automation, the manufacturing sector is undergoing rapid change, which is also accompanied by shifts in job requirements and role profiles.
Department: Prof. Dr.-Ing. Maren Petersen
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2021–2024
F.IT – Women in IT
More women in IT – but how? The “F.IT Women in IT” project is working to find the answer to this question. Through targeted training and further education programmes, the project aims to create opportunities for women to make a career change into the sector. To successfully achieve this goal, the sector’s needs and the requirements of the target group are being analysed.
Department: Prof. Dr.-Ing. Maren Petersen
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2020–2023
tekom_LandBauMT – Technical communication in the learning and working processes of agricultural and construction machinery mechatronics technicians in the context of Industry 4.0
The ongoing digitalisation and networking in industry and the skilled trades are increasingly changing the requirements and tasks involved in the profession of agricultural and construction machinery mechatronics technician. Factors contributing to this include, amongst others, the increased use of diagnostic, analytical and design software in agricultural and construction machinery engineering, the growing use of high-voltage technology, the increasing interconnection of systems, and augmented, virtual and mixed reality technologies. However, inter-company training programmes for apprentices in agricultural and construction machinery mechatronics do not yet take sufficient account of this digital transformation. The ‘tekom_LandBauMT’ project addresses these challenges by modernising the inter-company training programmes for agricultural and construction machinery mechatronics technicians.
Dr. Vivian Harberts Nils Petermann Michael Sander
Departments: Prof. Dr. Falk Howe Prof. Dr.-Ing. Maren Petersen
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2020–2023
IDC-VET – Improving the Digital Skills of VET Teachers and Trainers
The use of technology can support learning in the workplace and in vocational schools, for example through the development of up-to-date and engaging learning materials. In order to realise these technological benefits, teachers and trainers in vocational education and training must develop new skills and competences.
Dr. Lisa Meyne PD Dr. Susanne Peters
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2020–2024
Kaefer – Design of a digitally supported, work-process- and skills-based training programme for insulation fitters at KAEFER
In collaboration with KAEFER Industrie GmbH, the ITB is carrying out a project to develop a digitally supported, work-process-oriented and skills-enhancing training concept, which is being implemented in practice as a model for the occupations of ‘Insulation Technician’ and ‘industrial insulator’.
Dr. Christian Staden Dr. Vivian Harberts Alexander Seedorf
Department: Prof. Dr. Falk Howe
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2020–2023
SteBs – Structural Development in Vocational Teacher Training
The SteBs project has the overarching aim of structurally strengthening and further expanding vocational teacher training in Bremen, thereby contributing to the vocational education dialogue in Bremen. Based on cross-phase and cross-subject collaboration between the stakeholders involved in vocational teacher training, concepts for promoting teachers’ professional competence are being developed and tested. The project is being carried out in close collaboration between ITB, the IPP (Institute for Public Health and Nursing Education, Prof. Dr Ingrid Darmann-Finck), the Department of English Language Teaching (FB 10, Prof. Dr Sabine Doff) and the Department of Physics Teaching (FB 01, Prof. Dr Christoph Kulgemeyer).
Dr. Claudia Fenzl Dr. Lisa Meyne Myrthe Reinsberg Michael Sander Dr. Andreas Saniter Nils Weinowski
Departments: Prof. Dr. Falk Howe Prof. Dr. Alisha Heinemann
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2019–2022
KoRA – Virtual and augmented reality (VR/AR) in VET: developing competences for human–robot collaboration through a mixed-reality teaching and learning approach
The KoRA project is developing a teaching and learning concept designed to develop and promote skills in the field of collaborative robotics and the design of human-robot collaboration within vocational education and training. This is being implemented using mixed-reality learning software, in which complex assembly problems are solved in the form of learning and work tasks. In parallel with this development, the necessary haptic feedback for the target groups is being investigated. By transferring the process into virtual reality, the work process can be experienced and shaped independently of real-world operational procedures. This enables project-based and action-oriented learning.
Department: Prof. Dr.-Ing. Maren Petersen
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2018–2022
LIKA 4.0 – Digitally supported cooperative learning through customer orders; sub-project: developing and testing the overall teaching approach
The “LIKA 4.0” project brings together a large research and development consortium – comprising thirteen industry partners from the commercial and technical skilled trades sector, the Akademie Zukunft Handwerk, the digital agency Interlutions and the ITB – to focus on the development, testing and institutionalisation of digitally supported continuing professional development in the skilled trades (AM-SHK, EEG) with a view to designing in-company training programmes that are work-process and competence-oriented, using a training management system. The development and testing of the continuing professional development programme and the training management system are carried out iteratively and cyclically, based on design-oriented approaches from Design-Based Research.
Dr. Christian Staden Michael Sander
Department: Prof. Dr. Falk Howe
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2018–2022
MeLoDi – People and Logistics in Digitalisation Network
Problem statement: Current developments within Germany’s logistics sector, which is characterised by small and medium-sized enterprises, are leading to increased competitive pressure, resulting in a growing focus on automation and digitalisation strategies. The resulting internal and external networking of various stakeholders and work processes is leading, particularly in operational areas, to changing skill requirements and an increased need for further training among employees. Objective: As part of the BMBF funding scheme ‘Digital Media in Vocational Education and Training’, the MeLoDi project is developing an industry-specific networking platform for small and medium-sized transport and logistics companies. In addition to connecting companies, the focus is on sharing and integrating digital media into employees’ in-company continuing professional development.
Dr. Daniela Ahrens Dr. Melanie Schall Dr. Christine Siemer
Department: Prof. Dr. Dr. h.c. Michael Gessler