- Machine-translated
Completed project · 2023–2026
Multimedia Learning Environment for Work-Based Learning Tasks for VET Students in the Applied Informatics Sector
The MULE project aims to integrate current trends in applied computer science more effectively into curricula through collaboration between vocational colleges, universities and industry. This is to be achieved by identifying ‘professional fields of activity’ as the basis for learning and work tasks within a multimedia learning environment, with the focus on promoting pupils’ transversal and subject-specific competences. The project also aims to improve the comparability, transparency and recognition of the professional competences of specialists in applied computer science from Germany, Serbia, Italy and Spain through a transnational sectoral qualifications framework (SQF).
Background and Problem
The MULE project aims to improve vocational education and training (VET) in the field of applied informatics. By identifying and describing occupational fields of action (Berufliche Handlungsfelder), current trends and requirements in applied informatics are to be integrated into curricula, thereby making cooperation between vocational schools and companies more efficient. On the basis of these occupational fields of action, learning and work tasks are to be developed as Open Educational Resources (OER) and made available in a multimedia learning environment. The overarching goal of the learning and work tasks is to foster both the subject-specific and the cross-disciplinary competences of prospective skilled workers in applied informatics. At the same time, the project aims to develop a transnational sectoral qualifications framework in order to improve the comparability of the competences of skilled workers from Germany, Serbia, Italy and Spain in the field of applied informatics.
Research question
Which occupational fields of action can be identified, described and compared across countries for the applied informatics sector?
How should learning and work tasks be designed so that subject-specific and cross-disciplinary competences in the applied informatics sector can be fostered?
Which design features of multimedia learning environments support the integration of learning and work tasks into the training of (prospective) skilled workers in applied informatics?
Approach
To answer the research questions, a design-based research (DBR) approach was chosen for the research design. The occupational fields of action are identified by means of curriculum analysis, expert workshops and expert interviews. The research design also comprises semi-structured qualitative interview guides, standardised questionnaires and a System Usability Scale questionnaire. In addition, cross-national tests of the multimedia learning environments as well as self-assessments and external assessments are carried out in order to achieve the highest possible quality of the multimedia learning environments.
Results
Over the course of the project, three key results will be produced in the domain of ‘applied informatics’:
Structure and exemplary description of occupational fields of action
Set of exemplary learning and work tasks
Multimedia learning environment
It is assumed that a transnational sectoral qualifications framework will improve the comparability of the relevant competences of applied informatics professionals from Germany, Serbia, Italy and Spain. The aim is to pick up on the fast-moving technological developments within the sector and feed them into the existing applied informatics curricula.
For the exemplary implementation of the project objectives, three cross-national occupational fields of action were selected for the project.
Developing, programming and testing software applications and solutions
Developing, installing, testing and managing cybersecurity and data protection
Building, testing, deploying and managing networks and network architectures
In addition, a competence model was developed for the project which is based, on the one hand, on the German Qualifications Framework for Lifelong Learning (DQR) and, on the other, on the competence model of the Standing Conference of the Ministers of Education and Cultural Affairs (KMK).
Dissemination and Transfer Activities
Results are available via the homepage (https://www.mule-project.com). In addition
Siemer, Christine; Harberts, Vivian (2026): Perceived Usefulness of a Multimedia Learning Environment for the Applied Informatics Sector.
Siemer, Christine; Harberts, Vivian (2026): Multimedia Learning Environment: User-Oriented AI Integration. EDEN 2026 Annual Conference
Siemer, C., & Harberts, V. (2025). Multimedia Learning Environment: Development and Design Features of Learning and Work Tasks for the Sector of Applied Informatics. In: Quintana-Murci, E., Salvà-Mut, F., Stalder, B. E., & Nägele, C. (Eds.). Towards inclusive and egalitarian vocational education and training. VETNET. https://doi.org/10.5281/zenodo.15367246
Siemer, Christine; Harberts, Vivian; Auffahrt, Hergen (2024): „Multimedia Learning Environment for Work-Based Learning Tasks for VET Students in Sector of Applied Informatics (acronym: MULE)“ at the 9th Vocational Education and Training Research Conference (in German: Berufsbildungsforschungskonferenz (BBFK)) on the topic of „Vocational Education and Training in Times of Shortage – Rethinking Challenges“.