• Recognizing and assessing risks and dangers, accident prevention

• Rescue chain and emergency call

• Procedure in an emergency situation: Unresponsive child breathing normally; respiratory and circulatory arrest (artificial respiration and cardiac massage); using a defibrillator

• Measures for sudden illnesses and allergic reactions

• Basic knowledge of childhood illnesses, febrile convulsions

• Legal and carrier-specific basics regarding chronically ill children

• Measures for childhood injuries, treatment of wounds, bone and joint injuries

Lecture by the course instructor, individual and group work, exercise

Continuous assessment: Partial performance: active and committed participation, practical individual and group exercises

• Model projects and good practice examples such as "KiBi der Zukunft" by the FGÖ, "Bewegter Kindergarten", "Gesunder Kindergarten"

• Development of methods for health promotion and prevention in educational institutions, including stress management strategies and resilience for children as well as the development and integration of target group-specific health-promoting concepts

• Communicating the principles of a balanced and wholesome diet, taking into account cultural, ideological and religious eating habits.

• Clarification of guidelines and hygiene concepts in elementary educational institutions as well as practical exercises on the correct use of cleaning agents and the implementation of hygiene standards.

• Discussion of the principles of waste separation, the consequences and benefits of ecologically conscious action and the development of methods to sensitize children to environmental issues.

Lecture by the course instructor, individual and group work, plenary discussions, exercise

Continuous assessment: Partial performance: Homework (research, text reading), short presentations, active and continuous participation in the work processes of the course

• Historical development of elementary education in Austria and international perspectives

• Social, political and historical contexts

• History of childcare facilities, including historical developments in the understanding of early education and the associated "educational mandate" on the part of society and politics

• History of education and the profession with a focus on Austria

• Perspectives on family, childhood, education and pedagogical trends since the 19th century

• Current developments in the profession in the context of the 21st century

Lecture by the course leader, individual and group work, written reflection

Continuous assessment: Partial performance: Term paper (reflection texts), continuous and committed participation in the work processes, final thesis

• Historical and socio-political contextualization of classical concepts of action

• Introduction to central classical early education concepts such as Fröbel, Waldorf and Montessori education as well as the Kinderladen movement and Schörl pedagogy

• Insight into the practical design of facilities that align their work with reform pedagogical concepts

• Approaches to criticizing classic early education concepts (reform pedagogical approaches)

• Examination of the question of whether and in what way reform pedagogically oriented elementary educational institutions and the everyday pedagogical practice practiced there are compatible with scientifically generated knowledge on child development and educational processes

Input by the course instructor, small group work, plenary discussions, application-oriented and literature-based examination of selected pedagogical concepts in the context of a portfolio

Continuous assessment: Homework (research, text study), continuous and committed participation in the work processes, final thesis

• Trying out and practicing their own movement forms and sequences

• Expression through movement and its significance for educational and developmental processes

• Basic developmental theory of children's motor development using the example of types of play such as free movement play, cooperative play, play on and with water

• Basic experiences with equipment, materials, body positions and movement characteristics

• Linking the content with aspects of water safety in the educational area of movement and health from the "First Aid" course

• Prejudice-conscious encounter and support of movement experiences and movement patterns as modes of expression

Lecture, impulses, exercises, interactive design of shared movement experiences

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• Trying out and practicing their own creative design processes

• Creative design and its significance for educational and developmental processes

• Basic developmental principles of children's creative education using the example of the artistic forms of expression of tracing and doodling

• Basic experiences with materials and tools, basic graphic and painting techniques

• Prejudice-conscious encounters and support for symbolic and creative forms of expression

• exploring product-oriented and process-oriented design processes with young children.

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course

• Trying out and practicing their own artistic and creative ways of expression

• Musical-creative design and its significance for educational and developmental processes

• Basic development-theoretical foundations of the musical-creative education of children using the example of dance and musical improvisation with instruments

• Basic experiences with instruments and scales, basic vocal techniques

• Prejudice-conscious encounters and support for musical and creative body-related forms of expression

Lecture, interactive basic experiences with instruments/voice/expression, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

• Clarification of the term "didactics" and positioning in the educational framework plan with regard to the variety of methods and situational orientation.

• Discussion of pedagogical and developmental theoretical foundations of early educational and developmental processes

• Examination of the importance of relationships for educational and developmental processes as a central didactic principle.

• Discussion of the application of this didactic principle to support play processes, looking at picture books and the use of space.

• Development of basic and current specialist content for work in the field of elementary education

• Professional and personal examination of educational and child-rearing goals in the field of elementary education

• Consideration of pedagogical and developmental theory, such as children's learning processes and personality development

• Examination of the concept of method and the methodical structure of learning arrangements in all areas of education

Lecture, discussion, feedback, peer feedback

Continuous assessment: Grade-relevant partial achievements: Homework, exercises, continuous and committed participation in the work processes

• Exercises in structured reading and writing

• Reading scientific texts on elementary education

• Writing first scientific texts

• Getting to know techniques for overcoming writing and reading inhibitions as well as practice

• Getting to know AI toolsn

Keynote speeches by the course instructor, individual and small group work, student presentations, text study and text analysis, exercise

Continuous assessment: Partial performance: continuous and committed participation in the work processes in the course, homework (writing and reading exercises), seminar paper

• Addressing the question of how adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes.

• Identifying and discussing assessments of one's own (school) learning process, taking into account one's own biographical background.

• Approaching the understanding of learning processes of individuals and groups, taking into account learning experiences made in the school context

• Working out and analyzing learning phenomena and learning difficulties as well as ambiguities or "puzzles" with a special focus on one's own learning resistance.

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial performance: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Implementation of the Young Child Observation method as a basis for case work and case analysis: observations, creation of descriptive and differentiated observation protocols, discussion of the protocols in the course, writing of meeting minutes.

• Understanding the importance of interaction processes of educational professionals and the connection with child development and educational processes.

• Discussion of self-reflective and other-reflective skills in the context of observation.

Lecture with activating methods, discussion, case processing, conducting observations

Continuous assessment: Partial performance: Term paper (writing of minutes), continuous and committed participation in the work processes in the course, final paper

• Overview of basic goals and tasks as well as various fields of action in elementary educational institutions (forms of facilities and organization, respective framework conditions)

• Federal state-specific regulations

• Fundamental discussion of the CBI's 2009 educational framework plan (pedagogical orientation, education and skills, educational areas, transitions, pedagogical quality)

• Discussion of own expectations of the practice of elementary educational institutions

• Work shadowing in various elementary educational situations and reflection on initial practical experience of interacting with children in shared play.

• Basic and current subject content for practical work in the field of elementary education (e.g. initiating a dialog with children)

• Subject-specific excursions (facilities, library, ...) and collection of practical materials for use in practice

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• Theories and subject areas of developmental psychology.

• Theory-based examination of the complexity of the relationships between psychological maturation and development processes and the subjective forms of processing and reactions of children, parents and teachers.

• Relevance of developmental psychological theories for elementary education as a pedagogical practice and as a sub-discipline of educational science in contrast to other related theories (e.g. sociology)

• Reflection and analysis of experiences at the place of learning, practical organization and pedagogical action using developmental theory perspectives.

Keynote speeches by the course instructor, mumble rounds, moderated and recorded small group work, plenary presentations by students, text study, video examples and analyses.

Continuous assessment: Partial achievements: active and committed participation in the contents and work processes of the course, term paper (text study), oral presentations, final thesis

• Selected national and international new pedagogical action concepts

• Clarification of the term "action concept", differentiation from the term "theory", elementary pedagogical concept research

• Possibilities and limits of pedagogical action concepts: Reducing the complexity of pedagogical practice, concepts of action as self-assurance, application orientation, programmatic condensation of pedagogical guiding ideas and educational principles in the concept of action, naming educational and pedagogical goals, formulating consequences for the design of pedagogical practice

• Reflection on pedagogical action concepts: Concepts of action as practical constructs in need of reflection, concepts of action as products of a current educational discourse and legitimization of pedagogical action, critical view of subject constructions and dogmatism

Keynote speeches by the course instructor; presentations in small groups; plenary discussions; application-oriented and literature-based discussion of selected action concepts, exercise

Continuous assessment: Partial achievements: active and committed participation in the contents and work processes of the course, term paper (text study, research), presentations, final thesis

• Conceptual foundations of psychodynamic developmental theories of early childhood

• Selected psychodynamic developmental theories that focus on the importance of emotional experience and relationship formation for developmental and educational processes (Mahler, Erikson, Winnicott)

• Linking the theories with educational practice by reading and discussing case studies

• Developing the significance of emotional experience for developmental and educational processes using the example of individual cases as part of case work/practical reflections

• Exemplary development of pedagogical consequences in the sense of considering how - against the background of psychodynamic development theories and the results of the case analysis - the development and educational processes of individual children and the group can be promoted and supported.

Lecture with activating methods, group work, discussion, group exercises, peer feedback, case work

Continuous assessment: Immanent assessment of performance through partial performance: continuous and committed participation in work processes in the course, term paper, oral presentation, final thesis

Aspects of economic, social and educational policy:

• Definition of national economy, social and educational policy

• institutional childcare as a service, economic aspects of institutional childcare

• institutional childcare and social and educational policy

• Economic evaluation of social and educational policy fields of action with a focus on institutional childcare

Legal foundations in the field of elementary education:

• Duty of supervision

• General child custody law

• Children's rights - parental rights

• Parentage in the legal sense

• Best interests of the child and its significance in child custody law

• Custody and legal guidelines for its exercise

• Contact rights and their exceptional restriction

• Concept and forms of child endangerment

• Notification of endangerment to the child and youth welfare services

• Options for action by the child and youth welfare services in the event of a risk to the child's welfare

• Tasks of the child and youth welfare organization

• Scope of the duty of supervision, applicable standard of care and consequences of liability in the event of a breach of duty

Presentations by the course leader, practical examples, exercises, discussion

Final exam: Partial performance: active and committed participation in all work processes of the course, group exercises and presentations of group work, case solutions, practical exercises

• Further developmental theoretical basics of motor development and movement education for children using the example of movement landscape, movement construction site, movement station

• Introduction to basic concepts of learning in social interaction, introduction to scaffolding and sustained shared thinking

• Linking the content with elementary pedagogical action concepts in the educational field of movement and health from the course "Elementary pedagogical action concepts"

• Practical testing and reflection on play and learning arrangements in the field of physical activity and health education

• Adequate offers of movement education for children and creation of a repertoire for the learning location practice organization

Lecture, impulses, exercises, interactive design of shared movement experiences

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• Further developmental theoretical foundations of children's creative education using the example of cephalopods and the pre-schema phase

• Introduction to basic concepts of learning in social interaction, introduction to scaffolding and sustained shared thinking

• Practical testing and reflection on creative play and learning arrangements

• Appropriate creative activities for children and creation of a repertoire for pedagogical practice

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course, portfolio for the LOP

• Further developmental theoretical foundations of the artistic-creative education of children

• Introduction to basic concepts of learning in social interaction, introduction to scaffolding and sustained shared thinking in the context of artistic-creative expression

• Practical testing and reflection of artistic-creative play and learning arrangements

• Adequate musical-creative offers for children and creation of a repertoire of songs, dances, rhythms and musical-creative arrangements for the learning location practical organization

Lecture, exercise, interactive basic experiences with instruments/voice/expression, design of musical-creative learning and playing arrangements, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

• Reflective examination of one's own understanding of elementary education.

• Theoretical examination of the concept of education in early childhood education.

• Importance of the quality of interaction and relationships and examination of various concepts of learning in social interaction, including scaffolding and sustained shared thinking.

• Approaching an interpretation of children's educational processes from a phenomenological and ethnographic perspective.

• Testing ethnographic research methods in their own pedagogical practice.

• Fundamentals of pedagogical planning, documentation and reflection based on pedagogical questions

• Introduction to the STEM educational areas and other educational areas of the cross-state educational framework plan

Attendance and active participation, keynote speeches by the course instructor, open space, student presentations, e-learning phases, text study, video recordings of interactions at the practice organization learning location

Continuous assessment: Partial performance: documented text study, video ethnography, term papers

• Basics of scientific work: research work, narrowing down topics

• Scientific research: Research techniques, qualitative assessment and preparation of research results, literature management and knowledge organization

• Research exercises

• Academic writing: Basic structure of scientific texts, characteristics of scientific texts (argumentative stringency, linguistic accuracy, source work), characteristics of different publication formats as well as text types, dealing with sources & correct citation, writing techniques

• Writing exercises: Applying writing techniques and overcoming writer's block

Keynote speeches by the course instructor, individual and small group work, student presentations, text study and text analysis, exercise

Continuous assessment: Partial performance: continuous and committed participation in the work processes in the course, homework (research, reading and writing exercises), seminar paper (final paper)

• Text analysis with regard to the basic structure of the presentation of empirical research projects in the field of ECEC/ESD

• Text analysis with regard to the presentation of the initial situation of a research project (state of research), the presentation and justification of the methodological approach, the presentation of results and discussion of results in the discipline

• Development of consequences of the text analysis for the development, implementation and writing of student research projects

• Analysis of ethical aspects of published research projects

Literature study, literature discussion, group work, presentation, discussion

Continuous assessment: Partial performance: continuous and committed participation in the work processes in the course and the distance phases, final discussion in small groups

• Differentiated examination of the question of how adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes

• Identifying and discussing assessments of one's own learning process

• Expanded understanding of individual and group learning processes

• Working out and analyzing ambiguities or "puzzles" - related to learning phenomena and especially learning difficulties - with a special focus on learning resistance

• Examining the importance of the ability to mentalize for reflective practice

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial achievements: continuous and dedicated participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Implementation of the Young Child Observation method as a basis for case work and case analysis: observations, creation of descriptive and differentiated observation protocols, discussion of the protocols in the course, writing of meeting minutes.

• Reflection on one's own (conscious and unconscious) emotional experience for shaping relationships with children.

• Understanding the importance of interaction processes of educational professionals and the connection with child development and educational processes.

• Examination of self-reflective and other-reflective skills in the context of observation.

Lecture with activating methods, discussion, case work, final paper

Continuous assessment: Partial performance: Term paper, continuous and committed participation in the work processes in the course, final thesis

• Development of basic and current specialist content for practical work in the field of elementary education (design of activities to stimulate educational processes and the environment, methodical structure and preparation of learning arrangements, areas of competence, daily routine (time and space structures)

• In-depth professional and personal examination of educational goals in the field of elementary education

• Observation and documentation of children's learning and development processes, taking into account basic developmental theory findings

• Discursive and written in-depth examination of specific questions in the context of a respective educational and subject area (HOW do I do something? WHY am I doing this? WHAT do I do? WHAT am I doing this with?)

• Methods and strategies for making initial contact with children, building positive relationships with children and educational staff, e.g. active listening, empathy, verbal support for actions

• Reflecting on self-perception and the perception of others with regard to interactions/establishing contact

• Strategies for writing down didactic procedures - planning, observation, documentation, reflection

• Formulating broad and detailed objectives or skills to be developed with reference to development-relevant theories and the educational framework plan

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• In this course, students deal with psychodynamic theories and concepts of conducting conversations with parents/guardians and families, focusing in particular on the relationship dynamics between professionals and families/parents and on the importance of an understanding attitude for the success of conversations with parents and families.

• Linking the developed psychodynamic theories and concepts with the practice of conducting conversations with parents/guardians and families.

• Writing descriptive and differentiated protocols of conversations with parents/guardians and families.

• Development of self-reflective and other-reflective skills with regard to processes of counseling and conducting conversations with parents/guardians and families.

• Communication models with relevance for counseling and conducting conversations with parents and guardians

• Multi-professionalism / interdisciplinarity - networking in the field of different disciplines

Lecture with activating methods, discussion, literature study, group work, group exercises, peer feedback, homework, exercise

Continuous assessment: Partial performance: Term paper (case study), continuous and committed participation in the work processes in the course, seminar paper

• Study of relevant English-language texts

• Discussion and processing of specialist literature

• Insight into ECEC as a pedagogical practice in selected countries

• Insight into ECEC as an academic discipline in selected countries

• Networking with students from partner universities or host countries

Online presentations with activating methods, group work (breakout rooms),

Continuous assessment: Partial achievements: continuous and committed participation in the work processes in the course, term paper, oral presentation

• Overview of the psychosocial stress situations of families with children of pre-school age, taking into account the social environment and living conditions

• Getting to know external institutions/help systems and their tasks, objectives and working methods in the context of psychosocial stress situations.

• Opportunities for cooperation with other institutions.

Lecture, group work, discussion, feedback, homework (help plan)

Continuous assessment: Immanent assessment of performance via partial performance: Continuous and committed participation in work processes in the course, presentation, term paper, excursion

• Developmental and socio-psychological theories on transition processes in early childhood, with a focus on psychodynamic theoretical approaches.

• Central findings and research desiderata of transition research.

• Conditions for success (e.g. cooperation between institution and family) of early transition processes and the significance of transitions for educational and developmental processes in early childhood.

• Comparison of action-guiding concepts (models) for supporting transitions in the field of elementary education.

• Reflection and analysis of the design of transition processes at the learning location practice organization using the theoretical and empirical knowledge acquired.

• Friendship and peer relationships in the context of transitions

• Microtransitions

• Individual vs. group-related accompaniment of transitions

Lecture with activating methods, individual and small group work, short presentations, text study and processing; practical reflection

Continuous assessment: Immanent performance assessment with partial performance: Homework, presentations, case work

• Deepening knowledge of developmental theories and their relevance for motor development and movement education

• Practical testing of play and learning arrangements for movement education; differentiated reflection on emotional experience

• Expansion of the repertoire of movement education offers for children

• Deepening scaffolding and sustained shared thinking in movement education, targeted application in educational arrangements at the learning location practical organization

• Outdoor movement and play, circus arts, playful forms of strength testing, adventure games, experiential education

Lecture, impulses, exercises, interactive design of shared movement experiences as well as play and movement arrangements for children

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• Deepening knowledge of developmental theories and their relevance for creative education

• Production and use of play materials and didactic materials for children

• Pencil holding, color theory and artistic forms of expression: Scheme phase I, scheme phase II

• Tool knowledge, accident prevention, materials science and materials science

• Practical testing of creative play and learning arrangements; differentiated reflection of emotional experience

• Expansion of the repertoire of creative activities for children

• Deepening scaffolding and sustained shared thinking in creative education, targeted application in educational arrangements at the learning location practical organization

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course, portfolio for the LOP

• Deepening knowledge of developmental theories and their relevance for music and creative education

• Use of musical instruments and didactic material for children

• Practical testing of musical-creative expression and learning arrangements; differentiated reflection of emotional experience

• Expansion of the repertoire of musical-creative activities for children

• Deepening scaffolding and sustained shared thinking in artistic-creative education, targeted application in educational arrangements for the learning location practical organization

Lecture, exercise, design of artistic-creative learning and play arrangements, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

Media education, digital media:

• Media consumption by children

• Dealing with media in elementary facilities

• Designing media education in kindergarten

• Knowledge about the safe and responsible use of digital media

Language development and language support:

• Fundamentals of language development (first and second language acquisition)

• Language system levels

• Phonetics/phonology and prosody

• Lexicon (vocabulary) and semantics

• Morphology and syntax (grammar)

• Pragmatics

• Language acquisition theories

• Behaviorism, nativism, cognitivism, interactionism

• Pre-linguistic phase

• Milestones in language development from 1-6 years of age

• Language support in everyday kindergarten life

• The importance of relationships and emotions for language development

• Linking with central concepts of speech therapy (in cooperation with the Department of Health Sciences - Speech Therapy)

• State and provider-specific guidelines/documents on language support, such as the CBI education plan section. On language support in elementary educational institutions

Sex education and sexual education:

• Theory of child sexual development

• Differentiation between child vs. adult sexuality: aspects of child sexual satisfaction

• Development of gender identity

• Importance of body exploration games, forms and assessment of assaults among children

• Intersexuality and transidentity

• Legal framework and professional standards of sexual education and preventative measures

• Sex education materials and methods for elementary education

• Knowledge about sexualized violence

• Options for targeted interventions (in the event of assaults)

• Development of sexual education concepts and protection concepts, prevention

• Discursive application of the acquired knowledge

• Options for action to promote and support the sexual development of children

• Reflection: dealing with one's own sexuality

Lecture and lecture components by the course instructor with activating methods, individual and group work, discussiondiscussions, case work, independent discussion

Continuous assessment: Partial performance: Commitment to the course, continuous work assignments, written thesis

• Logic and basic concepts of scientific empirical research

• Basic features and distinguishing characteristics of basic research and application-oriented research

• Research methodological approaches of empirical qualitative and empirical quantitative social research

• Qualitative and quantitativee (digital) Methods of data collection and data analysis in empirical social research

• Ideal-typical course of empirical qualitative and empirical quantitative research

• Quality criteria of qualitative and quantitative empirical social research

• Research ethics principles

Lecture with activating methods, group work, discussion, literature study

Final exam: Final examination, partial performance (homework, presentations)

• Overview of central research fields and research desiderata in elementary pedagogy

• Development of research questions on the indication of research gaps using the example of a teaching research project

• Planning and development of empirical quantitative and empirical qualitative research projects in the field of elementary education using the example of selected teaching research projects

Keynote speeches, group work, discussion, work assignments with feedback, practical exercises, literature study

Continuous assessment: Partial performances: Text study, term papers, oral presentations

• Differentiated discussion of the question of how adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes.

• Identifying and discussing assessments of one's own learning process.

• Expanded understanding of individual and group learning processes.

• Differentiated elaboration and analysis of learning phenomena, learning difficulties, ambiguities or "puzzles" with a special focus on learning resistance of adults and children.

• Imparting and discussing specialist and empirical knowledge on the topics of role identification, teaching and learning activities and didactic methods, blended learning, feedback cultures, performance assessment

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial performance: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Implementation of the work discussion method as a basis for case work and case analysis: observations at the learning location practice organization, creation of descriptive and differentiated work discussion protocols, discussion of the work discussion protocols in the course, writing of meeting minutes

• Reflection on one's own (conscious and unconscious) emotional experience for shaping relationships with children, families and in the team

• Experiencing the importance of interaction processes of educational professionals and the connection with child development and educational processes

• Perceiving the connection between conflicts in the team or with superiors, taking into account the (unconscious) relationship dynamics

• Examination of self-reflective and other-reflective skills in the context of case work

Lecture with activating methods, discussion, conducting observations, case processing, final paper

Continuous assessment: Partial performance: Homework, continuous and committed participation in the work processes in the course, seminar paper

• In-depth development of basic and current specialist content for practical work in the field of elementary education (design of activities/learning arrangements conducive to education and the environment, methodological structure and preparation, daily routine); examination of pedagogically relevant specialist topics in the context of practical experience

• In-depth professional and personal examination of educational and upbringing goals in the field of elementary education

• Consideration of pedagogical and developmental theory, such as children's learning processes and personality development

• Discursive and increasingly in-depth examination of specific issues in the context of a particular educational and thematic area: justification of actions (how, why, what, with what)

• Deepening and reflecting on methods and strategies for making initial contact with children, building positive relationships with children, e.g. active listening, empathy, verbal support for actions, giving parents feedback, building a trusting relationship with parents;

• Testing and implementing tasks/projects/learning environments relating to children's main interests at the facility

• In-depth examination of observation, planning and documentation

• In-depth examination of skills and goals (social, personal, subject-related, learning method skills as well as rough and detailed goals)

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• Examination of the theory and history of (social) (in)equality and difference

• Examination of concepts of intercultural, interreligious, inclusive, gender-sensitive pedagogy and the pedagogy of diversity.

• Development of gender identity, particularities in development, intersexuality and transidentity

• Plurality of family forms and family cultures

• Crises and traumas - e.g. in the context of separation, death and migration

• Interweaving theory and practice using exemplary case studies

• Exemplary development of pedagogical options for action with regard to diversity in everyday kindergarten life with a focus on individual vs. group-related options for action

• Reflective examination of inclusion and participation as an attitude

Keynote speeches by the course instructor, self-study of texts, discussion of texts in the seminar or in small groups, self-reflection exercises

Continuous assessment: Partial achievements Diversity: term paper, presentation, case study, seminar paper

• Theories of professional, occupational and action ethics (in) elementary pedagogy (ethics as a theoretical dimension of education and upbringing / ethics as an area of education / ethics in initial and further training)

• Overall social contexts (value and norm systems, political systems, etc.) and processes of change (value pluralism, globalization, etc.) and their significance for ethical questions and problems for elementary education as a pedagogical practice and as a sub-discipline of education and educational science

• Comparison of national and international guiding concepts of ethics in elementary education

• Reflection on one's own values and norms as a basis for pedagogical action in the sense of (subjective) ethics of action

• Philosophizing in a pedagogical context/ with children

• Basic questions of philosophy, philosophy of education (Enlightenment - epoch of reason, black pedagogy, philosophical views of the nature of man)

Impulses by the course instructor with activating parts; group work, presentation and discussion of student-generated content / research and text study / supervised concept work

Continuous assessment: Immanent performance assessment, with the following partial performances: active and committed participation in all work processes of the course, homework, presentation

• Deepening knowledge of development-relevant theories and their relevance for movement education

• Practical testing of play and learning arrangements for movement education; differentiated reflection of emotional experience and precise verbalization

• Expanding the repertoire of movement education activities for children

• Linking the content with a gender-conscious view of the educational area of movement and health from the course "Diversity and Living Environments"

• Reflection on own attitudes towards gender roles in movement education

• Linking the content of the course "Elementary pedagogical fields of action: Inclusion, Language, Mint" - Designing inclusive play and learning arrangements that meet the needs of all children, including children with disabilities, chronic illness and psychosocial impairments

• Linking the content of the course "Psychodynamics and Play" with the basics of theater pedagogy

Lecture, combination of theoretical and practical components through exercises, interactive design of play and movement arrangements

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• Deepening knowledge of theories of development and their relevance for creative education

• Practical testing of creative play and learning arrangements; differentiated reflection of emotional experience and precise verbalization

• Production and use of play materials and didactic materials

• Expanding the repertoire of creative activities

• Linking the content with a gender-conscious view of the educational area of aesthetics and design from the course "Diversity and Living Environments"

• Reflection on own attitudes towards gender roles in creative education

• Linking the content of the course "Elementary pedagogical fields of action: Inclusion" - Designing inclusive play and learning arrangements that meet the needs of all children, including children with disabilities, chronic illness and psychosocial impairments

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course, portfolio for the LOP

• Deepening knowledge of developmental psychological theories and their relevance for artistic-creative education

• Practical testing of artistic-creative expression and learning arrangements; differentiated reflection of emotional experience and precise verbalization

• Production and use of instruments and didactic material

• Expansion of the repertoire of musical-creative offers

• Linking the content with a gender-conscious view of the educational field of music from the course "Diversity and Living Environments"

• Reflection on own attitudes towards gender roles in music and creative education

• Linking the content of the course "Elementary pedagogical fields of action: Inclusion, Language, Mint" - Designing inclusive expressive and learning arrangements that meet the needs of all children, including children with disabilities, chronic illness and psychosocial impairments

Text study, lecture, exercise, design of artistic-creative learning and play arrangements, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

• Examination of play in general in order to understand its driving forces

• Symbolic play, intermediate space, creativity

• Examination of children's play, taking into account the cognitive and motor development of a child

• Discussion of fundamental authors and theories on play and its significance for child development - basic knowledge

• Examination of the psychodynamic perspective on play processes: Play scenarios as a reflection of the child's experience of self and world (including trauma, crisis)

• Central modes (as-if mode; mode of psychological equivalence, egocentrism, etc.)

Lecture by the course instructor, individual and group work, written reflection, case analyses

Continuous assessment: Partial performance: committed participation in the course, text study, term paper, processing of case material and its reflection

Inclusive elementary education:

• Clarification of key terms in the context of inclusion,

• historical genesis of inclusive elementary education,

• central concepts and theories of inclusive primary education,

• disciplinary references of inclusive elementary education,

• Educational partnership in the context of disability, chronic illness and psychosocial impairment

DaZ - language development and language support

• Consolidation of the basics of language development (first and second language acquisition)

• Overview of language assessment tools with a focus on DaZ and their application

• The importance of relationship and emotion for second language development, reflection on one's own attitude as a pedagogical professional

• In-depth: Multilingualism in elementary educational institutions and challenges for pedagogical practice

• Language staircase: a model for analyzing pedagogical practice with regard to conducive and obstructive aspects of early (second) language development (implicit and explicit language prohibitions, unspoken multilingualism, symbolic multilingualism & language awareness, regulated multilingual language use, encouraged and supported multilingualism)

• Practical discussion as well as targeted planning and spontaneous implementation of language support sequences

Play, STEM and precursor skills

• Definition of "MINT" in the elementary sector

• Mathematics in everyday educational practice

• Science and technology

• Computer science/digital education (complementary to digital education)

• Educational mandates, educational framework plan

• Promote and support STEM skills (age-appropriate)

• Textures, measuring and comparing, optical devices, technical devices, books.

• Questioning techniques

• Reflection and research attitude

• Materials and equipment science

• National and international state of research

• Further education initiatives

• Examples, e.g. nose corner

Keynote speeches by the course instructor, group work, plenary presentations by students, discussion, text study

Continuous assessment: Continuous and committed participation in the work processes in the course, case work, term paper

• Application of empirical qualitative and empirical quantitative methods of data collection in an own teaching research project

• Analysis, interpretation and discussion of data obtained through the use of qualitative and quantitative methods in the context of a teaching research project

• Presentation of research results

• Writing a research report including presentation and discussion of research results

Group exercises, peer feedback, practical exercises

Continuous assessment: Partial achievements: Term papers, reflection report (final thesis)

• Overview of qualitative methods of data collection and data analysis including digital programs to support the research process

• Quality criteria of qualitative empirical research

• Research ethics in the context of qualitative research

Keynote speeches, group work, discussion, work assignments with feedback, peer feedback, practical exercises, literature study

Continuous assessment: Partial performance: committed and continuous participation, homework, oral presentations

• Overview of quantitative methods of data collection and data analysis including digital programs to support the research process

• Quality criteria of quantitative empirical research

• Research ethics in the context of quantitative research

Keynote speeches, group work, discussion, work assignments with feedback, peer feedback, practical exercises, literature study

Continuous assessment: Partial performance: committed and continuous participation, homework, oral presentations

• Differentiated examination of the question of how adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes

• Identification and differentiated examination of the assessment of one's own learning processes

• Expanded understanding of individual and group learning processes and understanding their significance for pedagogical action

• Differentiated elaboration and analysis of ambiguities or "puzzles" related to learning phenomena and in particular learning difficulties with a special focus on learning resistance of adults and children

• Imparting and discussing specialist and empirical knowledge on the topics of role identification, lesson planning, teaching and learning activities and didactic methods, blended learning, feedback cultures, performance assessment and teaching in the context of Bologna

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial performance: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Implementation of the work discussion method as a basis for case work and case analysis: observations at the learning location practice organization, creation of descriptive and differentiated work discussion protocols, discussion of the work discussion protocols in the course, writing of meeting minutes

• Reflecting on their own (conscious and unconscious) emotional experience with regard to its significance for shaping relationships with children, families and in the team

• Recognizing the importance of interaction processes of educational professionals and the connection with child development and educational processes

• Recognizing the connection between conflicts in the team or with superiors, taking into account the (unconscious) relationship dynamics

• Developing self-reflective and other-reflective skills in the context of case work

Lecture with activating methods, discussion, case processing

Continuous assessment: Partial performance: Homework, continuous and committed participation in the work processes in the course, seminar paper

• In-depth examination of the methodological and didactic preparation of play and learning arrangements/environments

• In-depth examination (observation, documentation, reflection and derivation of consequences) of the significance of staged child play sequences for children's well-being

• Persistence of gender difference in the educational institution: reflection on room design, play offerings, attitude with regard to gender and its stereotypes

• Responsiveness and co-regulation of emotions

• Educational cooperation with parents, external professionals, institutions (interdisciplinarity)

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• In this course, students deal with psychodynamic theories and concepts of team discussions, focusing in particular on relationship dynamics and the importance of an understanding attitude for the success of team discussions.

• Students deal with the specific tasks, roles and objectives of different settings and forms of team counseling and discussion, such as staff meetings, case discussions and collegial settings.

• Development of self-reflective and peer-reflective skills Counseling.

• Students deal with the kindergarten as an organization, taking psychodynamic aspects into account.

• Linking the developed psychodynamic theories and concepts with the practice of counseling and conducting discussions in the team

• Writing descriptive and differentiated protocols of discussions with the team

• Students are familiar with communication models relevant to counseling and interviewing in elementary education teams.

• Multi-professionalism / interdisciplinarity - networking in the field of different disciplines

Lecture with activating methods, group work and mumble rounds, discussion, group exercises, peer feedback, literature study, homework

Continuous assessment: Immanent performance assessment with partial performance (term paper, case work, continuous and committed participation in the work processes in the course, seminar paper).

Management of NPOs & change and knowledge management

• Special features in the organization of non-profit organizations with a focus on organizational culture and development phases

• Mission statement, goals and strategies of NPOs

• Fundamentals of change and knowledge management as the basis for actively shaping and controlling change processes

• Analytical tools for organizations and their further development and application in practice

Team building

• The development of a group into a team

• Fundamentals for good teamwork

• The importance of framework conditions for successful teamwork

• Utilization of resources in a team

• Methods for team development

• Causes of team conflicts

• Strategies for overcoming team conflicts

Financing, marketing and public relations

• Insight into the financing of investments and their overall economic role and significance in the context of sustainability

• Public budget and structure of the public budget as revenue side as well as expenditure using the example of investments in education

• Overall social impact of investments in education against the backdrop of distributional policy considerations with a link to the sustainability discourse

• Basic principles, methods and instruments of public relations work in the field of elementary education

• Strategic and conceptual foundations of marketing, sponsoring and fundraising

Lecture, peer feedback, literature study, group work, presentation, discussion, work assignments with feedback

Continuous assessment: Partial performance: Committed and active participation in all work processes of the course, term paper

• Basics of psychomotor skills

• The importance of sensory integration to promote perception

• Movement as a process and journey of discovery

• Fields of work, settings, objectives and role of occupational therapy with children -Participation in the ILV "Occupational therapy with children and adolescents", 3rd semester of the Bachelor's degree course in occupational therapy.

• Practical testing of play and learning arrangements for movement education

• Reflection on own movement socialization and its influence on pedagogical practice in the field of movement education

• Differentiated reflection of the emotional experience in the project "What moves me?" and verbalization of the meaning for one's own pedagogical actions

• Link to the content of the course "In-depth elementary pedagogical practice I:- diagnostics, trauma pedagogy, prevention"; application of methodological approaches as well as methods and instruments for diagnosing developmental and educational processes in movement education

• Children's forms of movement: Climbing, sliding, jumping, rolling, hiding, carrying, pushing

Lecture, impulses, exercises, design of play and movement arrangements for children

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the exercises in the course

• The importance of creativity as a means of promoting mental health according to D. W. Winnicott

• Painting place according to Arno Stern

• Theory of formulation according to Arno Stern

• Creativity as a process and journey of discovery

• Practical testing of creative play and learning arrangements

• Reflection on the socialization of one's own creativity and its influence on pedagogical practice in the field of creative education

• Differentiated reflection of the emotional experience in the project "Creative Journey of Discovery" and verbalization of the significance for one's own pedagogical actions at the learning location practice organization

• Link to the content of the course "In-depth elementary pedagogical practice: diagnostics, trauma pedagogy, prevention"; application of methodological approaches as well as methods and instruments for diagnosing developmental and educational processes in creative education

• Methods of essential materials such as paper, wood, clay, metal and plastic as well as materials and techniques from nature: charcoal, wood, leaves, stones, land art

Lecture by the course leader, individual and group work, exercises, reflective documentation

Continuous assessment: Partial performance: Documentation of the processes in the course, active participation in the processes in the course, portfolio for the LOP

• The importance of music, expression and dance as a means of promoting mental health

• Music, dance and rhythm as an expression of emotion and inner experience and a journey of discovery

• Practical testing of creative musical play and learning arrangements

• Reflection on the socialization of one's own musicality and its influence on pedagogical practice in the field of artistic-creative education

• Differentiated reflection on the emotional experience in the project "Musical-creative and rhythmic journey of discovery" and verbalization of the significance for one's own pedagogical actions

• Link to the content of the course "In-depth elementary pedagogical practice I: diagnostics, trauma pedagogy, prevention"; application of methodological approaches as well as methods and instruments for diagnosing developmental and educational processes in creative education

• Forms of artistic-creative exploration: singing, making music with Orff instruments and body percussion, designing song accompaniments, acting, watercolor painting to music, practicing rhythm and rhyming, etc.

Text study, lecture, exercise, design of artistic-creative learning and expression arrangements, reflective documentation

Continuous assessment: Partial performance: Reflection on own learning process, active participation in the exercises in the course

Diagnostics:

• Development and testing of the use of selected elementary educational diagnostic procedures (in particular observation, documentation and evaluation procedures) with reference to case material from educational practice

• Development of educational, child-raising and support concepts based on diagnostic processes using filling material.

Trauma pedagogy:

• Discussion of the basics of trauma pedagogy

• Addressing the connection between trauma and stressful developmental influences

• Differentiation between trauma-related disorders and developmental trauma disorders

• Transgenerational transmission of trauma

• Presentation of trauma therapy methods

• Differentiation between "trauma therapy" vs. "psychotherapy" and "pedagogy" vs. "therapy"

• Concepts for the possibility of corrective experiences in the relationship for those affected.

Prevention:

• Violence and violence prevention

• Forms of violence, recognizing and acting, messages of prevention

• Recognizing and assessing developmental deviations with regard to violence (prevention)

• Risk and protective factors, resilience

• Child protection, child protection concept

Keynote speeches by the course instructor, text study, plenary presentations by students, mumble rounds, moderated and recorded small group discussions, e-learning phases, discussions

Continuous assessment: Partial performance: Exercises, case work, term paper, written thesis

• Psychotraumas in children and adolescents,

• Trauma theories,

• Psychosocial crises (traumatic crises, life change crises)

• Principles of crisis intervention

• Crisis intervention with children

• Child welfare, child endangerment, child protection, child protection concepts

Theoretical input, group work, processing of specialist literature, case discussions

Continuous assessment: Involvement in the course, homework, written thesis

• Conception of the Bachelor's thesis on a research topic relevant to elementary education: survey of the state of research, identification and presentation of a research gap, formulation of a research question, development of the research design for the empirical study, development and writing of an exposé

• Consolidation of the basics of scientific work

• In-depth study of the rules of good scientific practice

• Consolidation of central research ethics problem areas

• Carrying out the first steps of the empirical study

• Writing the first parts of the Bachelor's thesis (focus: introduction, problem outline)

Keynote speeches by the course instructor, group work, plenary presentations by students, discussion, text study, coaching

Continuous assessment: Homework, presentations (oral/written), seminar paper (exposé), continuous and committed participation in the work processes in the course

• Differentiated examination of the question of how children and adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes.

• Identification and differentiated examination of the assessment of one's own learning process.

• Expanded understanding of individual and group learning processes and understanding their significance for one's own pedagogical actions.

• Differentiated elaboration and analysis of ambiguities or "puzzles" related to learning phenomena and in particular learning difficulties with a special focus on learning resistance of adults and children.

• Imparting and discussing specialist and empirical knowledge on the topics of role identification, lesson planning, teaching and learning activities and didactic methods, blended learning, feedback cultures, performance assessment and teaching in the context of Bologna.

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial performance: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Implementation of the work discussion method as a basis for case work and case analysis: observations at the learning location practice organization, creation of descriptive and differentiated work discussion protocols, discussion of the work discussion protocols in the course, writing of meeting minutes

• Reflection on one's own (conscious and unconscious) emotional experience with regard to its significance for shaping relationships with children, families and in the team

• Analyzing the interaction processes of educational professionals and their significance for children's developmental and educational processes

• Understanding conflicts within the team or with superiors, taking into account (unconscious) relationship dynamics

• Developing self-reflective and other-reflective skills in the context of case work

Lecture with activating methods, discussion, case processing

Continuous assessment: Partial performance: Homework, continuous and committed participation in the work processes in the course, seminar paper

• Examine pedagogical concepts/child protection concepts/emergency plans

• Try out reflection spaces and counseling options in the professional context (collegial feedback, collegial case counseling, specialist counseling, intervision, supervision, coaching, ...) and derive consequences for their own professional, pedagogical actions

• Implement counseling and discussion in cooperation with parents

• Bifocal perspective and child life-world orientation: identifying the (support) needs of children and families

• Play observation and psychodynamic understanding processes

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)

• Basic terms, concepts and theoretical approaches of quality management and quality development in the field of elementary education

• Instruments and methods of quality management and quality development and practical application

• Supporting and hindering factors for the implementation of development and change processes in the context of quality development.

• Professional-theoretical (critical) examination of the topic of quality management and quality development for the field of early childhood education

• Reflection on the practice of quality management and quality development from a professional theory perspective

• Fundamentals of the group relation approach: psychodynamics of groups and organizations and their relevance for management and organizations

• Connections between individual psychodynamics and psychosocial processes in groups and organizations and their significance for one's own actions

• Psychodynamics of groups and group types

Lecture, peer feedback, literature study, group work, presentation, discussion, work assignments with feedback

Continuous assessment: Active and committed participation in all work processes of the course, term paper, short presentation

The courses cover all in-depth topics relating to the legal framework as well as further discussions of the legal foundations of the field of elementary education.

• Repetition and consolidation of the legal foundations from the 2nd semester (supervision, child custody law, children's rights, child welfare, safety)

• Child welfare, child protection, tasks of the institution in cooperation with the KJH

• Legal principles in connection with disability and chronic illness

• The family in crisis

• Forms of divorce

• Custody and contact rights after separation or divorce

• Police and judicial measures to protect against violence

• Points of contact between work and court

• Complaints and criminal charges/ civil and criminal proceedings

Lecture by the course leader, activating methods, individual and group work, exchange in the plenum

Final exam: Partial performance: Presentations, case solutions, practical exercises, written final exam

• Case analyses based on the theoretical models and methods acquired during the course

• Processes of understanding the inner experience of children and the perception of one's own emotional involvement

• Reference to the necessity of mentalization and reflection skills for the diagnostic case understanding of children's behaviour, dynamics and interaction processes in group settings

Lecture by the course leader, individual and group work, written reflection

Continuous assessment: Partial performance: Case discussions, individual and group work, literature study, written thesis

Examination before a relevant examination board:

• Presentation and discussion of the central aspects of the Bachelor's thesis

• Case work and its links to the subjects of the curriculum

Commissioned final exam

Final exam: Final exam

• Carrying out the empirical study (developed in the concept seminar)

• Writing the Bachelor's thesis (focus: theory section, methods section, presentation of results)

• Presentation of the Bachelor's thesis

Keynote speeches by the course instructor, group work, plenary presentations by students, discussion, text study, coaching

Continuous assessment: Partial achievements: Presentation (oral), Bachelor thesis (process and final version)

• Differentiated reflection on the question of how children and adults learn and which factors are conducive to, but also hinder, the stimulation and completion of learning processes

• Differentiated examination of the assessment of one's own learning process

• Differentiated understanding of individual and group learning processes and understanding their significance for one's own pedagogical actions

• Differentiated elaboration and analysis of ambiguities or "puzzles" related to learning phenomena and, in particular, learning difficulties, with a special focus on learning resistance of adults and children

• Imparting and discussing specialist and empirical knowledge on the topics of role identification, lesson planning, teaching and learning activities and didactic methods, blended learning, feedback cultures, performance assessment and teaching in the context of Bologna

Keynote speeches by the course leader, mumble rounds, moderated and recorded small group discussions, text study

Continuous assessment: Partial performance: continuous and committed participation in the reflection processes in the course, continuous writing of a learning diary with entries on the personal learning process, peer groups (reflection groups)

• Conducting organizational observations and analyzing them according to the group relation approach

• Students deal theoretically with selected concepts of psychodynamic organizational theories and deepen the knowledge gained from this with the help of case analyses

• Differentiated reflection and analysis of the interplay of institutional structures and dynamics and their own/individual actions in pedagogical practice.

• Differentiated understanding of conflicts in the team or with superiors, taking into account the (unconscious) relationship dynamics in the context of institutional structures and dynamics.

• Development of differentiated self-reflective and other-reflective skills in the context of case work.

Lecture with activating methods, discussion, case processing

Continuous assessment: Partial performance: Term paper, continuous and committed participation in the work processes in the course, seminar paper

• Design, support and reflect on process-oriented, child-oriented and situational learning environments based on observations and the various educational areas

• Assess pedagogical quality and derive findings for their own pedagogical practice

• Diagnostic case understanding, observation and case analysis of a case

• Final reflection: Reflection on own attitude and professional self-image in terms of professionalization

• Self-reflective analysis with regard to one's own pedagogical actions

Professional support and guidance, preliminary and follow-up discussions, reflection on practical work experience, work assignments and exercises

Continuous assessment: The assessment is carried out by the degree program on the basis of written documentation and the report of the LOP lecturer as well as a three-way discussion between the lecturer at the practical learning location, the lecturer at the university learning location and the student (at the end of the semester)