# data[].attributes.headline
There is still a need for barrier-free access, structures and processes to generate data for research and to involve cooperation partners and individual users (data protection and access to the respective systems/labs).We need a room where testing is also possible on site (with all ages from children to dementia-developing persons but also the very old) plus video recording. This infrastructure has e.g. the katho.

# data[].attributes.subject
There is still a need for barrier-free access, structures and processes to generate data for research and to involve cooperation partners and individual users (data protection and access to the respective systems/labs).We need a room where testing is also possible on site (with all ages from children to dementia-developing persons but also the very old) plus video recording. This infrastructure has e.g. the katho.

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We are building one ourselves and have set up a cloud/server to use the generated data (DGSVO):AMBET – Lab (see AI-Teaching Approach LMU Munich)Algorithmic Medicine Based Multilingual Educational Technologies (AMBET): On the need for and implementation of digital educational diagnostics along lifespanAMBET procedures (Algorithmic Medicine Based Multilingual Educational Technologies) are educational technologies designed on the basis of algorithms and medicine and are able to collect (pre-)school skills and developmental trajectories in multiple languages already within the respective institution individually and with equal opportunities and valid for intersectoral cooperation and to process them for educational monitoring in and outside the institutions. First teaching based research approach (Feb-June 2023 Katho Catholic University of Applied Sciences of North Rhine-Westphalia, katho, Paderborn Höke/Isele/Kil): Professional competencies for the design of pedagogical interactions for cognitive activation and the opening of shared thinking processes in the sense of Sustained Shared Thinking are on the one hand highly significant for the educational support of children (Wadepohl 2021), but on the other hand are still too rarely applied in everyday practice in daycare centers (Schmidt et al. 2018). Students of our BA Childhood Education deal theoretically with these competencies in three modules (9, 10 & 19). In the innovative teaching concept, we complement the theoretical discussion with video-based interaction reflections in which students film themselves both in a situation in the context of digitally supported multilingual pedagogical diagnostics (Kil/Koppel 2022) and in a self-designed educational offer and reflect on these recordings in the seminar using quality criteria of pedagogical interactions such as Marte Meo (Aarts et al. 2023) or GiNA (Weltzien 2014). This methodology can provide evidence-based pedagogical support while increasing interaction skills (Göbel et al. 2019). Pedagogical professionals are involved in the teaching offer, who support the collective reflection processes through their in-depth practical experiences, but also benefit themselves in terms of content through their own video reflections and content from digital educational diagnostics for their practice.

# data[].attributes.subject
We are building one ourselves and have set up a cloud/server to use the generated data (DGSVO):AMBET – Lab (see AI-Teaching Approach LMU Munich)Algorithmic Medicine Based Multilingual Educational Technologies (AMBET): On the need for and implementation of digital educational diagnostics along lifespanAMBET procedures (Algorithmic Medicine Based Multilingual Educational Technologies) are educational technologies designed on the basis of algorithms and medicine and are able to collect (pre-)school skills and developmental trajectories in multiple languages already within the respective institution individually and with equal opportunities and valid for intersectoral cooperation and to process them for educational monitoring in and outside the institutions. First teaching based research approach (Feb-June 2023 Katho Catholic University of Applied Sciences of North Rhine-Westphalia, katho, Paderborn Höke/Isele/Kil): Professional competencies for the design of pedagogical interactions for cognitive activation and the opening of shared thinking processes in the sense of Sustained Shared Thinking are on the one hand highly significant for the educational support of children (Wadepohl 2021), but on the other hand are still too rarely applied in everyday practice in daycare centers (Schmidt et al. 2018). Students of our BA Childhood Education deal theoretically with these competencies in three modules (9, 10 & 19). In the innovative teaching concept, we complement the theoretical discussion with video-based interaction reflections in which students film themselves both in a situation in the context of digitally supported multilingual pedagogical diagnostics (Kil/Koppel 2022) and in a self-designed educational offer and reflect on these recordings in the seminar using quality criteria of pedagogical interactions such as Marte Meo (Aarts et al. 2023) or GiNA (Weltzien 2014). This methodology can provide evidence-based pedagogical support while increasing interaction skills (Göbel et al. 2019). Pedagogical professionals are involved in the teaching offer, who support the collective reflection processes through their in-depth practical experiences, but also benefit themselves in terms of content through their own video reflections and content from digital educational diagnostics for their practice.

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It would be a good idea to be able to try out "new" learning technologies to evaluate the possibilities, pros and also possible cons of the gear/technology for the individual teaching and learning setting (like a "lab") and also to be able to develop  didactical settings in which it/they can be used.

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Implementation of "Immersive learning" without the need of HMDs - especially for online and hybrid settings

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Implementation of "Immersive learning" without the need of HMDs - especially for online and hybrid settings

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Low level/low budget equipment for "ad hoc" hybrid and/or online teaching which is independent from the built-in infrastructure of the (seminar-) room and can be used and adapted "on the fly"

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I totally agree to this, but I would like to add "support" and "exchange" (including time ressources for exchange) 

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I totally agree to this, but I would like to add "support" and "exchange" (including time ressources for exchange) 

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This is what I personally also miss most in my teaching - suitable spaces for group work and  collaborative and/or creative tasks (for several groups with 3-6 People) and/or the possibility to quickly switch from a plenary setting to smaller groups and back again. In the context of our research in the NIILS project, this was also quite frequently mentioned by lecturers and students at UWK as a spatial need.

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This is what I personally also miss most in my teaching - suitable spaces for group work and  collaborative and/or creative tasks (for several groups with 3-6 People) and/or the possibility to quickly switch from a plenary setting to smaller groups and back again. In the context of our research in the NIILS project, this was also quite frequently mentioned by lecturers and students at UWK as a spatial need.

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NIILS explores how informal and non-conventional learning spaces are used in higher education, in different countries and regions. Recommendations and guidelines for users are developed to promote inclusive informal learning environments that are conducive to learning and well-being.

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NIILS - New Approaches for Inclusive Informal Learning Spaces

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NIILS explores how informal and non-conventional learning spaces are used in higher education, in different countries and regions. Recommendations and guidelines for users are developed to promote inclusive informal learning environments that are conducive to learning and well-being.

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The light lab is the only lab facility at the UWK that I know of. Since it has a very specific function and is spatially limited, we use it rather seldom for teaching and just for very specific design tasks... But it's always interesting to see how this special environment promotes exchange and creative processes.   

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The light lab is the only lab facility at the UWK that I know of. Since it has a very specific function and is spatially limited, we use it rather seldom for teaching and just for very specific design tasks... But it's always interesting to see how this special environment promotes exchange and creative processes.   

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in the sense of 'participatory research' and 'people-led research', I would like to involve target groups even more (e.g. through e voice-centred relational method of data analysis)

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in the sense of 'participatory research' and 'people-led research', I would like to involve target groups even more (e.g. through e voice-centred relational method of data analysis)

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in the context of community engagement we could think about involving community partners, stakeholders and target groups more in teaching and learning settings as well as in research activities

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in the context of community engagement we could think about involving community partners, stakeholders and target groups more in teaching and learning settings as well as in research activities

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Explore ways to effectively integrate AR and VR in teaching (& learning) spaces

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Explore ways to effectively integrate AR and VR in teaching (& learning) spaces

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in the sense of 'participatory research' and 'people-led research', I would like to involve target groups even more (e.g. through e voice-centred relational method of data analysis)

# data[].attributes.subject
in the sense of 'participatory research' and 'people-led research', I would like to involve target groups even more (e.g. through e voice-centred relational method of data analysis)

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in the context of community engagement, we could think about involving community partners, stakeholders and target groups in teaching and learning settings as well as in research activities

# data[].attributes.subject
in the context of community engagement, we could think about involving community partners, stakeholders and target groups in teaching and learning settings as well as in research activities

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AI-powered dialogue tools might be a great area to explore, in order to offer additional individualised support for students outside of class (or even as part of teaching for lecturers)

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AI-powered dialogue tools might be a great area to explore, in order to offer additional individualised support for students outside of class (or even as part of teaching for lecturers)

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I also think that having a learning space that supports different types of teaching formats would be a great addition. To best support current, but especially future students, this could then be taken even further, by including mic, speakers, screen & cameras set-ups that allow to easily switch from the plenum to group and pair work (by pairing students in the room with students online), so as to offer the best hybrid teching & learning exprience. 

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I also think that having a learning space that supports different types of teaching formats would be a great addition. To best support current, but especially future students, this could then be taken even further, by including mic, speakers, screen & cameras set-ups that allow to easily switch from the plenum to group and pair work (by pairing students in the room with students online), so as to offer the best hybrid teching & learning exprience. 

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Classroom sensor technology for tracking speech & sound level, motion & proximity, (room & body) temperature, light/illumination, air quality, etc.

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Classroom sensor technology for tracking speech & sound level, motion & proximity, (room & body) temperature, light/illumination, air quality, etc.

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Not appropriate software available, not appropriate infrastructure in rooms e.g. for hybrid collaborative learning situations. The university as a whole should be a learning lab. Not just a tiny space were only affiliated people have access to. I have been testing new software in the last years in teaching and learning. It needs someone who is paying for licences and hardware. We usually try to do this via project budget. Imho it needs budget, not a "lab".

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Not appropriate software available, not appropriate infrastructure in rooms e.g. for hybrid collaborative learning situations. The university as a whole should be a learning lab. Not just a tiny space were only affiliated people have access to. I have been testing new software in the last years in teaching and learning. It needs someone who is paying for licences and hardware. We usually try to do this via project budget. Imho it needs budget, not a "lab".

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Für meine Lehrtätigkeit würde ich von einem modularen Raum profitieren, der so gestaltet werden kann, dass er verschiedene Arten von Lernaktivitäten unterstützt. Zum Beispiel für Gruppenarbeiten, Präsentationen oder Co-Design-Sitzungen.

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Für meine Lehrtätigkeit würde ich von einem modularen Raum profitieren, der so gestaltet werden kann, dass er verschiedene Arten von Lernaktivitäten unterstützt. Zum Beispiel für Gruppenarbeiten, Präsentationen oder Co-Design-Sitzungen.

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I am not aware of any learning-lab like infrastructure at the university.

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I am not aware of any learning-lab like infrastructure at the university.

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Do you currently use any existing learning lab / space facility within the university for teaching or research purposes? If yes, kindly elaborate on the specific activities being conducted in those spaces.

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Do you currently use any existing learning lab / space facility within the university for teaching or research purposes? If yes, kindly elaborate on the specific activities being conducted in those spaces.

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Please respond to the questions identified with blue and red by clicking on the plus button to create a new post and place it near the relevant question. You are welcome to add your comments to existing answers and use them as inspiration.

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Please respond to the questions identified with blue and red by clicking on the plus button to create a new post and place it near the relevant question. You are welcome to add your comments to existing answers and use them as inspiration.

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Have you encountered a situation (or can you envision future scenarios) where you tried to conduct specific teaching or research activities, but could do so due to a lack of infrastructure within the university (e.g. specific physical spaces or necessary equipment)? If so, please describe the context and the specific infrastructure that was missing.

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Have you encountered a situation (or can you envision future scenarios) where you tried to conduct specific teaching or research activities, but could do so due to a lack of infrastructure within the university (e.g. specific physical spaces or necessary equipment)? If so, please describe the context and the specific infrastructure that was missing.