Research

Learning for the job is more than just acquiring knowledge. Building professional competences means acquiring complex skills that enable you to deal flexibly with different professional situations and master them successfully. Consequently, processes that show how knowledge is applied in professional situations play a decisive role in capturing professional learning. In our research, for example, we draw on the construct of professional vision and capture perceptual processes as part of professional learning in various professional fields (e.g., for teachers in the classroom, in art and music or in medicine).

How can learning environments be designed that really prepare students for professional practice? In our research, we develop and investigate learning opportunities in various vocational training programmes (e.g., teacher training, medical training, mountain rescue) that enable a step-by-step approach to real professional situations. Video reflections and simulations play a central role here: they allow complex requirements to be simplified, practised deliberately, and professional skills to be tested in a safe environment. At the same time, we are investigating which features make such learning environments particularly effective - for example in terms of authenticity, support, and feedback.

How can new technologies help to better understand and support professional learning? In our research, we use innovative methods to measure learning processes in a differentiated way and to actively support professional development. For example, we use eye tracking as an online measure to continuously analyse attention and perception processes in professional situations. Artificial intelligence methods are also used, for example to automatically analyse reflection texts and provide individual feedback. In this way, new technologies not only help to gain more precise insights into professional learning processes, but also create new opportunities to adaptively support competence development during initial and continuing education.

How are societal developments changing the demands placed on professional behaviour? And what skills will be needed in the future to successfully meet them? In our research, we analyse how professional requirements are changing because of developments such as digitalisation or the use of artificial intelligence. Using the example of teachers, we analyse which skills are required for effective teaching with digital media. On this basis, we derive which skills are necessary for successfully mastering these new requirements and how competence development can be specifically supported.