{"id":2102,"date":"2024-02-15T12:48:00","date_gmt":"2024-02-15T11:48:00","guid":{"rendered":"https:\/\/agile-educational-leadership.de\/v1\/digitalitaet-1\/"},"modified":"2025-01-25T15:29:39","modified_gmt":"2025-01-25T14:29:39","slug":"digitalitaet-1","status":"publish","type":"page","link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/digitalitaet-1\/","title":{"rendered":"Digitality 1.0"},"content":{"rendered":"\n<p><\/p>\n\n<p class=\"has-ast-global-color-4-background-color has-background\">Note (15.02.2024): Last updated on 23.09.2021 (chan\u00adge\u00adlog). This page has been repla\u00adced by a&nbsp;cur\u00adrent ver\u00adsi\u00adon and is available here as an archi\u00adve for the <span class=\"caps\">AEL<\/span> book ver\u00adsi\u00adon 1.0 until fur\u00adther notice.&nbsp;<\/p>\n\n<blockquote class=\"wp-block-quote has-text-align-left is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cDigi\u00adtal tech\u00adno\u00adlo\u00adgies are omni\u00adpre\u00adsent and have fun\u00adda\u00admen\u00adtal\u00adly chan\u00adged the con\u00addi\u00adti\u00adons in which we live and work. I&nbsp;would descri\u00adbe the\u00adse new con\u00addi\u00adti\u00adons as digi\u00adta\u00adli\u00adty.\u201d (trans\u00adla\u00adted with DeeplPro)<\/p>\n<cite><a rel=\"noreferrer noopener\" href=\"https:\/\/de.wikipedia.org\/wiki\/Felix_Stalder\" target=\"_blank\">Felix Stal\u00adder<\/a> (2019)<sup><a href=\"#footnote_1_2102\" id=\"identifier_1_2102\" class=\"footnote-link footnote-identifier-link\" title=\"&nbsp;https:\/\/www.thinktank-transit.ch\/den-schritt-zuruck-gibt-es-nicht\/\">1<\/a><\/sup><\/cite><\/blockquote>\n\n<p><br>Today, digi\u00adta\u00adli\u00adsa\u00adti\u00adon and digi\u00adta\u00adli\u00adty gene\u00adral\u00adly repre\u00adsent the self-evi\u00addent con\u00adtext in which are\u00adas of socie\u00adty are deve\u00adlo\u00adping. For the edu\u00adca\u00adti\u00adon sec\u00adtor in par\u00adti\u00adcu\u00adlar, this over\u00adall social trend opens up enorm\u00adous oppor\u00adtu\u00adni\u00adties for its own cul\u00adtu\u00adral deve\u00adlo\u00adp\u00adment, despi\u00adte the chal\u00adlenges. In this con\u00adtext, digi\u00adta\u00adli\u00adty is of cen\u00adtral importance for Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship due to its cul\u00adtu\u00adral-sci\u00aden\u00adti\u00adfic ori\u00aden\u00adta\u00adti\u00adon as a&nbsp;con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adon in the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor and frame\u00adwork for action. Becau\u00adse the terms rela\u00adting to the digi\u00adtal in par\u00adti\u00adcu\u00adlar are very varied in the edu\u00adca\u00adti\u00adon sec\u00adtor, this chap\u00adter dif\u00adfe\u00adren\u00adtia\u00adtes and descri\u00adbes the under\u00adstan\u00adding of digi\u00adta\u00adli\u00adty in order to crea\u00adte a&nbsp;basis and frame of refe\u00adrence for agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship in the fol\u00adlo\u00adwing chapters.&nbsp;<\/p>\n\n<div class=\"pwp4-wrapper intrinsic-ignore\" id=\"podlovewebplayer_7c927d2fca3b5c9e62902ec619184a60f82e8836\" data-episode=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/digitalitaet\/?podlove_action=pwp4_config\"><audio controls=\"controls\" preload=\"none\">\n  <source src=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/podlove\/file\/3\/s\/webplayer\/c\/website\/Digitalitaet.mp3\" type=\"audio\/mpeg\">\n<\/audio><\/div>\n\n<p>Licence<sup><a href=\"#footnote_2_2102\" id=\"identifier_2_2102\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/de.freepik.com\/psd\/mockup&quot;>Mockup PSD by Vectorium - de.freepik.com; book-cover by Kerstin Mayrberger, Lizenz CC BY 4.0\">2<\/a><\/sup><\/p>\n\n<p><em>[Note: If the media file is not dis\u00adplay\u00aded cor\u00adrect\u00adly in your brow\u00adser, all pod\u00adcast chap\u00adters of the <span class=\"caps\">AEL<\/span> book ver\u00adsi\u00adon 1.0 can also be lis\u00adten\u00aded to direct\u00adly <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/agile-educational-leadership\/id1561170923\">here<\/a>.(ger\u00adman version)]<\/em><\/p>\n\n<ul class=\"wp-block-list\">\n<li><a href=\"#digitaler-wandel\" data-type=\"internal\" data-id=\"#digitaler-wandel\">Digi\u00adtal change<\/a><\/li>\n\n\n\n<li><a href=\"#digitalisierung-digitalit%C3%A4t\" data-type=\"internal\" data-id=\"#digitalisierung-digitalit\u00e4t\">Digi\u00adta\u00adliza\u00adti\u00adon and digitality<\/a><\/li>\n\n\n\n<li><a href=\"#digitalit%C3%A4t-hochschulbildung\" data-type=\"internal\" data-id=\"#digitalit\u00e4t-hochschulbildung\">digi\u00adta\u00adli\u00adty and hig\u00adher education<\/a><\/li>\n\n\n\n<li><a href=\"#digitale-transformation\" data-type=\"internal\" data-id=\"#digitale-transformation\">Digi\u00adtal transformation<\/a><\/li>\n<\/ul>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"digitaler-wandel\">Digital change <\/h3>\n\n<p><em>How have you expe\u00adri\u00aden\u00adced the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon in the edu\u00adca\u00adti\u00adon sec\u00adtor so&nbsp;far?<\/em><\/p>\n\n<p>When it comes to digi\u00adta\u00adli\u00adsa\u00adti\u00adon and digi\u00adta\u00adli\u00adty in the Ger\u00adman edu\u00adca\u00adti\u00adon sec\u00adtor, a&nbsp;recur\u00adring pat\u00adtern has been obser\u00adved in the deba\u00adtes for at least the last 20 years, and it now seems pos\u00adsi\u00adble to break this pattern.&nbsp;<\/p>\n\n<p><strong>From <em>whea\u00adther <\/em>to <\/strong><em><strong>how<\/strong> <\/em><br>The role of the new media or digi\u00adtal media or mobi\u00adle media or e\u2011learning in edu\u00adca\u00adti\u00adon, depen\u00adding on which term was favou\u00adred at the time, was seen with its oppor\u00adtu\u00adni\u00adties and limi\u00adta\u00adti\u00adons, reflec\u00adted on in detail and exem\u00adpla\u00adry expe\u00adri\u00adments were car\u00adri\u00aded out. Over the last few deca\u00addes, the inte\u00adgra\u00adti\u00adon of digi\u00adtal media in edu\u00adca\u00adti\u00adon, espe\u00adci\u00adal\u00adly in school les\u00adsons or uni\u00adver\u00adsi\u00adty tea\u00adching, has been less and less a&nbsp;ques\u00adti\u00adon of <em>whea\u00adther<\/em>, dif, but more and more a&nbsp;ques\u00adti\u00adon of <em>how<\/em>. <\/p>\n\n<p>At the same time, it could be obser\u00adved that bey\u00adond broad deba\u00adtes and diver\u00adse pro\u00adjects or indi\u00advi\u00addu\u00adal plans, rela\u00adtively few sys\u00adte\u00adma\u00adtic, bin\u00adding acti\u00advi\u00adties took place across the board. Such acti\u00advi\u00adties could have con\u00adtri\u00adbu\u00adted to streng\u00adthening the natu\u00adral inte\u00adgra\u00adti\u00adon of digi\u00adtal media along\u00adside the exis\u00adting, tra\u00addi\u00adtio\u00adnal media, so that the didac\u00adtic deve\u00adlo\u00adp\u00adment of lear\u00adning envi\u00adron\u00adments and thus lear\u00adning with regard to lear\u00adners and inno\u00adva\u00adti\u00adve lear\u00adning sce\u00adna\u00adri\u00ados in sub\u00adject-spe\u00adci\u00adfic and inter\u00addi\u00adsci\u00adpli\u00adna\u00adry con\u00adtexts beco\u00adme more com\u00admon\u00adplace. On a&nbsp;posi\u00adti\u00adve note, it should be noted that the bold dis\u00adcus\u00adsion about the decis\u00adi\u00adon <em>for <\/em>or <em>against<\/em> digi\u00adtal media in the edu\u00adca\u00adti\u00adon sec\u00adtor is now view\u00aded in a&nbsp;more dif\u00adfe\u00adren\u00adtia\u00adted way. The only thing that now needs to be cla\u00adri\u00adfied is the <em>how<\/em>, i.e. the ques\u00adti\u00adon of imple\u00admen\u00adta\u00adti\u00adon. And this is whe\u00adre we stand today. Behind the <em>how<\/em> how, to put it blunt\u00adly, is the chall\u00adenge of an inno\u00adva\u00adti\u00adve and con\u00adtem\u00adpo\u00adra\u00adry deve\u00adlo\u00adp\u00adment of tea\u00adching and lear\u00adning as well as the deve\u00adlo\u00adp\u00adment of edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adons and thus the edu\u00adca\u00adti\u00adon sec\u00adtor. The cur\u00adrent cri\u00adti\u00adcal and con\u00ads\u00adtruc\u00adti\u00adve expe\u00adri\u00aden\u00adces that are being made ever\u00ady\u00adwhe\u00adre in the edu\u00adca\u00adti\u00adon sec\u00adtor repre\u00adsent a&nbsp;rea\u00adli\u00adstic and encou\u00adra\u00adging refe\u00adrence for the next pos\u00adsi\u00adble steps in the deve\u00adlo\u00adp\u00adment of (hig\u00adher) education.&nbsp;<\/p>\n\n<p><strong>Tech\u00adno\u00adlo\u00adgie as a&nbsp;dri\u00adver<\/strong><br>To this day, ques\u00adti\u00adons about the deve\u00adlo\u00adp\u00adment of edu\u00adca\u00adti\u00adon are quick\u00adly fol\u00adlo\u00adwed by the ques\u00adti\u00adon of digi\u00adta\u00adliza\u00adti\u00adon as some\u00adthing that is taken for gran\u00adted and with which inno\u00adva\u00adti\u00adve edu\u00adca\u00adti\u00adon is thought of tog\u00ade\u00adther. This is fol\u00adlo\u00adwed by a&nbsp;focus on infra\u00adstruc\u00adtu\u00adre and its pro\u00adcu\u00adre\u00adment. Howe\u00adver, the equal\u00adly self-evi\u00addent next step is often miss\u00ading, name\u00adly the much more chal\u00adlen\u00adging ques\u00adti\u00adon of how to enable a&nbsp;chan\u00adged lear\u00adning cul\u00adtu\u00adre in the edu\u00adca\u00adti\u00adon sec\u00adtor and what role such a&nbsp;cul\u00adtu\u00adral chan\u00adge plays for the stake\u00adhol\u00adders invol\u00adved and what they need in such a&nbsp;process.&nbsp;<\/p>\n\n<p>At the same time, it can be obser\u00adved that a&nbsp;lot of time is always spent on the ques\u00adti\u00adon of infra\u00adstruc\u00adtu\u00adre or, once this has been lar\u00adge\u00adly cla\u00adri\u00adfied, the ques\u00adti\u00adons of rights and obli\u00adga\u00adti\u00adons. It seems that the fun\u00adda\u00admen\u00adtal cul\u00adtu\u00adral ques\u00adti\u00adons that can\u00adnot be rela\u00adted to indi\u00advi\u00addu\u00adal tools, tool\u00adsets or end devices are also post\u00adpo\u00adned in this way\u2009\u2014\u2009and with each new tech\u00adno\u00adlo\u00adgi\u00adcal advan\u00adce. This has been obser\u00adved over the last few years, with the respec\u00adti\u00adve deba\u00adtes being fuel\u00adled by new tech\u00adno\u00adlo\u00adgies that have beco\u00adme estab\u00adlished on the mar\u00adket, and some\u00adti\u00admes also by exces\u00adsi\u00adve eupho\u00adria. Initi\u00adal\u00adly, it was lap\u00adtops for a&nbsp;lon\u00adger peri\u00adod of time, fol\u00adlo\u00adwed by an inten\u00adse deba\u00adte about mobi\u00adle devices such as tablets, com\u00adbi\u00adned with Wi-Fi equip\u00adment and inter\u00adac\u00adti\u00adve white\u00adboards in edu\u00adca\u00adtio\u00adnal insti\u00adtu\u00adti\u00adons (see, i.e, Stol\u00adten\u00adhoff, 2019 for a&nbsp;dis\u00adcour\u00adse ana\u00adly\u00adsis of media edu\u00adca\u00adti\u00adon in schools sin\u00adce 1995)<sup><a href=\"#footnote_3_2102\" id=\"identifier_3_2102\" class=\"footnote-link footnote-identifier-link\" title=\"Stoltenhoff, A.-K. (2019). Medienbildung im kompetenzorientierten Schulsystem Diskurs- und hegemonietheoretische Analyse des Wissensfeldes \u203aschulische Medienbildung\u2039 (dissertation). Faculty of Economics and Social Sciences of the Eberhard Karls University of T\u00fcbingen, T\u00fcbingen.\">3<\/a><\/sup>. Today, for exam\u00adp\u00adle, vir\u00adtu\u00adal rea\u00adli\u00adty and aug\u00admen\u00adted rea\u00adli\u00adty are important tech\u00adno\u00adlo\u00adgy-based dri\u00advers in voca\u00adtio\u00adnal edu\u00adca\u00adti\u00adon and trai\u00adning and lear\u00adning ana\u00adly\u00adtics in hig\u00adher edu\u00adca\u00adti\u00adon. Arti\u00adfi\u00adci\u00adal intel\u00adli\u00adgence is curr\u00adent\u00adly even regard\u00aded as an over\u00adar\u00adching social trend. But here, too, the real\u00adly exci\u00adting ques\u00adti\u00adon is how the edu\u00adca\u00adti\u00adon sec\u00adtor, or what is refer\u00adred to here as edu\u00adca\u00adtio\u00adnal, can deve\u00adlop under the\u00adse con\u00addi\u00adti\u00adons and what of this can be shaped by us actors.&nbsp;<\/p>\n\n<p><strong>Bey\u00adond the <em>how<\/em><\/strong><br>Even if the focus is usual\u00adly pla\u00adced on tech\u00adno\u00adlo\u00adgy first, a&nbsp;com\u00admon under\u00adstan\u00adding is emer\u00adging that it can\u00adnot remain sole\u00adly with hard\u00adware and infra\u00adstruc\u00adtu\u00adre, but that the deve\u00adlo\u00adp\u00adment of a&nbsp;cor\u00adre\u00adspon\u00adding tea\u00adching and lear\u00adning cul\u00adtu\u00adre as well as media-rela\u00adted qua\u00adli\u00adfi\u00adca\u00adti\u00adon or trai\u00adning of all stake\u00adhol\u00adders is just as neces\u00adsa\u00adry (see, for exam\u00adp\u00adle, the approach in the cross-edu\u00adca\u00adtio\u00adnal stra\u00adtegy on edu\u00adca\u00adti\u00adon for a&nbsp;digi\u00adtal world of the <span class=\"caps\">KMK<\/span> 2017))<sup><a href=\"#footnote_4_2102\" id=\"identifier_4_2102\" class=\"footnote-link footnote-identifier-link\" title=\"Konferenz der Kultusminister der L\u00e4nder in der Bundesrepublik Deutschland. (2017). Strategie \u201eBildung in der digitalen Welt\u201c (Beschluss der KMK vom 08.12.2016 in the version of 07.12.2017). Berlin. Accessed 16.03.2021, from www.kmk.org\/fileadmin\/Dateien\/pdf\/PresseUndAktuelles\/2018\/Digitalstrategie_2017_mit_Weiterbildung.pdf.\">4<\/a><\/sup>. Howe\u00adver, the cen\u00adtral chall\u00adenge seems to be to move for\u00adward tog\u00ade\u00adther as soon as the devices have been unpa\u00adcked and the per\u00adcen\u00adta\u00adge figu\u00adres on Wi-Fi covera\u00adge have been sta\u00adtis\u00adti\u00adcal\u00adly pro\u00adces\u00adsed. A&nbsp;fur\u00adther chall\u00adenge lies in reco\u00adgni\u00adzing, in the important, cri\u00adti\u00adcal deba\u00adtes that are and should be held here, which indi\u00advi\u00addu\u00adal inte\u00adrests shape and influence acti\u00advi\u00adties, espe\u00adci\u00adal\u00adly in the lar\u00adge field of edu\u00adca\u00adti\u00adon and digitalization.&nbsp;<\/p>\n\n<p>Over\u00adall, all deba\u00adtes to date have been lin\u00adked by the fact that they sta\u00adgna\u00adte con\u00adspi\u00adcuous\u00adly soon when it comes to the ques\u00adti\u00adon of a&nbsp;sui\u00adta\u00adble <em>how<\/em>, i.e. the con\u00adsis\u00adtent imple\u00admen\u00adta\u00adti\u00adon pro\u00adcess, espe\u00adci\u00adal\u00adly when it comes to nati\u00adon\u00adwi\u00adde pro\u00adjects with the help of a&nbsp;mas\u00adter\u00adplan. The\u00adre seems to be more com\u00admit\u00adment in the cul\u00adtu\u00adre of deba\u00adte sur\u00adroun\u00adding the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of the edu\u00adca\u00adti\u00adon sec\u00adtor than in a&nbsp;cul\u00adtu\u00adre of doing. But are long-term mas\u00adter plans for a&nbsp;digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon still nee\u00added today, with tech\u00adno\u00adlo\u00adgi\u00adcal deve\u00adlo\u00adp\u00adment its\u00adelf taking place in ever shorter cycles when it comes to the future of the edu\u00adca\u00adti\u00adon sec\u00adtor and con\u00adtem\u00adpo\u00adra\u00adry edu\u00adca\u00adti\u00adon for the next generation?&nbsp;<\/p>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"digitalisierung-digitalit\u00e4t\">Digitalisation and digitality&nbsp;<\/h3>\n\n<p>When con\u00adside\u00adring cal\u00adling the approach pre\u00adsen\u00adted here Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship, we deli\u00adbera\u00adte\u00adly refrai\u00adned from expli\u00adcit\u00adly men\u00adtio\u00adning or adding a&nbsp;refe\u00adrence to digi\u00adta\u00adli\u00adsa\u00adti\u00adon becau\u00adse digi\u00adta\u00adli\u00adsa\u00adti\u00adon is seen here as a&nbsp;self-evi\u00addent con\u00addi\u00adti\u00adon that con\u00adsti\u00adtu\u00adtes the frame\u00adwork for action. Such an expli\u00adcit addi\u00adti\u00adon of a \u201cdigi\u00adtal\u201d, for exam\u00adp\u00adle, to digi\u00adtal agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship or agi\u00adle edu\u00adca\u00adtio\u00adnal digi\u00adtal lea\u00adder\u00adship would also result in a&nbsp;trun\u00adca\u00adted view, becau\u00adse this is not about digi\u00adtal lea\u00adder\u00adship with digi\u00adtal tools or instru\u00adments, but essen\u00adti\u00adal\u00adly about a&nbsp;tech\u00adno\u00adlo\u00adgy-inde\u00adpen\u00addent view. In this respect, the term <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adliza\u00adti\u00adon and digi\u00adta\u00adli\u00adty<\/em> would be the most appro\u00adpria\u00adte from the cur\u00adrent per\u00adspec\u00adti\u00adve, pro\u00advi\u00added that the estab\u00adlish\u00adment of a&nbsp;con\u00adcre\u00adte refe\u00adrence is seen as helpful.&nbsp;<\/p>\n\n<p>This choice of wor\u00adding can be explai\u00adned by the rele\u00advan\u00adce of both a&nbsp;tech\u00adno\u00adlo\u00adgi\u00adcal and a&nbsp;cul\u00adtu\u00adral stu\u00addies per\u00adspec\u00adti\u00adve. And becau\u00adse Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship, as will beco\u00adme clea\u00adrer in later chap\u00adters, is less asso\u00adcia\u00adted with tech\u00adno\u00adlo\u00adgies and tech\u00adni\u00adques and more with prac\u00adti\u00adces and prac\u00adti\u00adce and the asso\u00adcia\u00adted com\u00admu\u00adni\u00adca\u00adti\u00adon, inter\u00adac\u00adtion and joint action, it is pre\u00adcis\u00ade\u00adly a&nbsp;per\u00adspec\u00adti\u00adve that focu\u00adses more stron\u00adgly on cul\u00adtu\u00adre that is so relevant.&nbsp;<\/p>\n\n<p>The con\u00adcept of digi\u00adta\u00adli\u00adty was deve\u00adlo\u00adped in the con\u00adtext of a&nbsp;<em>cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty <\/em>(Stal\u00adder, 2016)<sup><a href=\"#footnote_5_2102\" id=\"identifier_5_2102\" class=\"footnote-link footnote-identifier-link\" title=\"Stalder, F. (2016). Kultur der Digitalit\u00e4t. Berlin: Suhrkamp.\">5<\/a><\/sup> in recent years in the dis\u00adcus\u00adsion in the edu\u00adca\u00adti\u00adon sec\u00adtor and with its help a&nbsp;con\u00adscious dif\u00adfe\u00adren\u00adtia\u00adti\u00adon from digi\u00adta\u00adliza\u00adti\u00adon has been&nbsp;made.&nbsp;<\/p>\n\n<p><strong>Digi\u00adta\u00adli\u00adsa\u00adti\u00adon<\/strong> <br>For Stal\u00adder, digi\u00adta\u00adli\u00adsa\u00adti\u00adon stands for the mecha\u00adni\u00adsa\u00adti\u00adon and crea\u00adti\u00adon of tech\u00adni\u00adcal infra\u00adstruc\u00adtu\u00adre, which is a&nbsp;pre\u00adre\u00adqui\u00adsi\u00adte for the (fur\u00adther) deve\u00adlo\u00adp\u00adment of a&nbsp;cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty. This also appli\u00ades to the tea\u00adching and lear\u00adning cul\u00adtu\u00adre in the edu\u00adca\u00adti\u00adon sec\u00adtor as well as to all fields of action bey\u00adond tea\u00adching to the are\u00adas of sup\u00adport and admi\u00adnis\u00adtra\u00adti\u00adon. Pure digi\u00adta\u00adli\u00adsa\u00adti\u00adon of edu\u00adca\u00adtio\u00adnal insti\u00adtu\u00adti\u00adons in the sen\u00adse of mecha\u00adni\u00adsa\u00adti\u00adon would the\u00adr\u00ade\u00adfo\u00adre be a&nbsp;means to an end in order to ensu\u00adre a&nbsp;bet\u00adter and long-negle\u00adc\u00adted level of equip\u00adment and a&nbsp;func\u00adtion\u00adal infra\u00adstruc\u00adtu\u00adre. Howe\u00adver, this approach pres\u00adents a&nbsp;loo\u00adming obs\u00adta\u00adcle to cul\u00adtu\u00adral chan\u00adge: pre\u00advious and some\u00adti\u00admes out\u00adda\u00adted approa\u00adches, struc\u00adtures and con\u00adcepts as well as pedago\u00adgi\u00adcal and didac\u00adtic approa\u00adches could mere\u00adly be digi\u00adta\u00adli\u00adsed ins\u00adtead of lea\u00adding to a&nbsp;rede\u00adsign of the tea\u00adching and lear\u00adning cul\u00adtu\u00adre through deve\u00adlo\u00adped approa\u00adches, com\u00admu\u00adni\u00adca\u00adti\u00adon methods or con\u00adcepts for action.&nbsp;<\/p>\n\n<p>This is why it is some\u00adti\u00admes per\u00adcei\u00adved as dif\u00adfi\u00adcult to speak of <em>digi\u00adta\u00adle edu\u00adca\u00adti\u00adon<\/em> or <em>digi\u00adtal lear\u00adning<\/em> in a&nbsp;shor\u00adten\u00aded form, as this is often asso\u00adcia\u00adted with and con\u00adveys the afo\u00adre\u00admen\u00adtio\u00adned hurd\u00adle of digi\u00adta\u00adli\u00adzed edu\u00adca\u00adti\u00adon or digi\u00adta\u00adli\u00adzed lear\u00adning. This impli\u00ades that pre\u00advious edu\u00adca\u00adtio\u00adnal ide\u00adas and tea\u00adching and lear\u00adning con\u00adcepts from ever\u00ady\u00adday ana\u00adlo\u00adgue life could basi\u00adcal\u00adly be digi\u00adti\u00adzed 1:1 if only the right tech\u00adno\u00adlo\u00adgy were available. An alter\u00adna\u00adti\u00adve view would be to use the pos\u00adsi\u00adbi\u00adli\u00adties now expan\u00added by digi\u00adta\u00adliza\u00adti\u00adon to make new, appro\u00adpria\u00adte didac\u00adtic con\u00adside\u00adra\u00adti\u00adons for tea\u00adching or in the deve\u00adlo\u00adp\u00adment of cur\u00adri\u00adcu\u00adla, modu\u00adles or cur\u00adri\u00adcu\u00adla. The topic of imple\u00admen\u00adting distance lear\u00adning in schools or online tea\u00adching in uni\u00adver\u00adsi\u00adties is curr\u00adent\u00adly a&nbsp;very pro\u00admi\u00adnent exam\u00adp\u00adle of this (Hoch\u00adschul\u00adfo\u00adrum Digi\u00adta\u00adli\u00adsie\u00adrung, 2020)<sup><a href=\"#footnote_6_2102\" id=\"identifier_6_2102\" class=\"footnote-link footnote-identifier-link\" title=\"Hochschulforum Digitalisierung (2020). . Corona und die digitale Hochschullehre: Ein Einblick in den aktuellen Forschungsstand. Accessed 17.03.2021, from https:\/\/hochschulforumdigitalisierung.de\/corona-digitale-hochschullehre-forschung.\">6<\/a><\/sup>. <\/p>\n\n<p><strong>Digi\u00adta\u00adli\u00adty<\/strong> <br>In (hig\u00adher) edu\u00adca\u00adti\u00adon, digi\u00adta\u00adli\u00adty also stands for a&nbsp;more cul\u00adtu\u00adral stu\u00addies per\u00adspec\u00adti\u00adve and descrip\u00adti\u00adon of the cur\u00adrent sta\u00adte of socie\u00adty under the con\u00addi\u00adti\u00adons of a&nbsp;cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty (Mayr\u00adber\u00adger, 2020)<sup><a href=\"#footnote_7_2102\" id=\"identifier_7_2102\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. (2020). Digitalisierung und Digitalit\u00e4t in der Hochschulbildung.  Bildung und Erziehung. 73,   2, 136-154.\">7<\/a><\/sup>. Digi\u00adta\u00adli\u00adt\u00e4t baut auf Tech\u00adni\u00adsie\u00adrung und Digi\u00adta\u00adli\u00adsie\u00adrung auf und meint das Aus\u00adhan\u00addeln von Kom\u00admu\u00adni\u00adka\u00adti\u00adons- und Hand\u00adlungs\u00adwei\u00adsen und beinhal\u00adtet letzt\u00adlich die Fra\u00adge, wie wir in der heu\u00adti\u00adgen Gesell\u00adschaft leben, arbei\u00adten und auch ler\u00adnen wol\u00adlen. Digi\u00adta\u00adli\u00adt\u00e4t meint daher mehr als Digi\u00adta\u00adli\u00adsie\u00adrung, und umfasst Pra\u00adxis wie Prak\u00adti\u00adken in einer Kul\u00adtur der Digi\u00adta\u00adli\u00adt\u00e4t. Die\u00adse Kul\u00adtur der Digi\u00adta\u00adli\u00adt\u00e4t ist vor allem gepr\u00e4gt durch drei beson\u00adde\u00adre For\u00admen: 1) Refe\u00adren\u00adzia\u00adli\u00adt\u00e4t, d.h. Ver\u00adnet\u00adzung von Per\u00adso\u00adnen und Daten; 2) Gemein\u00adschaft\u00adlich\u00adkeit, d.h. sozia\u00adle Gemein\u00adschaft und sozi\u00adal ver\u00adnetz\u00adtes Han\u00addeln sowie 3) Algo\u00adrith\u00admi\u00adzi\u00adt\u00e4t, die auf die gro\u00ad\u00dfe Bedeu\u00adtung von Daten Bezug nimmt und deren Ein\u00adwir\u00adken auf Ent\u00adschei\u00addun\u00adgen und das Suchen und Fin\u00adden sowie Ver\u00adnet\u00adzen von Inhal\u00adten. Die\u00adse Bedin\u00adgun\u00adgen rah\u00admen der\u00adzeit unser Han\u00addeln und stel\u00adlen damit auch die rah\u00admen\u00adden Bedin\u00adgun\u00adgen f\u00fcr einen Kul\u00adtur\u00adwan\u00addel in den unter\u00adschied\u00adli\u00adchen Bil\u00addungs\u00adbe\u00adrei\u00adchen dar (sie\u00adhe Stal\u00adder 2017 f\u00fcr den Hoch\u00adschul\u00adbil\u00addungs\u00adbe\u00adreich)<sup><a href=\"#footnote_8_2102\" id=\"identifier_8_2102\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.fernuni-hagen.de\/universitaet\/themen\/reihe_hochschulperspektiven\/stalder.shtml, abgerufen am 31.03.2021\">8<\/a><\/sup>. <\/p>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"digitalit\u00e4t-hochschulbildung\">Digitality and higher education<br><br><\/h3>\n\n<p id=\"digitalit\u00e4t-hochschulbildung\">Stal\u00adder gets to the heart of the con\u00adnec\u00adtion bet\u00adween digi\u00adta\u00adli\u00adsa\u00adti\u00adon, digi\u00adta\u00adli\u00adty and the edu\u00adca\u00adtio\u00adnal con\u00adtext very well when he high\u00adlights the exam\u00adp\u00adle of hig\u00adher education:&nbsp;<\/p>\n\n<blockquote class=\"wp-block-quote has-text-align-left is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cThe cen\u00adtral chall\u00adenge for uni\u00adver\u00adsi\u00adties under the con\u00addi\u00adti\u00adons chan\u00adged by digi\u00adta\u00adli\u00adty is not pri\u00adma\u00adri\u00adly which devices should now be purcha\u00adsed, but how they should and want to reor\u00adga\u00adni\u00adse their own prac\u00adti\u00adces under the\u00adse con\u00addi\u00adti\u00adons. [\u2026] The chal\u00adlenges of digi\u00adta\u00adli\u00adty are the\u00adr\u00ade\u00adfo\u00adre not pri\u00adma\u00adri\u00adly on a&nbsp;tech\u00adni\u00adcal level, but on an epis\u00adte\u00admo\u00adlo\u00adgi\u00adcal and orga\u00adni\u00adsa\u00adtio\u00adnal level. Only by deve\u00adlo\u00adping ans\u00adwers to the\u00adse chal\u00adlenges can the infra\u00adstruc\u00adtu\u00adre be deve\u00adlo\u00adped in such a&nbsp;way that it ful\u00adfils the chan\u00adged requi\u00adre\u00adments for tea\u00adching, rese\u00adarch and social embed\u00adding\u201d (trans\u00adla\u00adted with DeeplPro)&nbsp;<\/p>\n<cite>(Stal\u00adder, 2018, S. 15)<sup><a href=\"#footnote_9_2102\" id=\"identifier_9_2102\" class=\"footnote-link footnote-identifier-link\" title=\"Stalder, F. (2018): Herausforderungen der Digitalit\u00e4t jenseits der Technologie. Synergie \u2013 Fachmagazin f\u00fcr Digitalisierung in der Lehre, 5, 8-15.\">9<\/a><\/sup>&nbsp;<\/cite><\/blockquote>\n\n<p>A cul\u00adtu\u00adral per\u00adspec\u00adti\u00adve on digi\u00adta\u00adli\u00adty is also based on the fact that, unli\u00adke tech\u00adno\u00adlo\u00adgi\u00adcal pro\u00adgress, it is not neces\u00ads\u00ada\u00adri\u00adly repla\u00adced by the next tech\u00adno\u00adlo\u00adgi\u00adcal trend. Rather, ana\u00adlo\u00adgue and digi\u00adtal prac\u00adti\u00adces can exist along\u00adside each other as well as inte\u00adgra\u00adted or buil\u00adding on each other and the\u00adre can also be reinter\u00adpre\u00adta\u00adti\u00adons of pre\u00advious\u00adly ana\u00adlo\u00adgue prac\u00adti\u00adces in a&nbsp;digi\u00adtal con\u00adtext (Heim\u00adst\u00e4dt, M., &amp;&nbsp;Gegen\u00adhu\u00adber, T., 2020)<sup><a href=\"#footnote_10_2102\" id=\"identifier_10_2102\" class=\"footnote-link footnote-identifier-link\" title=\"Heimst\u00e4dt, M., &amp; Gegenhuber, T. (2020). Digitale Transformation der Hochschulbildung \u2013 M\u00f6glichkeiten strategischen Handelns. In M. Deimann &amp; T. van Treeck (Hrsg.), Digitalisierung der Hochschule \u2013 Aspekte und Perspektiven der Transformation (S. 41). Berlin: DUZ Verlags- und Medienhaus.\">10<\/a><\/sup>. In this respect, the term digi\u00adta\u00adli\u00adsa\u00adti\u00adon or digi\u00adta\u00adli\u00adsa\u00adti\u00adon of tea\u00adching and lear\u00adning or digi\u00adtal lear\u00adning as well as digi\u00adtal edu\u00adca\u00adti\u00adon falls short in the (fur\u00adther) deve\u00adlo\u00adp\u00adment of the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor, which usual\u00adly starts at the micro level of tea\u00adching and learning.&nbsp;<\/p>\n\n<p>An alter\u00adna\u00adti\u00adve con\u00adside\u00adra\u00adti\u00adon would be the idea of a&nbsp;gap word to make it clear that the\u00adre are a&nbsp;varie\u00adty of tech\u00adno\u00adlo\u00adgi\u00adcal and cul\u00adtu\u00adral per\u00adspec\u00adti\u00adves on \u201cdigi\u00adtal\u201d, digi\u00adta\u00adli\u00adsa\u00adti\u00adon and digi\u00adta\u00adli\u00adty with regard to edu\u00adca\u00adti\u00adon. One could then speak of <em>Digi\u00adtal\u00adBil\u00addung<\/em> some\u00adwhat arti\u00adfi\u00adci\u00adal\u00adly, but with an inte\u00adgra\u00adting inten\u00adti\u00adon, in order to impli\u00adcit\u00adly think about and depict the differentiation.&nbsp;<\/p>\n\n<p>The con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adon of digi\u00adtal chan\u00adge is a&nbsp;dyna\u00admic one and will also have an impact on the deve\u00adlo\u00adp\u00adment of inter\u00adac\u00adtion and com\u00admu\u00adni\u00adca\u00adti\u00adon and thus on the cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty over time. The dif\u00adfe\u00adren\u00adtia\u00adti\u00adon out\u00adlined here is rele\u00advant for agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship becau\u00adse it beco\u00admes clear that digi\u00adta\u00adli\u00adty as a&nbsp;frame\u00adwork is an expli\u00adcit con\u00addi\u00adti\u00adon and meaningful refe\u00adrence point that frames the approach, but is not its\u00adelf an expli\u00adcit part of the approach. The edu\u00adca\u00adti\u00adon sec\u00adtor as well as edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adons and insti\u00adtu\u00adti\u00adons will deve\u00adlop in the cour\u00adse of their respec\u00adti\u00adve digi\u00adtal transformation.&nbsp;<\/p>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"digitale-transformation\">Digital transformation <\/h3>\n\n<p>The digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon in the edu\u00adca\u00adti\u00adon sec\u00adtor and its edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adons can be explai\u00adned quite sober\u00adly by the fact that all pro\u00adces\u00adses and frame\u00adwork con\u00addi\u00adti\u00adons are digi\u00adtal and the\u00adr\u00ade\u00adfo\u00adre based on digi\u00adtal data and infor\u00adma\u00adti\u00adon pro\u00adces\u00adsing in order to moder\u00adni\u00adse the edu\u00adca\u00adtio\u00adnal organisation.&nbsp;<\/p>\n\n<p>The dis\u00adcus\u00adsion about the role of tech\u00adno\u00adlo\u00adgies in the edu\u00adca\u00adtio\u00adnal pro\u00adcess and the neces\u00adsa\u00adry infra\u00adstruc\u00adtu\u00adre, which has been obser\u00adved exten\u00adsi\u00adve\u00adly in recent deca\u00addes, is the\u00adr\u00ade\u00adfo\u00adre rele\u00advant becau\u00adse it crea\u00adtes a&nbsp;neces\u00adsa\u00adry basis, but it is no lon\u00adger suf\u00adfi\u00adci\u00adent with regard to the edu\u00adca\u00adti\u00adon sec\u00adtor. Today, the role of data, its gene\u00adra\u00adti\u00adon and, abo\u00adve all, its sto\u00adrage, use and dele\u00adti\u00adon is much more important from the per\u00adspec\u00adti\u00adve of tho\u00adse invol\u00adved in edu\u00adca\u00adti\u00adon. Data in the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor can be used to opti\u00admi\u00adze coun\u00adsel\u00adling, lear\u00adning and exami\u00adna\u00adti\u00adon pro\u00adces\u00adses as well as stu\u00addy pro\u00adgram\u00adme plan\u00adning, as is curr\u00adent\u00adly bund\u00adled under the key\u00adword lear\u00adning ana\u00adly\u00adtics (Ifen\u00adtha\u00adler, 2020)<sup><a href=\"#footnote_11_2102\" id=\"identifier_11_2102\" class=\"footnote-link footnote-identifier-link\" title=\"Ifenthaler, D. (2020). Learning Analytics im Hochschulkontext \u2013 Potenziale aus Sicht von Stakeholdern, Datenschutz und Handlungsempfehlungen. In R. A. F\u00fcrst (Hrsg.),     Digitale Bildung und K\u00fcnstliche Intelligenz in Deutschland. Nachhaltige Wettbewerbsf\u00e4higkeit und Zukunftsagenda  (S. 519\u2013535). Wiesbaden: Springer.\">11<\/a><\/sup>.<span class=\"has-inline-color has-vivid-red-color\"><\/span><span class=\"has-inline-color has-vivid-red-color\"><\/span> In addi\u00adti\u00adon, the role of data not only in socie\u00adty as a&nbsp;who\u00adle, but also in the edu\u00adca\u00adti\u00adon sec\u00adtor, gives rise to a&nbsp;cri\u00adti\u00adcal dis\u00adcus\u00adsion of its use and the abili\u00adty to hand\u00adle it well and responsibly.&nbsp;<\/p>\n\n<p>From the per\u00adspec\u00adti\u00adve of the orga\u00adni\u00adsa\u00adti\u00adons, the ana\u00adly\u00adsis and use of data is of inte\u00adrest, be it for the opti\u00admi\u00adsa\u00adti\u00adon of busi\u00adness pro\u00adces\u00adses in rela\u00adti\u00adon to the enti\u00adre edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adon, as is the case, for exam\u00adp\u00adle, for uni\u00adver\u00adsi\u00adties that are not sta\u00adte-fun\u00added (see, for exam\u00adp\u00adle, the descrip\u00adti\u00adon of the <span class=\"caps\">US<\/span> initia\u00adti\u00adve <span class=\"caps\">EDUCAUSE<\/span>)<sup><a href=\"#footnote_12_2102\" id=\"identifier_12_2102\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.educause.edu\/focus-areas-and-initiatives\/digital-transformation, accessed 31.03.2021\">12<\/a><\/sup>. <\/p>\n\n<p>Less sober\u00adly, digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon in the edu\u00adca\u00adti\u00adon sec\u00adtor stands for a&nbsp;cul\u00adtu\u00adral chan\u00adge that, if suc\u00adcessful, repres\u00adents a&nbsp;very effec\u00adti\u00adve ele\u00adment in the joint fur\u00adther deve\u00adlo\u00adp\u00adment of socie\u00adty, inclu\u00adding the edu\u00adca\u00adti\u00adon sec\u00adtor. At the same time, howe\u00adver, with all the digi\u00adtal inno\u00adva\u00adtions, it is also an enorm\u00adous endea\u00advor for ever\u00adyo\u00adne invol\u00adved, becau\u00adse some of the pre\u00advious habits are now being cal\u00adled into ques\u00adti\u00adon or com\u00adple\u00adte\u00adly repla\u00adced by new possibilities.&nbsp;<\/p>\n\n<p><strong>Chan\u00adged life\u00adworld<\/strong> <br>Just as our ever\u00ady\u00adday life\u00adworld is per\u00adme\u00ada\u00adted by media, it is also under\u00adstan\u00adda\u00adble that the edu\u00adca\u00adtio\u00adnal sec\u00adtor is. And we noti\u00adce in our ever\u00ady\u00adday com\u00admu\u00adni\u00adca\u00adti\u00adon and actions how some\u00adthing is chan\u00adging \u2013 per\u00adhaps only uncon\u00adscious\u00adly at first. The clea\u00adrest exam\u00adp\u00adle of this is the way in which our exch\u00adan\u00adge of infor\u00adma\u00adti\u00adon has deve\u00adlo\u00adped via mobi\u00adle pho\u00adnes and today\u2019s smart\u00adphones. If you think back to the role play\u00aded by making pho\u00adne calls with an ana\u00adlo\u00adgue pho\u00adne at home or in the pho\u00adne booths that were set up ever\u00ady\u00adwhe\u00adre, the role that mobi\u00adle pho\u00adne capa\u00adbi\u00adli\u00adty and sen\u00adding text mes\u00adsa\u00adges has sin\u00adce come to play for us, and how that has chan\u00adged again sin\u00adce every smart\u00adphone is a&nbsp;small com\u00adpu\u00adter and we can access the inter\u00adnet from any smart\u00adphone. In par\u00adti\u00adcu\u00adlar, our acti\u00advi\u00adties in social net\u00adworks and via mes\u00adsen\u00adger ser\u00advices show us how the way we inter\u00adact with each other has slow\u00adly chan\u00adged. Just think, for exam\u00adp\u00adle, of the fact that it has now beco\u00adme com\u00admon prac\u00adti\u00adce to send video or voice mes\u00adsa\u00adges via a&nbsp;mes\u00adsen\u00adger ser\u00advice that was ori\u00adgi\u00adnal\u00adly inten\u00added for text mes\u00adsa\u00adges. What has remain\u00aded the same is that you can exch\u00adan\u00adge mes\u00adsa\u00adges at the same time, i.e. syn\u00adchro\u00adno\u00adus\u00adly, or at dif\u00adfe\u00adrent times, i.e. asyn\u00adchro\u00adno\u00adus\u00adly \u2013 only the way in which you do it has expan\u00added and deve\u00adlo\u00adped. The exam\u00adp\u00adle shows that as tech\u00adno\u00adlo\u00adgies have deve\u00adlo\u00adped, our prac\u00adti\u00adces, i.e. how we do some\u00adthing as a&nbsp;mat\u00adter of cour\u00adse or how we do some\u00adthing, have also deve\u00adlo\u00adped or have been com\u00adple\u00adte\u00adly rein\u00adtro\u00addu\u00adced. The fact that exch\u00adan\u00adge has a&nbsp;high cul\u00adtu\u00adral value has not chan\u00adged. But the prac\u00adti\u00adce of how we inter\u00adact with each other has deve\u00adlo\u00adped over the years becau\u00adse, for exam\u00adp\u00adle, in addi\u00adti\u00adon to tele\u00adpho\u00adne and let\u00adter, other com\u00admu\u00adni\u00adca\u00adti\u00adon for\u00admats such as e\u2011mail, <span class=\"caps\">SMS<\/span> or short mes\u00adsa\u00adges or video and text mes\u00adsa\u00adges are available, which can be sup\u00adple\u00admen\u00adted by images or emoticons.&nbsp;<\/p>\n\n<p><strong>Chan\u00adged world of edu\u00adca\u00adti\u00adon<\/strong> <br>Simi\u00adlar to the exam\u00adp\u00adle of exch\u00adan\u00adge in the pri\u00adva\u00adte sphe\u00adre, the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon in the field of edu\u00adca\u00adti\u00adon not only ensu\u00adres the mecha\u00adniza\u00adti\u00adon of pro\u00adces\u00adses, for which digi\u00adtal infra\u00adstruc\u00adtu\u00adre is nee\u00added to moder\u00adni\u00adze the orga\u00adniza\u00adti\u00adon of edu\u00adca\u00adti\u00adon, but is also part\u00adly respon\u00adsi\u00adble for a&nbsp;cul\u00adtu\u00adral chan\u00adge when new prac\u00adti\u00adces and thus chan\u00adged edu\u00adca\u00adtio\u00adnal prac\u00adti\u00adce deve\u00adlop in an emer\u00adgent way. We are also expe\u00adri\u00aden\u00adcing this in tea\u00adching and lear\u00adning, or more abs\u00adtract\u00adly in com\u00admu\u00adni\u00adca\u00adti\u00adon, inter\u00adac\u00adtion and social inter\u00adac\u00adtion with each other, as exem\u00adpli\u00adfied by the now taken-for-gran\u00adted and incre\u00adasing\u00adly con\u00adfi\u00addent use of video con\u00adfe\u00adren\u00adcing, which will pro\u00adba\u00adb\u00adly have beco\u00adme estab\u00adlished for sel\u00adec\u00adted formats.&nbsp;<\/p>\n\n<p>Digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon in the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor can bring about a&nbsp;chan\u00adge in tea\u00adching and lear\u00adning cul\u00adtu\u00adre if con\u00adcre\u00adte ide\u00adas about how we want to teach and learn in the future are com\u00adbi\u00adned with the acti\u00advi\u00adties that digi\u00adtal tech\u00adno\u00adlo\u00adgies enable today or requi\u00adre from users in a&nbsp;posi\u00adti\u00adve sen\u00adse due to the way they are used. For exam\u00adp\u00adle, an exch\u00adan\u00adge in a&nbsp;group chat or forum bet\u00adween tea\u00adchers and lear\u00adners or bet\u00adween lear\u00adners them\u00adsel\u00adves is docu\u00admen\u00adted on a&nbsp;lear\u00adning plat\u00adform for all to read, thus ensu\u00adring trans\u00adpa\u00adren\u00adcy bet\u00adween all par\u00adti\u00adci\u00adpan\u00adts. The same appli\u00ades to wiki tech\u00adno\u00adlo\u00adgy, as can be seen from the exam\u00adp\u00adle of Wiki\u00adpe\u00addia: Anyo\u00adne can con\u00adtri\u00adbu\u00adte and chan\u00adge some\u00adthing, but what has been edi\u00adto\u00adri\u00adal\u00adly released by whom and for what reasons it has been dele\u00adted, chan\u00adged or rewrit\u00adten is docu\u00admen\u00adted in the ver\u00adsio\u00adning of the respec\u00adti\u00adve pages in a&nbsp;way that is equal\u00adly trans\u00adpa\u00adrent and com\u00adpre\u00adhen\u00adsi\u00adble for ever\u00adyo\u00adne. Through auto\u00adma\u00adted docu\u00admen\u00adta\u00adti\u00adon, tech\u00adno\u00adlo\u00adgy the\u00adr\u00ade\u00adfo\u00adre poten\u00adti\u00adal\u00adly con\u00adtri\u00adbu\u00adtes to the pos\u00adsi\u00adbi\u00adli\u00adty that the exch\u00adan\u00adge can take place in a&nbsp;com\u00adpre\u00adhen\u00adsi\u00adble man\u00adner and thus more on an equal foo\u00adting or, on the con\u00adtra\u00adry, that power con\u00adstel\u00adla\u00adti\u00adons beco\u00adme appa\u00adrent. Power imba\u00adlan\u00adces bet\u00adween the actors can pos\u00adsi\u00adbly even be redu\u00adced with this infor\u00adma\u00adti\u00adon. In this way, tea\u00adching and les\u00adsons can poten\u00adti\u00adal\u00adly be desi\u00adgned in a&nbsp;more trans\u00adpa\u00adrent, open and over\u00adall lear\u00adner-ori\u00aden\u00adta\u00adted way in line with didac\u00adti\u00adcal\u00adly con\u00adtem\u00adpo\u00adra\u00adry tea\u00adching and lear\u00adning con\u00adcepts in order to enable and encou\u00adra\u00adge lear\u00adners to take grea\u00adter respon\u00adsi\u00adbi\u00adli\u00adty for their lear\u00adning process.&nbsp;<\/p>\n\n<p><strong>Indi\u00advi\u00addu\u00adals in Focus<\/strong> <br>The chall\u00adenge for the edu\u00adca\u00adti\u00adon sec\u00adtor out\u00adlined abo\u00adve still lies in the <em>how<\/em>, i.e. the pro\u00adcess of the (fur\u00adther) deve\u00adlo\u00adp\u00adment of edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adons with their respec\u00adti\u00adve tea\u00adching and lear\u00adning cul\u00adtures and their estab\u00adlished prac\u00adti\u00adces and respec\u00adti\u00adve spe\u00adcia\u00adlist aca\u00adde\u00admia prac\u00adti\u00adces under the con\u00addi\u00adti\u00adons of digitality.&nbsp;<\/p>\n\n<p>In most cases, as is the case here, the micro level of tea\u00adching and lear\u00adning and, strict\u00adly spea\u00adking, also of test\u00ading is loo\u00adked at first in this con\u00adtext, becau\u00adse this is easier for many to grasp through their own expe\u00adri\u00aden\u00adces. And the micro level is also addres\u00adsed becau\u00adse it is also important that the edu\u00adca\u00adtio\u00adnal sec\u00adtor should ulti\u00adm\u00adate\u00adly enable suc\u00adcessful and good lear\u00adning and edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses. It is the\u00adr\u00ade\u00adfo\u00adre important to empha\u00adsi\u00adze that alt\u00adhough the exam\u00adp\u00adle of tea\u00adching and lear\u00adning is often cited becau\u00adse it is easy to ima\u00adgi\u00adne, actors in the edu\u00adca\u00adti\u00adon sec\u00adtor who can poten\u00adti\u00adal\u00adly take on agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship for their sec\u00adtor natu\u00adral\u00adly also refer to actors who share respon\u00adsi\u00adbi\u00adli\u00adty for the wider frame\u00adwork, wit\u00adhout which tea\u00adching or les\u00adsons would not be pos\u00adsi\u00adble at all, in addi\u00adti\u00adon to lear\u00adners and tea\u00adchers. This includes employees in admi\u00adnis\u00adtra\u00adti\u00adon or from the sup\u00adport sys\u00adtems as well as tho\u00adse with manage\u00adment func\u00adtions or edu\u00adca\u00adtio\u00adnal poli\u00adcy&nbsp;tasks.&nbsp;<\/p>\n\n<p>In this way, it was also made clear here as an exam\u00adp\u00adle for the micro level that much more is pos\u00adsi\u00adble with digi\u00adtal media in the edu\u00adca\u00adti\u00adon sec\u00adtor than sim\u00adply trans\u00adfer\u00adring exis\u00adting les\u00adsons or tea\u00adching, inclu\u00adding estab\u00adlished pro\u00adce\u00addu\u00adres and didac\u00adtic con\u00adcepts, 1:1 to digi\u00adtal and thus digi\u00adtiz\u00ading them. The tech\u00adni\u00adcal infra\u00adstruc\u00adtu\u00adre that digi\u00adtal media offers for tea\u00adching and lear\u00adning, as well as for rese\u00adarch and admi\u00adnis\u00adtra\u00adti\u00adon, forms the basis for the deve\u00adlo\u00adp\u00adment of a&nbsp;spe\u00adci\u00adfic cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty for each edu\u00adca\u00adtio\u00adnal sec\u00adtor with its own practices.&nbsp;<\/p>\n\n<p>The\u00adre is now a&nbsp;bet\u00adter oppor\u00adtu\u00adni\u00adty to cul\u00adti\u00adva\u00adte lear\u00adner-cent\u00adred prac\u00adti\u00adces, for exam\u00adp\u00adle. For such a&nbsp;per\u00adspec\u00adti\u00adve, the rela\u00adti\u00adonship or prio\u00adri\u00adti\u00adsa\u00adti\u00adon of pedago\u00adgy, tech\u00adno\u00adlo\u00adgy, digi\u00adta\u00adliza\u00adti\u00adon or didac\u00adtics is irrele\u00advant. After all, when deve\u00adlo\u00adping new con\u00adcepts and approa\u00adches for (hig\u00adher) edu\u00adca\u00adti\u00adon, indi\u00advi\u00addu\u00adal lear\u00adners and their indi\u00advi\u00addu\u00adal, ite\u00adra\u00adti\u00adve lear\u00adning pro\u00adces\u00adses are beco\u00adming more important than going through or tea\u00adching a&nbsp;cer\u00adtain amount of con\u00adtent, as is tra\u00addi\u00adtio\u00adnal\u00adly the case. The design of for\u00admal, non-for\u00admal or even infor\u00admal lear\u00adning envi\u00adron\u00adments in such a&nbsp;lear\u00adner-cent\u00adred prac\u00adti\u00adce is geared towards the peo\u00adp\u00adle invol\u00adved with their diver\u00adse needs and con\u00adtri\u00adbu\u00adti\u00adons \u2013 and of cour\u00adse under the con\u00addi\u00adti\u00adons of digitality.&nbsp;<\/p>\n\n<p>Just as in the spe\u00adci\u00adfic area of tea\u00adching and lear\u00adning, lear\u00adner-ori\u00aden\u00adta\u00adti\u00adon and thus the focus on indi\u00advi\u00addu\u00adals and their wil\u00adling\u00adness to take respon\u00adsi\u00adbi\u00adli\u00adty for their own lear\u00adning pro\u00adcess can pro\u00admo\u00adte chan\u00adge in the lear\u00adning cul\u00adtu\u00adre, agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship also starts with the indi\u00advi\u00addu\u00adal. Here too, the aim is to act effec\u00adtively step by step in the respec\u00adti\u00adve area, in which ever\u00adyo\u00adne takes respon\u00adsi\u00adbi\u00adli\u00adty for their respec\u00adti\u00adve area of acti\u00advi\u00adty in the form of an idea of lea\u00adder\u00adship and demons\u00adtra\u00adtes lea\u00adder\u00adship. Such indi\u00advi\u00addu\u00adal and team efforts to advan\u00adce the edu\u00adca\u00adti\u00adon sec\u00adtor in the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon could help to make bet\u00adter pro\u00adgress with the <em>how<\/em> than befo\u00adre \u2013 name\u00adly step by&nbsp;step.&nbsp;<\/p>\n\n<p><\/p>\n\n<pre class=\"wp-block-verse\"><strong><div class=\"alignleft\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/wieso-educational-oder-bildung-matters-1\/\" title=\"Why Educational? Or: Education matters! 1.0\">Vorherige Seite: Why Educational? Or: Education matters! 1.0<\/a><\/div><div class=\"alignright\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/personenorientierung-1\/\" title=\"Person-orientation 1.0\">N\u00e4chste Seite: Person-orientation 1.0<\/a><\/div><\/strong><\/pre>\n<ol class=\"footnotes\"><li id=\"footnote_1_2102\" class=\"footnote\">https:\/\/www.thinktank-transit.ch\/den-schritt-zuruck-gibt-es-nicht\/<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_1_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_2_2102\" class=\"footnote\"><a href=\"https:\/\/de.freepik.com\/psd\/mockup%22%3EMockup\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/de.freepik.com\/psd\/mockup\u201d&gt;Mockup<\/a> <span class=\"caps\">PSD<\/span> by Vec\u00adto\u00adri\u00adum\u2009\u2014\u2009de.freepik.com; book-cover by Kers\u00adtin Mayr\u00adber\u00adger, Lizenz <span class=\"caps\">CC<\/span> <span class=\"caps\">BY<\/span> 4.0<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_2_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_3_2102\" class=\"footnote\">Stol\u00adten\u00adhoff, A.-K. (2019). <em>Medi\u00aden\u00adbil\u00addung im kom\u00adpe\u00adtenz\u00adori\u00aden\u00adtier\u00adten Schul\u00adsys\u00adtem Dis\u00adkurs- und hege\u00admo\u00adnie\u00adtheo\u00adre\u00adti\u00adsche Ana\u00adly\u00adse des Wis\u00adsens\u00adfel\u00addes \u203aschu\u00adli\u00adsche Medi\u00aden\u00adbil\u00addung\u2039<\/em> (dis\u00adser\u00adta\u00adti\u00adon). Facul\u00adty of Eco\u00adno\u00admics and Social Sci\u00aden\u00adces of the Eber\u00adhard Karls Uni\u00adver\u00adsi\u00adty of T\u00fcbin\u00adgen, T\u00fcbin\u00adgen.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_3_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_4_2102\" class=\"footnote\">Kon\u00adfe\u00adrenz der Kul\u00adtus\u00admi\u00adnis\u00adter der L\u00e4n\u00adder in der Bun\u00addes\u00adre\u00adpu\u00adblik Deutsch\u00adland. (2017). <em>Stra\u00adte\u00adgie \u201eBil\u00addung in der digi\u00adta\u00adlen Welt\u201c <\/em>(Beschluss der <span class=\"caps\">KMK<\/span> vom 08.12.2016 in the ver\u00adsi\u00adon of 07.12.2017). Ber\u00adlin. Acces\u00adsed 16.03.2021, from www.kmk.org\/fileadmin\/Dateien\/pdf\/PresseUndAktuelles\/2018\/Digitalstrategie_2017_mit_Weiterbildung.pdf. <span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_4_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_5_2102\" class=\"footnote\">Stal\u00adder, F. (2016).<em> Kul\u00adtur der Digi\u00adta\u00adli\u00adt\u00e4t<\/em>. Ber\u00adlin: Suhr\u00adkamp.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_5_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_6_2102\" class=\"footnote\">Hoch\u00adschul\u00adfo\u00adrum Digi\u00adta\u00adli\u00adsie\u00adrung (2020). . <em>Coro\u00adna und die digi\u00adta\u00adle Hoch\u00adschul\u00adleh\u00adre: Ein Ein\u00adblick in den aktu\u00adel\u00adlen For\u00adschungs\u00adstand<\/em>. Acces\u00adsed 17.03.2021, from <a rel=\"noreferrer noopener\" href=\"https:\/\/hochschulforumdigitalisierung.de\/de\/corona-digitale-hochschullehre-forschung\" target=\"_blank\">https:\/\/hochschulforumdigitalisierung.de\/corona-digitale-hochschullehre-forschung<\/a>.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_6_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_7_2102\" class=\"footnote\">Mayr\u00adber\u00adger, K. (2020). Digi\u00adta\u00adli\u00adsie\u00adrung und Digi\u00adta\u00adli\u00adt\u00e4t in der Hoch\u00adschul\u00adbil\u00addung. <em>Bil\u00addung und Erzie\u00adhung. 73, <\/em> 2, 136\u2009\u2013\u2009154.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_7_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_8_2102\" class=\"footnote\">https:\/\/www.fernuni-hagen.de\/universitaet\/themen\/reihe_hochschulperspektiven\/stalder.shtml, abge\u00adru\u00adfen am 31.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_8_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_9_2102\" class=\"footnote\">Stal\u00adder, F. (2018): Her\u00adaus\u00adfor\u00adde\u00adrun\u00adgen der Digi\u00adta\u00adli\u00adt\u00e4t jen\u00adseits der Tech\u00adno\u00adlo\u00adgie. <em>Syn\u00ader\u00adgie \u2013 Fach\u00adma\u00adga\u00adzin f\u00fcr Digi\u00adta\u00adli\u00adsie\u00adrung in der Leh\u00adre, 5<\/em>, 8\u2009\u2013\u200915.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_9_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_10_2102\" class=\"footnote\">Heim\u00adst\u00e4dt, M., &amp;&nbsp;Gegen\u00adhu\u00adber, T. (2020). Digi\u00adta\u00adle Trans\u00adfor\u00adma\u00adti\u00adon der Hoch\u00adschul\u00adbil\u00addung \u2013 M\u00f6g\u00adlich\u00adkei\u00adten stra\u00adte\u00adgi\u00adschen Han\u00addelns. In M. Dei\u00admann &amp;&nbsp;T. van Tre\u00adeck (Hrsg.), <em>Digi\u00adta\u00adli\u00adsie\u00adrung der Hoch\u00adschu\u00adle \u2013 Aspek\u00adte und Per\u00adspek\u00adti\u00adven der Trans\u00adfor\u00adma\u00adti\u00adon<\/em> (S. 41). Ber\u00adlin: <span class=\"caps\">DUZ<\/span> Ver\u00adlags- und Medi\u00aden\u00adhaus.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_10_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_11_2102\" class=\"footnote\">Ifen\u00adtha\u00adler, D. (2020). Lear\u00adning Ana\u00adly\u00adtics im Hoch\u00adschul\u00adkon\u00adtext \u2013 Poten\u00adzia\u00adle aus Sicht von Stake\u00adhol\u00addern, Daten\u00adschutz und Hand\u00adlungs\u00ademp\u00adfeh\u00adlun\u00adgen. In R. A. F\u00fcrst (Hrsg.), <em>Digi\u00adta\u00adle Bil\u00addung und K\u00fcnst\u00adli\u00adche Intel\u00adli\u00adgenz in Deutsch\u00adland. Nach\u00adhal\u00adti\u00adge Wett\u00adbe\u00adwerbs\u00adf\u00e4\u00adhig\u00adkeit und Zukunfts\u00adagen\u00adda <\/em> (S. 519\u2009\u2013\u2009535). Wies\u00adba\u00adden: Sprin\u00adger.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_11_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_12_2102\" class=\"footnote\">https:\/\/www.educause.edu\/focus-areas-and-initiatives\/digital-transformation, acces\u00adsed 31.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_12_2102\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><\/ol>","protected":false},"excerpt":{"rendered":"<p>Note (15.02.2024): Last updated on 23.09.2021 (chan\u00adge\u00adlog). This page has been repla\u00adced by a&nbsp;cur\u00adrent ver\u00adsi\u00adon and is available here as an archi\u00adve for the <span class=\"caps\">AEL<\/span> book ver\u00adsi\u00adon 1.0 until fur\u00adther noti\u00adce.&nbsp;\u201cDigi\u00adtal tech\u00adno\u00adlo\u00adgies are omni\u00adpre\u00adsent and have fun\u00adda\u00admen\u00adtal\u00adly chan\u00adged the con\u00addi\u00adti\u00adons in which we live and work. I&nbsp;would descri\u00adbe the\u00adse new con\u00addi\u00adti\u00adons as digi\u00adta\u00adli\u00adty.\u201d (trans\u00adla\u00adted [\u2026]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":2086,"menu_order":104,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_uag_custom_page_level_css":"","wp_typography_post_enhancements_disabled":false,"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-2102","page","type-page","status-publish","hentry"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false},"uagb_author_info":{"display_name":"AEL","author_link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/author\/ael_79m45qh5\/"},"uagb_comment_info":0,"uagb_excerpt":"Note (15.02.2024): Last updated on 23.09.2021 (chan\u00adge\u00adlog). This page has been repla\u00adced by a&nbsp;cur\u00adrent ver\u00adsi\u00adon and is available here as an archi\u00adve for the AEL book ver\u00adsi\u00adon 1.0 until fur\u00adther notice.&nbsp; \u201cDigi\u00adtal tech\u00adno\u00adlo\u00adgies are omni\u00adpre\u00adsent and have fun\u00adda\u00admen\u00adtal\u00adly chan\u00adged the con\u00addi\u00adti\u00adons in which we live and work. I&nbsp;would descri\u00adbe the\u00adse new con\u00addi\u00adti\u00adons as digi\u00adta\u00adli\u00adty.\u201d (trans\u00adla\u00adted&hellip;","_links":{"self":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2102","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/comments?post=2102"}],"version-history":[{"count":1,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2102\/revisions"}],"predecessor-version":[{"id":2103,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2102\/revisions\/2103"}],"up":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2086"}],"wp:attachment":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/media?parent=2102"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}