{"id":2104,"date":"2024-02-15T12:48:30","date_gmt":"2024-02-15T11:48:30","guid":{"rendered":"https:\/\/agile-educational-leadership.de\/v1\/personenorientierung-1\/"},"modified":"2025-01-25T16:27:26","modified_gmt":"2025-01-25T15:27:26","slug":"personenorientierung-1","status":"publish","type":"page","link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/personenorientierung-1\/","title":{"rendered":"Person-orientation 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 is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u2026 but this tech\u00adni\u00adcal infra\u00adstruc\u00adtu\u00adre only forms the frame\u00adwork. Only the (par\u00adti\u00adci\u00adpa\u00adto\u00adry) dia\u00adlo\u00adgues and the rela\u00adti\u00adonships bet\u00adween them are the glue [sic!], that holds ever\u00ady\u00adthing tog\u00ade\u00adther: the vir\u00adtu\u00adal and phy\u00adsi\u00adcal spaces.\u201d (trans\u00adla\u00adted with DeeplPro)&nbsp;<\/p>\n<cite><a href=\"https:\/\/de.wikipedia.org\/wiki\/Kerstin_Mayrberger\" data-type=\"URL\" data-id=\"https:\/\/de.wikipedia.org\/wiki\/Kerstin_Mayrberger\" target=\"_blank\" rel=\"noreferrer noopener\">Kers\u00adtin Mayr\u00adber\u00adger<\/a> (2019, S. 44)<sup><a href=\"#footnote_1_2104\" id=\"identifier_1_2104\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. (2019).&nbsp;Partizipative Mediendidaktik. Gestaltung der (Hochschul-)Bildung unter den Bedingungen der Digitalisierung.&nbsp;Weinheim: Beltz Juventa.\">1<\/a><\/sup>&nbsp;<\/cite><\/blockquote>\n\n<p>The Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship approach is deve\u00adlo\u00adped here from the con\u00adtext of edu\u00adca\u00adti\u00adon and digi\u00adta\u00adli\u00adsa\u00adti\u00adon or, more spe\u00adci\u00adfi\u00adcal\u00adly, from the exami\u00adna\u00adti\u00adon of the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor under the con\u00addi\u00adti\u00adons of a&nbsp;cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty. Even if it seems obvious to focus on the digi\u00adtal infra\u00adstruc\u00adtu\u00adre or ques\u00adti\u00adons of mecha\u00adni\u00adsa\u00adti\u00adon as well as the design of con\u00adtent in the form of digi\u00adtal edu\u00adca\u00adtio\u00adnal offe\u00adrings or online (self-)learning envi\u00adron\u00adments, becau\u00adse the edu\u00adca\u00adtio\u00adnal sec\u00adtor is the focus here, this should not hap\u00adpen here. Put sim\u00adply, alt\u00adhough digi\u00adtal tech\u00adno\u00adlo\u00adgies and con\u00adtent are important pre\u00adre\u00adqui\u00adsi\u00adtes for digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and the deve\u00adlo\u00adp\u00adment of a&nbsp;cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty in the edu\u00adca\u00adti\u00adon sec\u00adtor, they are not suf\u00adfi\u00adci\u00adent con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons for agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship. Rather, agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship is about what can deve\u00adlop, form and be expres\u00adsed in bet\u00adween or bet\u00adween all actors. It is about how the right frame\u00adwork can be desi\u00adgned and main\u00adtai\u00adned on the basis of peo\u00adp\u00adle and pro\u00adces\u00adses and how it can be sup\u00adport\u00aded by the many dif\u00adfe\u00adrent peo\u00adp\u00adle invol\u00adved. And it is about this in-bet\u00adween that this chap\u00adter will focus on the diver\u00adsi\u00adty of peo\u00adp\u00adle in the net\u00adwork of actors in the cour\u00adse of the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of the (hig\u00adher) edu\u00adca\u00adti\u00adon sector.&nbsp;<\/p>\n\n<p><\/p>\n\n<div class=\"pwp4-wrapper intrinsic-ignore\" id=\"podlovewebplayer_49974244ab8a523a3785928dd9838667896b998d\" data-episode=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/personenorientierung\/?podlove_action=pwp4_config\"><audio controls=\"controls\" preload=\"none\">\n  <source src=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/podlove\/file\/7\/s\/webplayer\/c\/website\/Personenorientierung.mp3\" type=\"audio\/mpeg\">\n<\/audio><\/div>\n\n<p>Licence<sup><a href=\"#footnote_2_2104\" id=\"identifier_2_2104\" class=\"footnote-link footnote-identifier-link\" title=\"Licence: 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=\"#beziehungen-dazwischen\" data-type=\"internal\" data-id=\"#beziehungen-dazwischen\">Enab\u00adling rela\u00adti\u00adonships in between<\/a><\/li>\n\n\n\n<li><a href=\"#parizipation-bildungsbereich\" data-type=\"internal\" data-id=\"#parizipation-bildungsbereich\">Par\u00adti\u00adci\u00adpa\u00adti\u00adon in the field of education<\/a><\/li>\n\n\n\n<li><a href=\"#vielfalt-auftrag\" data-type=\"internal\" data-id=\"#vielfalt-auftrag\">Diver\u00adsi\u00adty as a&nbsp;social mission<\/a><\/li>\n\n\n\n<li><a href=\"#lernkulturwandel\">Trans\u00adfor\u00adma\u00adti\u00adon of lear\u00adning culture<\/a><\/li>\n<\/ul>\n\n<h3 class=\"wp-block-heading\" id=\"beziehungen-dazwischen\">Enabling relationships in between<\/h3>\n\n<p>By this in bet\u00adween, I&nbsp;mean the rela\u00adti\u00adonships and exch\u00adan\u00adge with each other and among all actors. Com\u00admu\u00adni\u00adca\u00adti\u00adon and inter\u00adac\u00adtion have always been rele\u00advant for social inter\u00adac\u00adtion and remain so, par\u00adti\u00adcu\u00adlar\u00adly in the cour\u00adse of the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and espe\u00adci\u00adal\u00adly under the con\u00addi\u00adti\u00adons of a&nbsp;cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty. Only open dia\u00adlo\u00adgues that pro\u00admo\u00adte par\u00adti\u00adci\u00adpa\u00adti\u00adon and the rela\u00adti\u00adonships bet\u00adween the actors are the glue that holds ever\u00ady\u00adthing tog\u00ade\u00adther in today\u2019s edu\u00adca\u00adtio\u00adnal reality.&nbsp;<\/p>\n\n<p>A few impres\u00adsi\u00adons from the cur\u00adrent (hig\u00adher) edu\u00adca\u00adti\u00adon con\u00adtext, which can cer\u00adtain\u00adly be found in a&nbsp;simi\u00adlar form in other con\u00adtexts, should brief\u00adly illus\u00adtra\u00adte the importance of rela\u00adti\u00adonships. Once again, the micro-level of inter\u00adac\u00adtion bet\u00adween tea\u00adchers and stu\u00addents is used pri\u00adma\u00adri\u00adly as a&nbsp;frame of refe\u00adrence. Like\u00adwi\u00adse, the dis\u00adcus\u00adsion at the meso level of how degree pro\u00adgram\u00admes could be desi\u00adgned as blen\u00added pro\u00adgram\u00admes in line with the times or with the fin\u00addings from the coro\u00adna\u00advi\u00adrus pan\u00adde\u00admic could have been shown here, or examp\u00adles of a&nbsp;digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of admi\u00adnis\u00adtra\u00adti\u00adve pro\u00adces\u00adses, which is curr\u00adent\u00adly taking place almost prag\u00adma\u00adti\u00adcal\u00adly, could have been shown, as is pos\u00adsi\u00adble, for exam\u00adp\u00adle, in the uncom\u00adpli\u00adca\u00adted digi\u00adtal hand\u00adling of exami\u00adna\u00adti\u00adon-rele\u00advant pro\u00adces\u00adses. Howe\u00adver, the topic of online tea\u00adching via video con\u00adfe\u00adren\u00adcing and lear\u00adning plat\u00adforms, inclu\u00adding online exami\u00adna\u00adti\u00adons, is curr\u00adent\u00adly domi\u00adna\u00adting the cur\u00adrent and even public deba\u00adte \u2013 and ulti\u00adm\u00adate\u00adly says a&nbsp;lot about rela\u00adti\u00adonships, trust and con\u00adfi\u00addence at the micro level of teaching.&nbsp;<\/p>\n\n<p>The important role of func\u00adtio\u00adning rela\u00adti\u00adonships for suc\u00adcessful online inter\u00adac\u00adtion can be seen, for exam\u00adp\u00adle, in didac\u00adtic and metho\u00addo\u00adlo\u00adgi\u00adcal dis\u00adcus\u00adsions about the value of a&nbsp;trus\u00adting rela\u00adti\u00adonship, an open atmo\u00adsphe\u00adre for dia\u00adlo\u00adgue or trust in the frame\u00adwork that online tea\u00adching can offer. For exam\u00adp\u00adle, under the key\u00adwords Ener\u00adgi\u00adzer and War\u00admUp in tea\u00adching, the\u00adre is an exch\u00adan\u00adge among col\u00adle\u00adagues about the design of good initi\u00adal pha\u00adses in a&nbsp;syn\u00adchro\u00adno\u00adus, simul\u00adta\u00adneous online event in order to bring lear\u00adners into (bet\u00adter) cont\u00adact with each other and with the tea\u00adcher. Ano\u00adther expe\u00adri\u00adence is that, in addi\u00adti\u00adon to the ple\u00adna\u00adry view in the lar\u00adge group, lear\u00adners stron\u00adgly favour and also demand working in brea\u00adkout rooms as part of online events via video con\u00adfe\u00adren\u00adcing sys\u00adtems, becau\u00adse here they can exch\u00adan\u00adge ide\u00adas in small groups over a&nbsp;cer\u00adtain peri\u00adod of time accor\u00adding to their own rules and get to know each other and build rela\u00adti\u00adonships. They draw moti\u00adva\u00adti\u00adon and per\u00adse\u00adver\u00adance from this. The importance of this beco\u00admes clear in the dis\u00adcus\u00adsion about the so-cal\u00adled black tiles, i.e. peo\u00adp\u00adle are log\u00adged into a&nbsp;video con\u00adfe\u00adrence for various reasons wit\u00adhout a&nbsp;pro\u00adfi\u00adle pic\u00adtu\u00adre visi\u00adble as a&nbsp;pla\u00adce\u00adhol\u00adder or came\u00adra image and they talk to each other on black tiles or when the\u00adse are auto\u00adma\u00adti\u00adcal\u00adly hid\u00adden in a&nbsp;room wit\u00adhout refe\u00adrence points or reso\u00adnan\u00adce. Lec\u00adtu\u00adre situa\u00adtions are also simi\u00adlar when lec\u00adtu\u00adre recor\u00addings or live lec\u00adtures are main\u00adly spo\u00adken into the came\u00adra \u2013 here, ima\u00adgi\u00adna\u00adti\u00adon alo\u00adne helps to crea\u00adte a&nbsp;good com\u00adpu\u00adter-media\u00adted atmosphere.&nbsp;<\/p>\n\n<p><strong>Tech\u00adno\u00adlo\u00adgies as a&nbsp;frame\u00adwork<\/strong><br>What the\u00adse examp\u00adles are inten\u00added to illus\u00adtra\u00adte at the micro level of inter\u00adac\u00adtions is that alt\u00adhough the tech\u00adno\u00adlo\u00adgy, e.g. for video con\u00adfe\u00adren\u00adcing, enables coope\u00adra\u00adti\u00adon in terms of the tech\u00adni\u00adcal frame\u00adwork, it is the peo\u00adp\u00adle them\u00adsel\u00adves who ensu\u00adre that the who\u00adle thing func\u00adtions in a&nbsp;trus\u00adting man\u00adner through their joint inter\u00adac\u00adtion within the tech\u00adni\u00adcal envi\u00adron\u00adment with per\u00adso\u00adnal rela\u00adti\u00adonships. The importance of trust in online tea\u00adching in addi\u00adti\u00adon to tech\u00adni\u00adcal con\u00adtrol opti\u00adons is shown by dis\u00adcus\u00adsions about con\u00adcerns about secret recor\u00addings of online events wit\u00adhout the con\u00adsent of the peo\u00adp\u00adle invol\u00adved or the inten\u00adsi\u00adve deba\u00adte about the imple\u00admen\u00adta\u00adti\u00adon bet\u00adween online exams as con\u00adfi\u00adden\u00adti\u00adal, writ\u00adten work (take-home exams) to con\u00adtrol\u00adled query exams or e\u2011exams with mul\u00adti\u00adple video sur\u00adveil\u00adlan\u00adce in pri\u00adva\u00adte rooms (proc\u00adto\u00adring). Rela\u00adti\u00adonships here repre\u00adsent the glue bet\u00adween what is tech\u00adni\u00adcal\u00adly pos\u00adsi\u00adble and what is not yet possible.&nbsp;<\/p>\n\n<p>With their func\u00adtions, tech\u00adno\u00adlo\u00adgies the\u00adr\u00ade\u00adfo\u00adre only offer the tech\u00adno\u00adlo\u00adgi\u00adcal frame\u00adwork that enables the actors to act with the func\u00adtions pro\u00advi\u00added. Basi\u00adcal\u00adly, as tech\u00adno\u00adlo\u00adgi\u00adcal actors in the inter\u00adac\u00adtion pro\u00adcess, they have a&nbsp;powerful posi\u00adti\u00adon in that they can enable, con\u00adtrol and limit as well as pre\u00advent inter\u00adac\u00adtions. At the same time, they can only ful\u00adly uti\u00adli\u00adze this struc\u00adtu\u00adral power if the indi\u00advi\u00addu\u00adals as actors are not wil\u00adling or able to coun\u00adter the\u00adse struc\u00adtures with their own ide\u00adas and prac\u00adti\u00adces and make their pre\u00adfer\u00adred prac\u00adti\u00adces pos\u00adsi\u00adble within the given frame\u00adwork. This can hap\u00adpen on the part of indi\u00advi\u00addu\u00adals such as tea\u00adchers and lear\u00adners, for exam\u00adp\u00adle, by brea\u00adking down indi\u00advi\u00addu\u00adal tech\u00adno\u00adlo\u00adgi\u00adcal boun\u00adda\u00adries by using addi\u00adtio\u00adnal tech\u00adno\u00adlo\u00adgies to com\u00adpen\u00adsa\u00adte for gaps or hurd\u00adles in order to enable the form of inter\u00adac\u00adtion, rela\u00adti\u00adonship and com\u00admu\u00adni\u00adca\u00adti\u00adon that is nee\u00added by the respec\u00adti\u00adve group for good, trus\u00adting coope\u00adra\u00adti\u00adon. This kind of brea\u00adking down of tech\u00adno\u00adlo\u00adgi\u00adcal frame\u00adworks can some\u00adti\u00admes be expres\u00adsed by com\u00adbi\u00adning video con\u00adfe\u00adren\u00adcing sys\u00adtems with mes\u00adsen\u00adger ser\u00advices as well as vir\u00adtu\u00adal white\u00adboards and social media net\u00adworks in order to make the sys\u00adtem via\u00adble or uni\u00adver\u00adsal for ones\u00adelf, the group of lear\u00adners or an inte\u00adrest&nbsp;group.&nbsp;<\/p>\n\n<p>If such forms of inter\u00adac\u00adtion can now take place in face-to-face situa\u00adtions and com\u00adbi\u00adned for\u00admats again in the fore\u00adseeable future, what will we have lear\u00adnt and taken with us about the spec\u00adtrum of rela\u00adti\u00adonship forms, rela\u00adti\u00adonship pro\u00admo\u00adti\u00adon and rest\u00adric\u00adtions, but in this con\u00adtext about par\u00adti\u00adci\u00adpa\u00adti\u00adon oppor\u00adtu\u00adni\u00adties or power issues? And whe\u00adre will we con\u00adti\u00adnue to estab\u00adlish (per\u00adhaps even prio\u00adri\u00adti\u00adse) digi\u00adtal for\u00admats and for what reasons? With regard to tech\u00adno\u00adlo\u00adgy-sup\u00adport\u00aded, sus\u00adtainable rela\u00adti\u00adonship work, what works well and some\u00adti\u00admes even very well online or com\u00adpu\u00adter-media\u00adted\u2009\u2014\u2009and what works even bet\u00adter in face-to-face situa\u00adtions or com\u00adbi\u00adned pro\u00adgram\u00admes? The basis for sha\u00adping this appro\u00adpria\u00adte\u00adly is now in the hands of ever\u00adyo\u00adne invol\u00adved by imple\u00admen\u00adting chan\u00adges in small steps ins\u00adtead of wai\u00adting for time to turn back&nbsp;soon.&nbsp;<\/p>\n\n<p><strong>Seam\u00adless<\/strong><br>The cur\u00adrent rea\u00adli\u00adty of lear\u00adning and edu\u00adca\u00adti\u00adon, as we take it for gran\u00adted in our ever\u00ady\u00adday lives today, is con\u00adsti\u00adtu\u00adted equal\u00adly in vir\u00adtu\u00adal and phy\u00adsi\u00adcal spaces that are cou\u00adpled, intert\u00adwi\u00adned or blen\u00added. In the con\u00adtext of e\u2011learning and the digi\u00adta\u00adli\u00adsa\u00adti\u00adon of tea\u00adching and lear\u00adning, terms and ter\u00admi\u00adno\u00adlo\u00adgy such as blen\u00added lear\u00adning, hybrid lear\u00adning or seam\u00adless lear\u00adning have beco\u00adme estab\u00adlished over the last few deca\u00addes to descri\u00adbe the\u00adse com\u00adbi\u00adned (lear\u00adning) spaces across sup\u00adpo\u00adsed boun\u00adda\u00adries. Seam\u00adless lear\u00adning is inte\u00adres\u00adt\u00ading in two respects as a&nbsp;frame\u00adwork for edu\u00adca\u00adti\u00adon and lear\u00adning in an area refer\u00adred to here as <em>in bet\u00adween<\/em>, becau\u00adse it intro\u00addu\u00adces both a&nbsp;tech\u00adni\u00adcal and a&nbsp;lear\u00adning cul\u00adtu\u00adre per\u00adspec\u00adti\u00adve. Seam\u00adless is trans\u00adla\u00adted here as con\u00adsis\u00adten\u00adcy. From a&nbsp;tech\u00adni\u00adcal per\u00adspec\u00adti\u00adve, this means that the tran\u00adsi\u00adti\u00adons bet\u00adween dif\u00adfe\u00adrent tech\u00adni\u00adcal appli\u00adca\u00adti\u00adons such as lear\u00adning plat\u00adforms and apps or hard\u00adware should not be bum\u00adpy, but that they should be con\u00adnec\u00adted in such a&nbsp;way that seam\u00adless tran\u00adsi\u00adti\u00adons are pos\u00adsi\u00adble for users \u2013 so that appli\u00adca\u00adti\u00adon chan\u00adges ide\u00adal\u00adly do not influence or even dis\u00adrupt the inter\u00adac\u00adtion pro\u00adces\u00adses. From a&nbsp;lear\u00adning cul\u00adtu\u00adre per\u00adspec\u00adti\u00adve, seam\u00adless lear\u00adning can be defi\u00adned even more broad\u00adly, name\u00adly as the con\u00adti\u00adnui\u00adty of phy\u00adsi\u00adcal and real lear\u00adning spaces on the one hand and across dif\u00adfe\u00adrent lear\u00adning con\u00adtexts, inter\u00adpre\u00adted very broad\u00adly, even in the sen\u00adse of lifel\u00adong lear\u00adning. And this per\u00adspec\u00adti\u00adve could also be trans\u00adfer\u00adred bey\u00adond the area of tea\u00adching, which is often con\u00adside\u00adred first, to other rele\u00advant are\u00adas in the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor, such as the asso\u00adcia\u00adted admi\u00adnis\u00adtra\u00adti\u00adon and manage\u00adment, sup\u00adport for rese\u00adarch and tea\u00adching as well as the are\u00adas of rese\u00adarch and trans\u00adfer or so-cal\u00adled third mis\u00adsi\u00adon in coope\u00adra\u00adti\u00adon with social con\u00adcerns. Seam\u00adless also stands for over\u00adco\u00adming boun\u00adda\u00adries and thin\u00adking in silos and respon\u00adsi\u00adbi\u00adli\u00adties, as this is nee\u00added across all are\u00adas in order to enable seam\u00adless continuity.&nbsp;<\/p>\n\n<p><strong>Sha\u00adping the frame\u00adwork<\/strong><br>It is clear that tech\u00adno\u00adlo\u00adgy alo\u00adne will not be able to set the thread through the lear\u00adning pro\u00adces\u00adses and, abo\u00adve all, main\u00adtain it over time. A&nbsp;wide varie\u00adty of actors come into play here, from the tech\u00adno\u00adlo\u00adgy and the orga\u00adniza\u00adti\u00adon to the tea\u00adchers and lear\u00adners. Media didac\u00adtics, as the theo\u00adry and prac\u00adti\u00adce of tea\u00adching and lear\u00adning under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adliza\u00adti\u00adon and, abo\u00adve all, a&nbsp;cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty, offers a&nbsp;design-rela\u00adted frame\u00adwork for desig\u00adning such frame\u00adworks or envi\u00adron\u00adments, espe\u00adci\u00adal\u00adly when it also cri\u00adti\u00adcal\u00adly con\u00adsiders the inter\u00adac\u00adtion with the meso and macro levels in the field of edu\u00adca\u00adti\u00adon via the micro&nbsp;level.&nbsp;<\/p>\n\n<p>Par\u00adti\u00adci\u00adpa\u00adto\u00adry media didac\u00adtics pro\u00advi\u00addes sug\u00adges\u00adti\u00adons on the ext\u00adent to which rela\u00adti\u00adonships, com\u00admu\u00adni\u00adca\u00adti\u00adon and action can be shaped in such a&nbsp;frame\u00adwork of mutu\u00adal trust and con\u00adfi\u00addence and can con\u00adtri\u00adbu\u00adte to a&nbsp;chan\u00adged and con\u00adtem\u00adpo\u00adra\u00adry lear\u00adning cul\u00adtu\u00adre by ope\u00adning up spaces for par\u00adti\u00adci\u00adpa\u00adti\u00adon and encou\u00adra\u00adging par\u00adti\u00adci\u00adpa\u00adti\u00adon (Mayr\u00adber\u00adger, 2019<sup><a href=\"#footnote_1_2104\" id=\"identifier_3_2104\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. (2019).&nbsp;Partizipative Mediendidaktik. Gestaltung der (Hochschul-)Bildung unter den Bedingungen der Digitalisierung.&nbsp;Weinheim: Beltz Juventa.\">1<\/a><\/sup> and for a&nbsp;bund\u00adled over\u00adview of the theo\u00adry and prac\u00adti\u00adce of par\u00adti\u00adci\u00adpa\u00adto\u00adry media didac\u00adtics<sup><a href=\"#footnote_3_2104\" id=\"identifier_4_2104\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/partizipative-mediendidaktik.de\/, accessed 29 March 2021\">3<\/a><\/sup>) \u2013 also to think fur\u00adther with regard to agi\u00adle edu\u00adca\u00adtio\u00adnal leadership.&nbsp;<\/p>\n\n<p>Par\u00adti\u00adci\u00adpa\u00adti\u00adon under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adli\u00adty is sup\u00adport\u00aded or limi\u00adt\u00aded by all kinds of rela\u00adti\u00adonships, espe\u00adci\u00adal\u00adly per\u00adso\u00adnal ones. Accor\u00addin\u00adgly, in addi\u00adti\u00adon to peo\u00adp\u00adle, all other pos\u00adsi\u00adble actors, inclu\u00adding tech\u00adno\u00adlo\u00adgy and the orga\u00adni\u00adsa\u00adti\u00adon, which open up or rest\u00adrict the space for par\u00adti\u00adci\u00adpa\u00adti\u00adon (Mayr\u00adber\u00adger, 2020)<sup><a href=\"#footnote_4_2104\" id=\"identifier_5_2104\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. (2020). Partizipative Mediendidaktik. Darstellung von Eckpunkten und Vertiefung des Partizipationsraums als konstituierendes Strukturelement. MedienP\u00e4dagogik 17, 59\u201392. https:\/\/doi.org\/10.21240\/mpaed\/jb17\/2020.04.26.X\">4<\/a><\/sup> could be just as rele\u00advant\u2009\u2014\u2009pre\u00adcis\u00ade\u00adly as tho\u00adse who have the power to (co-)shape the framework.&nbsp;<\/p>\n\n<p>Alt\u00adhough the focus here is on peo\u00adp\u00adle and their spaces for inter\u00adac\u00adtion and action, the ques\u00adti\u00adon remains as to how important orga\u00adni\u00adsa\u00adti\u00adons are or can be for the abili\u00adty of (indi\u00advi\u00addu\u00adal) peo\u00adp\u00adle to act in the cour\u00adse of Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship. Is it enough to speak of par\u00adti\u00adci\u00adpa\u00adti\u00adon here? Or, in view of the later comm\u00adents on agi\u00adli\u00adty and lea\u00adder\u00adship in the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor, should it not be con\u00adside\u00adred whe\u00adther it makes more sen\u00adse to go bey\u00adond participation?&nbsp;<\/p>\n\n<h3 class=\"wp-block-heading\" id=\"parizipation-bildungsbereich\">Participation in the Field of Education<\/h3>\n\n<p>Par\u00adti\u00adci\u00adpa\u00adti\u00adon is par\u00adti\u00adcu\u00adlar\u00adly valuable for joint pro\u00adcess design and indi\u00advi\u00addu\u00adal deve\u00adlo\u00adp\u00adment in terms of poten\u00adti\u00adal lear\u00adning and edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses when it invol\u00adves actu\u00adal par\u00adti\u00adci\u00adpa\u00adti\u00adon. In other words, the direc\u00adtion of deve\u00adlo\u00adp\u00adment in inter\u00adac\u00adtion situa\u00adtions moves from the expe\u00adri\u00adence of grea\u00adter hete\u00adro\u00adno\u00admy to the expe\u00adri\u00adence of grea\u00adter self-deter\u00admi\u00adna\u00adti\u00adon. Actu\u00adal par\u00adti\u00adci\u00adpa\u00adti\u00adon means that the peo\u00adp\u00adle invol\u00adved are gran\u00adted a&nbsp;right to par\u00adti\u00adci\u00adpa\u00adti\u00adon, co-deter\u00admi\u00adna\u00adti\u00adon or self-deter\u00admi\u00adna\u00adti\u00adon, i.e. to actual\u00adly take part in decis\u00adi\u00adon-making pro\u00adces\u00adses and to be able to exert a&nbsp;noti\u00adceable influence on the out\u00adco\u00adme or even to be respon\u00adsi\u00adble for the enti\u00adre out\u00adco\u00adme. Ever\u00ady\u00adthing else, accor\u00adding to the stage model of par\u00adti\u00adci\u00adpa\u00adti\u00adon used as a&nbsp;basis here, are preli\u00admi\u00adna\u00adry stages of actu\u00adal par\u00adti\u00adci\u00adpa\u00adti\u00adon or even forms of pseu\u00addo-par\u00adti\u00adci\u00adpa\u00adti\u00adon, such as can be expe\u00adri\u00aden\u00adced in the con\u00adtext of infor\u00adma\u00adti\u00adon events with the oppor\u00adtu\u00adni\u00adty to ask ques\u00adti\u00adons wit\u00adhout direct influence on the fur\u00adther decis\u00adi\u00adon-making pro\u00adcess (cf. in more detail Mayr\u00adber\u00adger, 2019<sup><a href=\"#footnote_1_2104\" id=\"identifier_6_2104\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. (2019).&nbsp;Partizipative Mediendidaktik. Gestaltung der (Hochschul-)Bildung unter den Bedingungen der Digitalisierung.&nbsp;Weinheim: Beltz Juventa.\">1<\/a><\/sup> ) or the par\u00adti\u00adci\u00adpa\u00adti\u00adon model of par\u00adti\u00adci\u00adpa\u00adto\u00adry media didac\u00adtics<sup><a href=\"#footnote_5_2104\" id=\"identifier_7_2104\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/partizipative-mediendidaktik.de\/ueber-partizipation-hinaus\/, accessed 23.03.2021\">5<\/a><\/sup>). You can pro\u00adba\u00adb\u00adly think of a&nbsp;num\u00adber of examp\u00adles of this, not only in the field of edu\u00adca\u00adti\u00adon, bet\u00adween hete\u00adro\u00adno\u00admy and self-determination.&nbsp;<\/p>\n\n<p>The abili\u00adty to par\u00adti\u00adci\u00adpa\u00adte is also a&nbsp;goal of edu\u00adca\u00adti\u00adon if it also aims to pro\u00admo\u00adte the abili\u00adty for self-deter\u00admi\u00adna\u00adti\u00adon com\u00adbi\u00adned with par\u00adti\u00adci\u00adpa\u00adti\u00adon and soli\u00adda\u00adri\u00adty, as for\u00admu\u00adla\u00adted by Klaf\u00adki. Par\u00adti\u00adci\u00adpa\u00adti\u00adon in social, demo\u00adcra\u00adtic pro\u00adces\u00adses can the\u00adr\u00ade\u00adfo\u00adre always be read as a&nbsp;goal of per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment. Par\u00adti\u00adcu\u00adlar\u00adly in the cour\u00adse of cur\u00adrent poli\u00adti\u00adcal ori\u00aden\u00adta\u00adti\u00adons, which are once again moving more towards the frin\u00adges of the poli\u00adti\u00adcal spec\u00adtrum, the edu\u00adca\u00adtio\u00adnal man\u00adda\u00adte to repre\u00adsent the values and prin\u00adci\u00adples of a&nbsp;demo\u00adcra\u00adtic basic order and the Basic Law is important to empha\u00adsi\u00adze in the Ger\u00adman edu\u00adca\u00adti\u00adon sys\u00adtem. And from a&nbsp;didac\u00adtic and pedago\u00adgi\u00adcal point of view, this includes, in the best case sce\u00adna\u00adrio, making the\u00adse prin\u00adci\u00adples tan\u00adgi\u00adble and expe\u00adri\u00aden\u00adceable as ear\u00adly as pos\u00adsi\u00adble in a&nbsp;sub\u00adject-rela\u00adted or inter\u00addi\u00adsci\u00adpli\u00adna\u00adry way, which appli\u00ades to the non-insti\u00adtu\u00adtio\u00adnal edu\u00adca\u00adti\u00adon sec\u00adtor as well as to the insti\u00adtu\u00adtio\u00adnal edu\u00adca\u00adti\u00adon con\u00adtext, such as hig\u00adher education.&nbsp;<\/p>\n\n<p>Par\u00adti\u00adci\u00adpa\u00adti\u00adon here means that someone with more respon\u00adsi\u00adbi\u00adli\u00adty hands over part of this respon\u00adsi\u00adbi\u00adli\u00adty for decis\u00adi\u00adon-making pro\u00adces\u00adses to others with less respon\u00adsi\u00adbi\u00adli\u00adty in order to increase their share and also makes this trans\u00adpa\u00adrent. The idea behind this is that tho\u00adse who are given respon\u00adsi\u00adbi\u00adli\u00adty are also in a&nbsp;posi\u00adti\u00adon or are put in a&nbsp;posi\u00adti\u00adon to share and mana\u00adge this respon\u00adsi\u00adbi\u00adli\u00adty. Trus\u00adting rela\u00adti\u00adonships or rela\u00adti\u00adonships that can deve\u00adlop through shared expe\u00adri\u00aden\u00adces in working tog\u00ade\u00adther, such as col\u00adla\u00adbo\u00adra\u00adti\u00adon and coope\u00adra\u00adti\u00adon, play a&nbsp;key role here \u2013 inde\u00aded, they are the glue for a&nbsp;func\u00adtio\u00adning par\u00adti\u00adci\u00adpa\u00adto\u00adry&nbsp;space.&nbsp;<\/p>\n\n<p>In the field of edu\u00adca\u00adti\u00adon, the most obvious exam\u00adp\u00adle of rela\u00adti\u00adonships is to be seen at the micro level bet\u00adween tea\u00adchers and stu\u00addents, but this can also be found in many forms in hig\u00adher edu\u00adca\u00adti\u00adon at the meso and macro levels, whe\u00adther bet\u00adween uni\u00adver\u00adsi\u00adty manage\u00adment and facul\u00adty repre\u00adsen\u00adta\u00adti\u00adves or bet\u00adween depart\u00adment repre\u00adsen\u00adta\u00adti\u00adves and pro\u00adgram\u00adme managers.<\/p>\n\n<p><strong>Par\u00adti\u00adci\u00adpa\u00adti\u00adon and dele\u00adga\u00adti\u00adon<\/strong><br>Regard\u00adless of which par\u00adti\u00adci\u00adpa\u00adti\u00adon rela\u00adti\u00adonship is con\u00adside\u00adred, it is strict\u00adly spea\u00adking always cha\u00adrac\u00adte\u00adri\u00adzed by a&nbsp;powerful asym\u00adme\u00adtry as the start\u00ading point and thus by a&nbsp;per\u00adson or orga\u00adniza\u00adti\u00adon that defi\u00adnes the frame\u00adwork for the ext\u00adent to which decis\u00adi\u00adon-making power can and may be dele\u00adga\u00adted. If no scope for par\u00adti\u00adci\u00adpa\u00adti\u00adon is ope\u00adned up at a&nbsp;struc\u00adtu\u00adral or orga\u00adniza\u00adtio\u00adnal level, actu\u00adal par\u00adti\u00adci\u00adpa\u00adti\u00adon is eit\u00adher impos\u00adsi\u00adble or very unli\u00adkely. Enab\u00adling actu\u00adal expe\u00adri\u00aden\u00adces of par\u00adti\u00adci\u00adpa\u00adti\u00adon is important across all age groups, with a&nbsp;par\u00adti\u00adcu\u00adlar focus on hig\u00adher edu\u00adca\u00adti\u00adon, which many of tomor\u00adro\u00adw\u2019s decis\u00adi\u00adon-makers go through. Par\u00adti\u00adci\u00adpa\u00adti\u00adon expe\u00adri\u00aden\u00adces up to the hig\u00adhest form of self-deter\u00admi\u00adna\u00adti\u00adon are important in order to expe\u00adri\u00adence and learn how to deal with dele\u00adga\u00adted respon\u00adsi\u00adbi\u00adli\u00adty\u2009\u2014\u2009this also includes the expe\u00adri\u00adence of having made mista\u00adkes or having fai\u00adled. What is important here for authen\u00adtic expe\u00adri\u00aden\u00adces is that the dele\u00adga\u00adti\u00adon of respon\u00adsi\u00adbi\u00adli\u00adty is also car\u00adri\u00aded out authen\u00adti\u00adcal\u00adly and serious\u00adly. This requi\u00adres trust and con\u00adfi\u00addence that can be built up through shared experiences.&nbsp;<\/p>\n\n<p>Apel\u00adlo\u2019s Levels of Dele\u00adga\u00adti\u00adon and the asso\u00adcia\u00adted methods of the Dele\u00adga\u00adti\u00adon Poker and Dele\u00adga\u00adti\u00adon Board<sup><a href=\"#footnote_6_2104\" id=\"identifier_8_2104\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/management30.com\/practice\/delegation-poker, accessed 29.03.2021\">6<\/a><\/sup> pro\u00advi\u00adde an exam\u00adp\u00adle of how the power to shape bet\u00adween actors can be map\u00adped. They show and illus\u00adtra\u00adte very well how important the dif\u00adfe\u00adren\u00adtia\u00adti\u00adon, trans\u00adpa\u00adren\u00adcy and joint nego\u00adtia\u00adti\u00adon of are\u00adas of respon\u00adsi\u00adbi\u00adli\u00adty can be depen\u00adding on cer\u00adtain con\u00adtexts. The spec\u00adtrum of exter\u00adnal and self-deter\u00admi\u00adna\u00adti\u00adon is also impli\u00adcit\u00adly clear&nbsp;here.&nbsp;<\/p>\n\n<p><strong>Bey\u00adound par\u00adti\u00adzi\u00adpa\u00adti\u00adon<\/strong> <br>What beco\u00admes clear in the models of par\u00adti\u00adci\u00adpa\u00adti\u00adon and dele\u00adga\u00adti\u00adon is that here, too, it is pri\u00adma\u00adri\u00adly a&nbsp;per\u00adson, i.e. a&nbsp;tea\u00adcher or a&nbsp;supe\u00adri\u00ador, who deci\u00addes or opens up the frame\u00adwork for nego\u00adtia\u00adting par\u00adti\u00adci\u00adpa\u00adti\u00adon and dele\u00adga\u00adti\u00adon levels. This is important preli\u00admi\u00adna\u00adry work. But what if it went bey\u00adond the hig\u00adhest level of actu\u00adal par\u00adti\u00adci\u00adpa\u00adti\u00adon and full dele\u00adga\u00adti\u00adon again<s>, <\/s>becau\u00adse it fits in with the peo\u00adp\u00adle and estab\u00adlished pro\u00adces\u00adses? What if the\u00adre was even full auto\u00adno\u00admy and the frame\u00adwork allo\u00adwed for self-admi\u00adnis\u00adtra\u00adti\u00adon or self-organisation?&nbsp;<\/p>\n\n<p>After all, what do I&nbsp;learn if I&nbsp;know that I&nbsp;can\u2019t make any mista\u00adkes becau\u00adse someone else will make the final decis\u00adi\u00adon in the end? And what does someone learn if the decis\u00adi\u00adon-making frame\u00adwork is clear and the limits within which the decis\u00adi\u00adons for them\u00adsel\u00adves and per\u00adhaps also for their own group or team are their own respon\u00adsi\u00adbi\u00adli\u00adty are clear? Kno\u00adwing full well that dele\u00adga\u00adting respon\u00adsi\u00adbi\u00adli\u00adty is also asso\u00adcia\u00adted with trust and con\u00adfi\u00addence within the shared par\u00adti\u00adci\u00adpa\u00adti\u00adon space, grea\u00adter self-deter\u00admi\u00adna\u00adti\u00adon for indi\u00advi\u00addu\u00adals will pro\u00adba\u00adb\u00adly also have a&nbsp;cor\u00adre\u00adspon\u00adding effect on their motivation.&nbsp;<\/p>\n\n<p>This is becau\u00adse, as is alre\u00ada\u00addy known from the self-deter\u00admi\u00adna\u00adti\u00adon theo\u00adry of moti\u00adva\u00adti\u00adon (see Deci and Ryan)<sup><a href=\"#footnote_7_2104\" id=\"identifier_9_2104\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/de.wikipedia.org\/wiki\/Selbstbestimmungstheorie, accessed 29.03.2021\">7<\/a><\/sup>, intrin\u00adsic moti\u00adva\u00adti\u00adon is poten\u00adti\u00adal\u00adly hig\u00adher when peo\u00adp\u00adle are streng\u00adthe\u00adned in their self-deter\u00admi\u00adna\u00adti\u00adon by the frame\u00adwork and their oppor\u00adtu\u00adni\u00adties for action. This is more likely to hap\u00adpen if three basic needs can be ful\u00adfil\u00adled, name\u00adly a&nbsp;sen\u00adse of com\u00adpe\u00adtence, social inte\u00adgra\u00adti\u00adon and expe\u00adri\u00aden\u00adces of autonomy.&nbsp;<\/p>\n\n<p>If we now look at the ques\u00adti\u00adon of par\u00adti\u00adci\u00adpa\u00adti\u00adon, self-deter\u00admi\u00adna\u00adti\u00adon also emer\u00adges here as the hig\u00adhest level of par\u00adti\u00adci\u00adpa\u00adti\u00adon. At the same time, edu\u00adca\u00adti\u00adon is also aimed at self-deter\u00admi\u00adna\u00adti\u00adon. And self-orga\u00adni\u00adsa\u00adti\u00adon is equa\u00adted with auto\u00adno\u00admy in the par\u00adti\u00adci\u00adpa\u00adti\u00adon model. Ever\u00ady\u00adthing cle\u00adar\u00adly signals that the\u00adse high levels are not easy goals to achie\u00adve with ever\u00adyo\u00adne invol\u00adved. One pro\u00adba\u00adb\u00adly sup\u00adports the other in the first place, i.e., for exam\u00adp\u00adle, that every suc\u00adcessful or unsuc\u00adcessful expe\u00adri\u00adence of par\u00adti\u00adci\u00adpa\u00adti\u00adon could poten\u00adti\u00adal\u00adly be accom\u00adpa\u00adnied by an edu\u00adca\u00adtio\u00adnal pro\u00adcess. And pre\u00advious, actu\u00adal expe\u00adri\u00aden\u00adces of par\u00adti\u00adci\u00adpa\u00adti\u00adon could lead to bet\u00adter expe\u00adri\u00aden\u00adces of self-organisation.&nbsp;<\/p>\n\n<p>In any case, this shows how important it is for the edu\u00adca\u00adti\u00adon sec\u00adtor to be given ear\u00adly and varied oppor\u00adtu\u00adni\u00adties for par\u00adti\u00adci\u00adpa\u00adti\u00adon and edu\u00adca\u00adtio\u00adnal expe\u00adri\u00aden\u00adces; on the one hand, they are geared towards indi\u00advi\u00addu\u00adals, but on the other hand they also chall\u00adenge indi\u00advi\u00addu\u00adals and requi\u00adre a&nbsp;lot from them, espe\u00adci\u00adal\u00adly with regard to self-deter\u00admi\u00adna\u00adti\u00adon and the abili\u00adty to orga\u00adni\u00adze them\u00adsel\u00adves \u2013 some\u00adthing that not all actors have as a&nbsp;resour\u00adce from the outset.<\/p>\n\n<h3 class=\"wp-block-heading\" id=\"vielfalt-auftrag\">Diversity as a&nbsp;social mission<\/h3>\n\n<p>When we hear and talk about self-deter\u00admi\u00adna\u00adti\u00adon, the first impres\u00adsi\u00adon is that it sounds rather posi\u00adti\u00adve and can be asso\u00adcia\u00adted with peo\u00adp\u00adle\u2019s moti\u00adva\u00adti\u00adon and sen\u00adse of achie\u00adve\u00adment as well as a&nbsp;favoura\u00adble frame\u00adwork for indi\u00advi\u00addu\u00adal or joint deve\u00adlo\u00adp\u00adment. At the same time, it is curr\u00adent\u00adly beco\u00adming clear that a&nbsp;high level of com\u00adpe\u00adten\u00adces and resour\u00adces will beco\u00adme more important for each per\u00adson, espe\u00adci\u00adal\u00adly with a&nbsp;view to their future abili\u00adty to act under uncer\u00adtain con\u00addi\u00adti\u00adons, which will con\u00adtri\u00adbu\u00adte indi\u00advi\u00addu\u00adal\u00adly and coll\u00adec\u00adtively and sen\u00adsi\u00adti\u00adze them to being able to sol\u00adve pro\u00adblems in the best pos\u00adsi\u00adble way. A&nbsp;per\u00adson-ori\u00aden\u00adta\u00adted approach and the spe\u00adcial cha\u00adrac\u00adte\u00adristics of indi\u00advi\u00addu\u00adals in rela\u00adti\u00adon to self-deter\u00admi\u00adna\u00adti\u00adon and taking them into account when desig\u00adning the frame\u00adwork for action will the\u00adr\u00ade\u00adfo\u00adre beco\u00adme a&nbsp;com\u00adpre\u00adhen\u00adsi\u00adve task for all actors involved.&nbsp;<\/p>\n\n<p>With regard to par\u00adti\u00adcu\u00adlar per\u00adso\u00adnal cha\u00adrac\u00adte\u00adristics in some con\u00adtexts, inclu\u00adding agi\u00adle per\u00adspec\u00adti\u00adves, it is some\u00adti\u00admes said that peo\u00adp\u00adle today should ide\u00adal\u00adly have or deve\u00adlop a&nbsp;so-cal\u00adled T\u2011shape pro\u00adfi\u00adle. This means a&nbsp;com\u00adbi\u00adna\u00adti\u00adon of a&nbsp;broad over\u00adview know\u00adledge based on expe\u00adri\u00adence and the wil\u00adling\u00adness to view con\u00adtexts in con\u00adtext and to acqui\u00adre com\u00adpe\u00adten\u00adces in the sen\u00adse of future skills or 21st cen\u00adtu\u00adry skills (short T\u2011shape), com\u00adbi\u00adned with in-depth exper\u00adti\u00adse in a&nbsp;spe\u00adci\u00adfic domain (long T\u2011shape). Alt\u00adhough it is also important to keep a&nbsp;cri\u00adti\u00adcal eye on the fact that com\u00adpa\u00adny-rela\u00adted ide\u00adas of neces\u00adsa\u00adry skills for the future (working) world are some\u00adti\u00admes more of a&nbsp;gui\u00adding prin\u00adci\u00adple here, it is also clear that, view\u00aded cri\u00adti\u00adcal\u00adly and nor\u00adma\u00adtively, per\u00adso\u00adnal ori\u00aden\u00adta\u00adti\u00adon today also means enga\u00adging with a&nbsp;need for diver\u00adsi\u00adty and, abo\u00adve all, deal\u00ading with diver\u00adsi\u00adty, and thus also con\u00adscious\u00adly addres\u00adsing social ine\u00adqua\u00adli\u00adty and une\u00adqual con\u00addi\u00adti\u00adons (see dif\u00adfe\u00adren\u00adtia\u00adting the term diver\u00adsi\u00adty)<sup><a href=\"#footnote_8_2104\" id=\"identifier_10_2104\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/gender-glossar.de\/d\/item\/48-diversity, accessed 29.03.2021\">8<\/a><\/sup>. <\/p>\n\n<p>A major chall\u00adenge is the\u00adr\u00ade\u00adfo\u00adre pro\u00adba\u00adb\u00adly not so much to find a&nbsp;con\u00adcre\u00adte ans\u00adwer to ine\u00adqua\u00adli\u00adty in a&nbsp;per\u00adson-cent\u00adred approach in the (hig\u00adher) edu\u00adca\u00adti\u00adon con\u00adtext, taking diver\u00adsi\u00adty dimen\u00adsi\u00adons into account. Rather, an enorm\u00adous chall\u00adenge also lies in reflec\u00adting on a&nbsp;cri\u00adti\u00adcal, soci\u00adal\u00adly nor\u00adma\u00adti\u00adve per\u00adspec\u00adti\u00adve geared towards par\u00adti\u00adci\u00adpa\u00adti\u00adon and with a&nbsp;view to over\u00adco\u00adming ine\u00adqua\u00adli\u00adty and an explo\u00adita\u00adti\u00adon-ori\u00aden\u00adted, opti\u00admi\u00adsing per\u00adspec\u00adti\u00adve on the respec\u00adti\u00adve idea of diver\u00adsi\u00adty and to pene\u00adtra\u00adte the breadth and depth of the goals of both per\u00adspec\u00adti\u00adves for the next gene\u00adra\u00adti\u00adon\u2019s future abili\u00adty to act and to crea\u00adte a&nbsp;com\u00adpre\u00adhen\u00adsi\u00adve frame\u00adwork for action. This goes bey\u00adond sim\u00adply pro\u00admo\u00adting inter\u00adcul\u00adtu\u00adral com\u00admu\u00adni\u00adca\u00adti\u00adon skills, for exam\u00adp\u00adle, as part of future skills or diver\u00adsi\u00adty management.&nbsp;<\/p>\n\n<p><strong>Diver\u00adsi\u00adty as an oppor\u00adtu\u00adni\u00adty<\/strong><br>The\u00adre is an oppor\u00adtu\u00adni\u00adty in the diver\u00adsi\u00adty of all peo\u00adp\u00adle invol\u00adved today and it has beco\u00adme an obli\u00adga\u00adto\u00adry task, espe\u00adci\u00adal\u00adly (but not only) in the edu\u00adca\u00adti\u00adon sec\u00adtor, to con\u00adsider and value inclu\u00adsi\u00adon and diver\u00adsi\u00adty as a&nbsp;mat\u00adter of cour\u00adse and not to regard deal\u00ading with it as an addi\u00adtio\u00adnal task or addi\u00adtio\u00adnal work for which the\u00adre is time when the sup\u00adpo\u00adsedly actu\u00adal work is done (see, for exam\u00adp\u00adle, Wild und Esdar, 2014)<sup><a href=\"#footnote_9_2104\" id=\"identifier_11_2104\" class=\"footnote-link footnote-identifier-link\" title=\"Wild, E. und Esdar, W. (2014). Eine heterogenit\u00e4tsorientierte Lehr-\/Lernkultur f\u00fcr eine Hochschule der Zukunft. Fachgutachten im Auftrag des Projekts nexus der Hochschulrektorenkonferenz. accessed 29.03.2021, from https:\/\/www.hrk-nexus.de\/fileadmin\/redaktion\/hrk-nexus\/07-Downloads\/07-02-Publikationen\/Fachgutachten_Heterogenitaet.pdf\">9<\/a><\/sup>. Think, for exam\u00adp\u00adle, of the crea\u00adti\u00adon of lear\u00adning and edu\u00adca\u00adtio\u00adnal mate\u00adri\u00adals that are usual\u00adly only desi\u00adgned for con\u00adven\u00adtio\u00adnal, sup\u00adpo\u00adsedly gene\u00adral needs, ins\u00adtead of being ori\u00aden\u00adted towards the broa\u00addest pos\u00adsi\u00adble com\u00admon access for many peo\u00adp\u00adle in order to enable as much par\u00adti\u00adci\u00adpa\u00adti\u00adon as pos\u00adsi\u00adble (see, for exam\u00adp\u00adle, the incre\u00adasing rele\u00advan\u00adce of uni\u00adver\u00adsal design)<sup><a href=\"#footnote_10_2104\" id=\"identifier_12_2104\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/de.wikipedia.org\/wiki\/Universal_Design, accessed 29.03.2021\">10<\/a><\/sup>. <\/p>\n\n<p>This pos\u00adsi\u00adble diver\u00adsi\u00adty of per\u00adso\u00adnal pro\u00adfiles, which will con\u00adti\u00adnue to emer\u00adge in the cour\u00adse of open and par\u00adti\u00adci\u00adpa\u00adto\u00adry methods in the lifel\u00adong edu\u00adca\u00adti\u00adon pro\u00adcess, may still be seen in some places, par\u00adti\u00adcu\u00adlar\u00adly in the edu\u00adca\u00adti\u00adon sec\u00adtor, as a&nbsp;chall\u00adenge in deal\u00ading with hete\u00adro\u00adgen\u00adei\u00adty rather than as an oppor\u00adtu\u00adni\u00adty for diversity.<\/p>\n\n<p>In this sen\u00adse, self-cent\u00adred approa\u00adches, such as the pro\u00admo\u00adti\u00adon and faci\u00adli\u00adta\u00adti\u00adon of self-deter\u00admi\u00adna\u00adti\u00adon, also help to pro\u00admo\u00adte such deve\u00adlo\u00adp\u00adment pro\u00adces\u00adses through par\u00adti\u00adci\u00adpa\u00adto\u00adry expe\u00adri\u00aden\u00adces and the trans\u00adfer of respon\u00adsi\u00adbi\u00adli\u00adty. But to what ext\u00adent do the\u00adse approa\u00adches at the com\u00adpe\u00adtence level also har\u00adbour the goal of giving as many peo\u00adp\u00adle as pos\u00adsi\u00adble, and legal\u00adly spea\u00adking all peo\u00adp\u00adle equal\u00adly, the oppor\u00adtu\u00adni\u00adty to par\u00adti\u00adci\u00adpa\u00adte in such chal\u00adlen\u00adging inter\u00adac\u00adtion pro\u00adces\u00adses? To what ext\u00adent can ever\u00adyo\u00adne be enab\u00adled to par\u00adti\u00adci\u00adpa\u00adte today? Strict\u00adly spea\u00adking, in view of the (ger\u00adman) legal frame\u00adwork and the goal of equal oppor\u00adtu\u00adni\u00adties for all, this ques\u00adti\u00adon should no lon\u00adger ari\u00adse&nbsp;today.&nbsp;<\/p>\n\n<p><strong>Access as a&nbsp;dutye<\/strong><br>It has beco\u00adme a&nbsp;gene\u00adral duty to crea\u00adte access, mini\u00admi\u00adse hurd\u00adles and enable open\u00adness to peros\u00adnal diver\u00adsi\u00adty (see, for exam\u00adp\u00adle, the com\u00adpi\u00adla\u00adti\u00adon of the for\u00admal frame\u00adwork with refe\u00adrence to the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor by Stol\u00adten\u00adhoff, 2021)<sup><a href=\"#footnote_11_2104\" id=\"identifier_13_2104\" class=\"footnote-link footnote-identifier-link\" title=\"Stoltenhoff, A-K. (2021).  Diversit\u00e4t, Geschlecht\/Gender und Inklusion. Leitlinien, Gesetze und Perspektiven . Ein Padlet. Abgerufen am 29.03.2021, von https:\/\/padlet.com\/MedienDiskurs\/wd5yrphg6k5ympis\">11<\/a><\/sup>. Das gilt beson\u00adders f\u00fcr den Bil\u00addungs\u00adbe\u00adreich, in dem die dor\u00adti\u00adgen Akteur_innen die Chan\u00adce und Auf\u00adga\u00adbe haben, fr\u00fch\u00adzei\u00adtig Diver\u00adsi\u00adt\u00e4t als Wert zu kul\u00adti\u00advie\u00adren und f\u00fcr viel\u00adf\u00e4l\u00adti\u00adge diver\u00adsi\u00adt\u00e4ts\u00adsen\u00adsi\u00adble Erfah\u00adrun\u00adgen zu sor\u00adgen. Eine M\u00f6g\u00adlich\u00adkeit bie\u00adtet hier vor allem die Mikroebe\u00adne der gemein\u00adsa\u00admen Inter\u00adak\u00adti\u00adon bei\u00adspiels\u00adwei\u00adse in par\u00adti\u00adzi\u00adpa\u00adti\u00adven Lern\u00adsze\u00adna\u00adri\u00aden, bei denen die Ver\u00adant\u00adwor\u00adtung auf ein\u00adzel\u00adne oder meh\u00adre\u00adre Ler\u00adnen\u00adde f\u00fcr ein gemein\u00adsa\u00admes Ergeb\u00adnis \u00fcber\u00adge\u00adben wird und dar\u00adauf ver\u00adtraut wird, dass sich die\u00adse Lern\u00adge\u00admein\u00adschaf\u00adten in ihrer Diver\u00adsi\u00adt\u00e4t f\u00fcr einen pas\u00adsen\u00adden L\u00f6sungs\u00adweg ent\u00adschei\u00adden wer\u00adden. Ein sol\u00adches gemein\u00adsa\u00admes Han\u00addeln ist gera\u00adde mit Blick auf F\u00f6r\u00adde\u00adrung von Selbst\u00adbe\u00adstim\u00admung f\u00fcr alle betei\u00adlig\u00adten Per\u00adso\u00adnen vor\u00adaus\u00adset\u00adzungs\u00adreich, doch per se kei\u00adne H\u00fcr\u00adde. So k\u00e4me auf der Mikroebe\u00adne der Leh\u00adre zur Min\u00adde\u00adrung von H\u00fcr\u00adden bei\u00adspiels\u00adwei\u00adse didak\u00adti\u00adschen Rah\u00admen\u00adbe\u00addin\u00adgun\u00adgen oder Unter\u00adst\u00fct\u00adzungs\u00adan\u00adge\u00adbo\u00adten zur Erm\u00f6g\u00adli\u00adchung rei\u00adbungs\u00adar\u00admer Koope\u00adra\u00adti\u00adons- und Kol\u00adla\u00adbo\u00adra\u00adti\u00adons\u00adpro\u00adzes\u00adse eine f\u00f6r\u00adder\u00adli\u00adche Funk\u00adti\u00adon im Pro\u00adzess zu. Doch ist es nicht allein das didak\u00adti\u00adsche Modell oder eine tech\u00adni\u00adsche Umge\u00adbung, die die Bezie\u00adhungs\u00adar\u00adbeit f\u00fcr ande\u00adre \u00fcber\u00adnimmt. Viel\u00admehr w\u00e4ren es die Per\u00adso\u00adnen, die an ihren gemein\u00adsa\u00admen Bezie\u00adhun\u00adgen diver\u00adsi\u00adt\u00e4ts\u00adsen\u00adsi\u00adbel arbei\u00adten. Und dazu geh\u00f6\u00adren die Ler\u00adnen\u00adden mit\u00adein\u00adan\u00adder wie auch betei\u00adlig\u00adte Leh\u00adren\u00adde, die in sol\u00adchen Lern\u00adset\u00adtings im bes\u00adten Fal\u00adle auf ihre Coa\u00adching\u00adkom\u00adpe\u00adten\u00adzen zur\u00fcck\u00adgrei\u00adfen k\u00f6n\u00adnen, um die Lern\u00adgrup\u00adpe oder Ein\u00adzel\u00adper\u00adso\u00adnen mit pas\u00adsen\u00adden Impul\u00adsen ihren eige\u00adnen, pas\u00adsen\u00adden Weg fin\u00adden und gehen zu las\u00adsen \u2013 ganz im Sin\u00adne eines Lea\u00adder\u00adship. Denn Diver\u00adsi\u00adt\u00e4t zeigt sich zumeist erst in den gemein\u00adsa\u00admen Bezie\u00adhun\u00adgen und Prak\u00adti\u00adken. Sie kann die jewei\u00adli\u00adge Lehr- und Lern\u00adkul\u00adtur im Bil\u00addungs\u00adbe\u00adreich oder einem kon\u00adkre\u00adten Lehr- und Lern\u00adge\u00adsche\u00adhen ma\u00df\u00adgeb\u00adlich pr\u00e4\u00adgen, wenn jeg\u00adli\u00adche Beson\u00adder\u00adhei\u00adten von Per\u00adso\u00adnen nicht als hin\u00adder\u00adlich, son\u00addern als selbst\u00adver\u00adst\u00e4nd\u00adli\u00adcher Teil des Gan\u00adzen betrach\u00adtet werden.&nbsp;<\/p>\n\n<p>And so the ques\u00adti\u00adon of whe\u00adther a&nbsp;blan\u00adket per\u00adso\u00adnal ori\u00aden\u00adta\u00adti\u00adon with a&nbsp;view to enab\u00adling par\u00adti\u00adci\u00adpa\u00adti\u00adon and the expe\u00adri\u00adence of dele\u00adga\u00adti\u00adon accom\u00adpa\u00adnied by self-deter\u00admi\u00adna\u00adti\u00adon or even self-orga\u00adni\u00adsa\u00adti\u00adon is alre\u00ada\u00addy fair and pro\u00advi\u00addes all per\u00adso\u00adna\u00adli\u00adties and indi\u00advi\u00addu\u00adals with equal\u00adly sui\u00adta\u00adble access can be pro\u00advi\u00added with an initi\u00adal ans\u00adwer: Par\u00adti\u00adci\u00adpa\u00adti\u00adon and enab\u00adling self-orga\u00adni\u00adsa\u00adti\u00adon is only equi\u00adta\u00adble if it is seen as a&nbsp;task to enable ever\u00adyo\u00adne in diver\u00adsi\u00adty-sen\u00adsi\u00adti\u00adve inter\u00adac\u00adtion envi\u00adron\u00adments to have equi\u00adta\u00adble access and expe\u00adri\u00adence self-determination.<\/p>\n\n<h3 class=\"wp-block-heading\" id=\"lernkulturwandel\">Transformation of Learning Culture<\/h3>\n\n<p>With a&nbsp;view to per\u00adson-ori\u00aden\u00adta\u00adti\u00adon and diver\u00adsi\u00adty, a&nbsp;very apt dif\u00adfe\u00adren\u00adtia\u00adti\u00adon can be made at this point bet\u00adween the two per\u00adspec\u00adti\u00adves of <em>being<\/em> and <em>doing<\/em> \u2013 as will be done later in the chap\u00adter on agi\u00adli\u00adty. <em>Being<\/em> is meant in the sen\u00adse of mind\u00adset and prin\u00adci\u00adples that also car\u00adry for\u00adward the idea of lear\u00adner-ori\u00aden\u00adta\u00adti\u00adon and gene\u00adral per\u00adson-ori\u00aden\u00adta\u00adti\u00adon in a&nbsp;nor\u00adma\u00adti\u00adve and edu\u00adca\u00adti\u00adon-ori\u00aden\u00adted way, taking diver\u00adsi\u00adty into account and sha\u00adping the frame\u00adwork accor\u00addin\u00adgly. <em>Doing<\/em> is meant more in the sen\u00adse of prac\u00adti\u00adcal imple\u00admen\u00adta\u00adti\u00adon with the help of methods and design ele\u00adments as well as the resul\u00adting prac\u00adti\u00adces in joint inter\u00adac\u00adtion. For the edu\u00adca\u00adti\u00adon sec\u00adtor, this per\u00adspec\u00adti\u00adve can be exem\u00adpli\u00adfied at the micro level both theo\u00adre\u00adti\u00adcal\u00adly and empi\u00adri\u00adcal\u00adly with refe\u00adren\u00adces from lear\u00adning psy\u00adcho\u00adlo\u00adgy in the direc\u00adtion of a&nbsp;con\u00ads\u00adtruc\u00adti\u00advist-ori\u00aden\u00adted view of tea\u00adching and lear\u00adning and cor\u00adre\u00adspon\u00adding (media) didac\u00adtic design prin\u00adci\u00adples (see Mayr\u00adber\u00adger, 2019, chap\u00adter 6)<sup><a href=\"#footnote_1_2104\" id=\"identifier_14_2104\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. (2019).&nbsp;Partizipative Mediendidaktik. Gestaltung der (Hochschul-)Bildung unter den Bedingungen der Digitalisierung.&nbsp;Weinheim: Beltz Juventa.\">1<\/a><\/sup> as well as with a&nbsp;diver\u00adsi\u00adty-ori\u00aden\u00adta\u00adted tea\u00adching and lear\u00adning cul\u00adtu\u00adre (see also Wild and Esdar, 2014, chap\u00adter 3)<sup><a href=\"#footnote_12_2104\" id=\"identifier_15_2104\" class=\"footnote-link footnote-identifier-link\" title=\"Wild, E. und Wiebke, E. (2014). Eine heterogenit\u00e4tsorientierte Lehr-\/Lernkultur f\u00fcr eine Hochschule der Zukunft. Fachgutachten im Auftrag des Projekts nexus der Hochschulrektorenkonferenz. Abgerufen am 29.03.2021, von https:\/\/www.hrk-nexus.de\/fileadmin\/redaktion\/hrk-nexus\/07-Downloads\/07-02-Publikationen\/Fachgutachten_Heterogenitaet.pdf\">12<\/a><\/sup>. This per\u00adspec\u00adti\u00adve repres\u00adents a&nbsp;fun\u00adda\u00admen\u00adtal chan\u00adge in the tra\u00addi\u00adtio\u00adnal lear\u00adning and tea\u00adching cul\u00adtu\u00adre in hig\u00adher edu\u00adca\u00adti\u00adon, becau\u00adse it stands for deve\u00adlo\u00adping tea\u00adching for\u00admats as well as lear\u00adning and exami\u00adna\u00adti\u00adon pro\u00adces\u00adses, inclu\u00adding the neces\u00adsa\u00adry admi\u00adnis\u00adtra\u00adti\u00adve frame\u00adwork con\u00addi\u00adti\u00adons, more cle\u00adar\u00adly in the direc\u00adtion of pro\u00admo\u00adting and enab\u00adling self-deter\u00admi\u00adna\u00adti\u00adon. Two examp\u00adles with ide\u00adas for the future deve\u00adlo\u00adp\u00adment of the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor impres\u00adsi\u00adve\u00adly demons\u00adtra\u00adte that chan\u00adges of this kind in the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor are not only to be found at the micro level, but also encom\u00adpass the meso and macro levels in order to func\u00adtion. On the one hand, based on chan\u00adging lear\u00adning beha\u00adviour and needs with a&nbsp;clear refe\u00adrence to the meso and macro level, the <span class=\"caps\">AHEAD<\/span> stu\u00addy pre\u00adsen\u00adted a&nbsp;trend ana\u00adly\u00adsis with four exem\u00adpla\u00adry sce\u00adna\u00adri\u00ados inclu\u00adding the well-known model on pos\u00adsi\u00adble future stu\u00addy models in 2030<sup><a href=\"#footnote_13_2104\" id=\"identifier_16_2104\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/hochschulforumdigitalisierung.de\/de\/news\/ahead-studie-hochschullandschaft-2030, accessed 29.03.2021\">13<\/a><\/sup>. The pos\u00adsi\u00adble future models show evo\u00adlu\u00adtio\u00adna\u00adry and also revo\u00adlu\u00adtio\u00adna\u00adry con\u00adse\u00adquen\u00adces for the design of the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adliza\u00adti\u00adon. The rea\u00adliza\u00adti\u00adon of all vari\u00adants in the coming years could con\u00adtri\u00adbu\u00adte to the deve\u00adlo\u00adp\u00adment of a&nbsp;spe\u00adci\u00adfic cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty and could ori\u00aden\u00adta\u00adte the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor more stron\u00adgly towards lifel\u00adong lear\u00adning. The second exam\u00adp\u00adle is of a&nbsp;con\u00adcep\u00adtu\u00adal natu\u00adre and calls for a&nbsp;rethink of lear\u00adning in the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor towards a&nbsp;so-cal\u00adled New Lear\u00adning in the cour\u00adse of digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon. To this end, twel\u00adve the\u00adses have been for\u00admu\u00adla\u00adted in the \u201cHagen Mani\u00adfesto on New Lear\u00adning\u201c<sup><a href=\"#footnote_14_2104\" id=\"identifier_17_2104\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/newlearning.fernuni-hagen.de\/das-hagener-manifest\/, accessed 29.03.2021\">14<\/a><\/sup>, which, based on a&nbsp;new lear\u00adning cul\u00adtu\u00adre, also con\u00adsider the frame\u00adwork at the meso and macro levels and ulti\u00adm\u00adate\u00adly also pos\u00adtu\u00adla\u00adte edu\u00adca\u00adtio\u00adnal poli\u00adcy demands. In both examp\u00adles, the argu\u00adment is pri\u00adma\u00adri\u00adly based on the indi\u00advi\u00addu\u00adals or lear\u00adners and their poten\u00adti\u00adal lifel\u00adong lear\u00adning beha\u00adviour under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adliza\u00adti\u00adon and digitality.<\/p>\n\n<p>This is inten\u00added to illus\u00adtra\u00adte by way of exam\u00adp\u00adle that a&nbsp;stron\u00adger focus on the needs and diver\u00adsi\u00adty of indi\u00advi\u00addu\u00adals is rele\u00advant in at least two respects for the future abili\u00adty to act, which should be the goal of con\u00adtem\u00adpo\u00adra\u00adry edu\u00adca\u00adti\u00adon. First\u00adly, for the indi\u00advi\u00addu\u00adals them\u00adsel\u00adves and their own edu\u00adca\u00adti\u00adon and deve\u00adlo\u00adp\u00adment pro\u00adces\u00adses. Second\u00adly, for the lear\u00adner-ori\u00aden\u00adted and diver\u00adsi\u00adty-sen\u00adsi\u00adti\u00adve design of the frame\u00adwork, inclu\u00adding the orga\u00adniza\u00adtio\u00adnal and struc\u00adtu\u00adral conditions.&nbsp;<\/p>\n\n<p>At the same time, this focus does not mean that the sole respon\u00adsi\u00adbi\u00adli\u00adty for a&nbsp;more open, par\u00adti\u00adci\u00adpa\u00adto\u00adry self-orga\u00adniza\u00adti\u00adon and self-deter\u00admi\u00adna\u00adti\u00adon-enab\u00adling tea\u00adching and lear\u00adning cul\u00adtu\u00adre under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adli\u00adty can now be dele\u00adga\u00adted to the indi\u00advi\u00addu\u00adals alo\u00adne and that chan\u00adge depends sole\u00adly on them. Howe\u00adver, peo\u00adp\u00adle and pro\u00adces\u00adses are and remain the start\u00ading point for agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship in order to work tog\u00ade\u00adther on the (hig\u00adher) edu\u00adca\u00adti\u00adon sys\u00adtem in the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and to help chan\u00adge the sys\u00adtem through inter\u00adac\u00adtion and rela\u00adti\u00adonships. Alt\u00adhough the focus here is the\u00adr\u00ade\u00adfo\u00adre on indi\u00advi\u00addu\u00adals and the agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship they assu\u00adme, the ques\u00adti\u00adon remains as to how important the orga\u00adniza\u00adti\u00adon and tech\u00adno\u00adlo\u00adgy are or should be as addi\u00adtio\u00adnal actors for the (indi\u00advi\u00addu\u00adal) per\u00adsons\u2019 abili\u00adty to act and scope for action in the cour\u00adse of agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship. Based on a&nbsp;per\u00adson-cent\u00adred approach, agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship focu\u00adses on agi\u00adle values and prin\u00adci\u00adples, new forms and roles of lea\u00adder\u00adship and, in par\u00adti\u00adcu\u00adlar, per\u00adso\u00adnal ambidexterity.&nbsp;<\/p>\n\n<p><\/p>\n\n<pre class=\"wp-block-verse\"><strong><strong><div class=\"alignleft\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/digitalitaet-1\/\" title=\"Digitality 1.0\">Vorherige Seite: Digitality 1.0<\/a><\/div><\/strong><\/strong> <strong><div class=\"alignright\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/ambidextrie-1\/\" title=\"Ambidexterity 1.0\">N\u00e4chste Seite: Ambidexterity 1.0<\/a><\/div><\/strong><\/pre>\n<ol class=\"footnotes\"><li id=\"footnote_1_2104\" class=\"footnote\">Mayr\u00adber\u00adger, K. (2019).&nbsp;<em>Par\u00adti\u00adzi\u00adpa\u00adti\u00adve Medi\u00aden\u00addi\u00addak\u00adtik. Gestal\u00adtung der (Hochschul-)Bildung unter den Bedin\u00adgun\u00adgen der Digi\u00adta\u00adli\u00adsie\u00adrung.<\/em>&nbsp;Wein\u00adheim: Beltz Juven\u00adta.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_1_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_3_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_6_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_14_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_2_2104\" class=\"footnote\">Licence: <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_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_3_2104\" class=\"footnote\">https:\/\/partizipative-mediendidaktik.de\/, acces\u00adsed 29 March 2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_4_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_4_2104\" class=\"footnote\">Mayr\u00adber\u00adger, K. (2020). Par\u00adti\u00adzi\u00adpa\u00adti\u00adve Medi\u00aden\u00addi\u00addak\u00adtik. Dar\u00adstel\u00adlung von Eck\u00adpunk\u00adten und Ver\u00adtie\u00adfung des Par\u00adti\u00adzi\u00adpa\u00adti\u00adons\u00adraums als kon\u00adsti\u00adtu\u00adie\u00adren\u00addes Struk\u00adtur\u00adele\u00adment. <em>Medi\u00aden\u00adP\u00e4d\u00adago\u00adgik<\/em> <em>17,<\/em> 59\u2009\u2013\u200992. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.21240\/mpaed\/jb17\/2020.04.26.X\" target=\"_blank\">https:\/\/doi.org\/10.21240\/mpaed\/jb17\/2020.04.26.X <\/a><img decoding=\"async\" identifier=\"10.21240\/mpaed\/jb17\/2020.04.26.X\" identifiertype=\"1\" title=\"Transfer title to Citavi project using this DOI\" existsinproject=\"0\" class=\"citavipicker\" src=\"data:image\/svg+xml;base64,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\" style=\"border: 0px none!important;width: 16px!important;height: 16px!important;margin-left:1px !important;margin-right:1px !important;\"> <span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_5_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_5_2104\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/partizipative-mediendidaktik.de\/ueber-partizipation-hinaus\/\" target=\"_blank\">https:\/\/partizipative-mediendidaktik.de\/ueber-partizipation-hinaus\/<\/a>, acces\u00adsed 23.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_7_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_6_2104\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/management30.com\/practice\/delegation-poker\" target=\"_blank\">https:\/\/management30.com\/practice\/delegation-poker<\/a>, acces\u00adsed 29.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_8_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_7_2104\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/de.wikipedia.org\/wiki\/Selbstbestimmungstheorie\" target=\"_blank\">https:\/\/de.wikipedia.org\/wiki\/Selbstbestimmungstheorie<\/a>, acces\u00adsed 29.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_9_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_8_2104\" class=\"footnote\">https:\/\/gender-glossar.de\/d\/item\/48-diversity, acces\u00adsed 29.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_10_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_9_2104\" class=\"footnote\">Wild, E. und Esdar, W. (2014). Eine hete\u00adro\u00adge\u00adni\u00adt\u00e4ts\u00adori\u00aden\u00adtier\u00adte Lehr-\/Lern\u00adkul\u00adtur f\u00fcr eine Hoch\u00adschu\u00adle der Zukunft. <em>Fach\u00adgut\u00adach\u00adten im Auf\u00adtrag des Pro\u00adjekts nexus der Hoch\u00adschul\u00adrek\u00adto\u00adren\u00adkon\u00adfe\u00adrenz<\/em>. acces\u00adsed 29.03.2021, from https:\/\/www.hrk-nexus.de\/fileadmin\/redaktion\/hrk-nexus\/07-Downloads\/07\u2009\u2013\u200902-Publikationen\/Fachgutachten_Heterogenitaet.pdf<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_11_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_10_2104\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/de.wikipedia.org\/wiki\/Universal_Design\" target=\"_blank\">https:\/\/de.wikipedia.org\/wiki\/Universal_Design<\/a>, acces\u00adsed 29.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_12_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_11_2104\" class=\"footnote\">Stol\u00adten\u00adhoff, A\u2011K. (2021). <em>Diver\u00adsi\u00adt\u00e4t, Geschlecht\/Gender und Inklu\u00adsi\u00adon. Leit\u00adli\u00adni\u00aden, Geset\u00adze und Per\u00adspek\u00adti\u00adven <\/em>. Ein Pad\u00adlet. Abge\u00adru\u00adfen am 29.03.2021, von https:\/\/padlet.com\/MedienDiskurs\/wd5yrphg6k5ympis<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_13_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_12_2104\" class=\"footnote\">Wild, E. und Wieb\u00adke, E. (2014). Eine hete\u00adro\u00adge\u00adni\u00adt\u00e4ts\u00adori\u00aden\u00adtier\u00adte Lehr-\/Lern\u00adkul\u00adtur f\u00fcr eine Hoch\u00adschu\u00adle der Zukunft. Fach\u00adgut\u00adach\u00adten im Auf\u00adtrag des Pro\u00adjekts nexus der Hoch\u00adschul\u00adrek\u00adto\u00adren\u00adkon\u00adfe\u00adrenz. Abge\u00adru\u00adfen am 29.03.2021, von <a rel=\"noreferrer noopener\" href=\"https:\/\/www.hrk-nexus.de\/fileadmin\/redaktion\/hrk-nexus\/07-Downloads\/07-02-Publikationen\/Fachgutachten_Heterogenitaet.pdf\" target=\"_blank\">https:\/\/www.hrk-nexus.de\/fileadmin\/redaktion\/hrk-nexus\/07-Downloads\/07\u2009\u2013\u200902-Publikationen\/Fachgutachten_Heterogenitaet.pdf<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_15_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_13_2104\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/hochschulforumdigitalisierung.de\/de\/news\/ahead-studie-hochschullandschaft-2030\" target=\"_blank\">https:\/\/hochschulforumdigitalisierung.de\/de\/news\/ahead-studie-hochschullandschaft-2030<\/a>, acces\u00adsed 29.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_16_2104\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_14_2104\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/newlearning.fernuni-hagen.de\/das-hagener-manifest\/\" target=\"_blank\">https:\/\/newlearning.fernuni-hagen.de\/das-hagener-manifest\/<\/a>, acces\u00adsed 29.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_17_2104\" 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;\u2026 but this tech\u00adni\u00adcal infra\u00adstruc\u00adtu\u00adre only forms the frame\u00adwork. Only the (par\u00adti\u00adci\u00adpa\u00adto\u00adry) dia\u00adlo\u00adgues and the rela\u00adti\u00adonships bet\u00adween them are the glue [sic!], that&nbsp;holds&nbsp;[\u2026]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":2086,"menu_order":105,"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-2104","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; \u2026 but this tech\u00adni\u00adcal infra\u00adstruc\u00adtu\u00adre only forms the frame\u00adwork. Only the (par\u00adti\u00adci\u00adpa\u00adto\u00adry) dia\u00adlo\u00adgues and the rela\u00adti\u00adonships bet\u00adween them are the glue [sic!], that holds&hellip;","_links":{"self":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2104","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=2104"}],"version-history":[{"count":1,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2104\/revisions"}],"predecessor-version":[{"id":2105,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2104\/revisions\/2105"}],"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=2104"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}