The first area of ​​evaluation examines the possibilities available to the teacher/author to guide and shape the learning process (of the learner as the recipient of these possibilities/work). Quality criteria here focus much more on the content than on the didactics, because support (of the teacher) in the creation of the content is much easier to assess than support in the didactics, ie in the implementation/teaching of the prepared content.

quality criteria of this evaluation area

1. Quality of content
2. Content creation
3. Variety of media types supported
4. Integrated/Connected Media Libraries
5. Didactic guidelines and possibilities
6. User-friendly design and instructions for authors

quality criteria and testing aspects

1. Quality of content

• In LMS, content can be published by individual authors (e.g. teachers) as well as by professional productions.
• Before release, the LMS owner/tenant checks the content for quality (content, didactic, technical).
• Third-party authorship is clearly indicated (source reference).

2. Content creation

• Content can be created directly in the LMS.
• LMS-specific content creation tools follow the specifications of common content creation tools (e.g. Word, Power Point, photo and video editing).
• Integration of pre-produced content is easy and can be done by the teacher.

3. Media types

• When creating content, different types of media (text, images, audio, video) can be integrated.
• For the learner (and teacher) the type (above) and size (in bytes, duration, etc.) of the medium are easily recognizable.

4. Media libraries

• One or more integrated or networked media libraries are available to authors for integration into their own content/courses.
• Content from the media library can be easily integrated into the course and is automatically clearly labeled (source, media type, scope).
• Content from the media library can be edited, if possible directly in the LMS/media library.

5. Didactics

• LMS has built-in didactic methods (e.g. learning material, discussion, quiz) from which authors can choose.
• LMS is limited to a few didactic methods that are incorporated into all content/lessons/courses (e.g. midterm and final tests).

6. Design

• The author can easily see where he is in the LMS structure (overview).
• LMS-specific icons follow the common icons for the same elements (e.g. for website/link, video, etc.).

The second area of ​​evaluation is the learner's perspective, i.e. what options are available to them to make their learning as effective, efficient and enjoyable as possible. Customization and/or user experience is something that is essential for users in all roles that are in an LMS (teacher, learner, administration). However, in our opinion it is most important in the role of the learner.
– firstly, learners make up the largest user group, and
– secondly, they must be motivated to use through use (they are not paid, like other roles).

quality criteria of this evaluation area

1. Motivating user experience
2. Organization of learning
3. Tasks and Tests
4. Feedback
5. personalization

quality criteria and testing aspects

1. Motivating user experience

• It is clear that graphic design is or can be adapted to a more or less defined target group.
• It is evident that the type and amount of intended user actions is or can be adapted to a more or less defined target group.
• Page design and controls are consistent and simple so that the learner can focus on the content and tasks (and not have their concentration disrupted by complicated, multi-step processes).
• The function of the individual icons is intuitively understandable for learners and does not need to be explained again and again (e.g. when using the mouse).

2. Organization of learning

• LMS displays the navigation bar (depending on the target group age) or uses other signals/symbols (colors, icons, etc.) to show where the learner is in the LMS or what he or she is currently doing.
• Created or submitted materials (tasks) are saved in the learner's profile and can be sorted according to several properties (filters).

3. Learning progress

• Learners can track their own progress, including information on which tasks they have already completed (to what extent and how successfully) and which ones are still waiting for them (and how much time they will take) (when).
• LMS has built-in tools that allow teachers (or LMS automatically) to alert learners to their progress or lack thereof.
• Learning pace (deadlines) and the possibility of repeating (individual) sections can be set (for all, groups or individual learners).

4. Tasks and (self)tests

• LMS has built-in tools that allow the learner to complete the tasks assigned to him or her or create them in the LMS.
• Submitting assignments in the LMS is easy (requires just a few steps).
• It is intended that learners complete content/units with (self-)tests (in the form of quizzes or similar), e.g. when listing didactic methods, tests (quizzes) are listed at the end.
• (Self)tests can be repeated (depending on target group/learning purpose).

5. Feedback

• LMS has built-in tools with which the teacher or the LMS can automatically provide feedback/assessment.
• LMS requires (through input fields) that the teacher explains how feedback is given and how it should be interpreted (or the LMS automatically provides this information during the assessment).

6. personalization

• Learners can customize the LMS/interface (settings such as color, contrast, turning off unnecessary functions, notifications, etc.).
• LMS allows learners to create profiles/portfolios (with different media formats, such as texts, images, videos, audio files, etc.).
• Learners can connect their LMS profile with their profiles on other platforms (e.g. Instagram, Facebook, Twitter, etc.) or enter them in the space provided in the profile form

At the beginning, LMS were defined as the link between the teacher and the learner. In this area, this "connecting function" of the LMS is examined, but in an even more expanded form, which includes not only users but also interactions with the content.

quality criteria of this evaluation area

1. Dealing with learners
2. Handling content
3. Tools for communication
4. Tools for collaboration
5. Structure, Filter and Search
6. Instructions

quality criteria and testing aspects

1. Dealing with learners

• Learners are treated as individuals (registration with name, individual admission to the course possible).
• Learners can be contacted individually by the teacher.
• Learners can be assigned content/courses individually.

2. Handling content

• The teacher can (easily) change content (learning material) after it has been published.
• Learners can (easily) change their tasks after submission (up to the deadline).
• In the LMS, content/tasks can be (easily) assigned (from teacher to learners) or become a topic for discussion (initiated by learners – among themselves or addressed to the teacher).

3. Tools for communication

• LMS has built-in tools for asynchronous communication between the teacher and learners, e.g. forums, group email, etc.
• LMS has built-in tools for synchronous communication between the teacher and learners and among learners, e.g. chat.
• Teachers and learners have equal rights in communication (e.g. learners can also create forums and topics in them, they have access to group mail on request, etc.).

4. Tools for collaboration

• LMS has built-in tools for asynchronous collaborative learning/working, e.g. shared folders, ability to view assignments submitted by other learners, etc.
• LMS has built-in tools for synchronous collaborative learning/working, e.g. video meetings, shared whiteboard, documents, etc.
• LMS has built-in tools that help learners organize (group) work, e.g. shared calendar, management tools (such as Trello).

5. Structure, Filter and Search

• LMS is clearly laid out with understandable categories (menu items) that are hierarchically structured and presented in an understandable way.
• If there are multiple entries (e.g. courses, content, learners, etc.), users can filter and arrange them.
• LMS has internal search function(s) that the user can use/set at different levels (e.g. platform, my courses, my content, etc.).
• The above functions are accessible to LMS users at all levels (administrator, teacher, learner).

6. Instructions

• Instructions on (all or most important) functions are accessible to teachers and learners (and other users) at any time.
• Instructions are sensibly divided according to functions/amount of information/scope/duration.
• Instructions are adapted to the target group in terms of presentation and complexity.
• Instructions are tied to the respective place in the LMS where they are needed (users do not need to search for instructions themselves)

The last area of ​​evaluation encompasses several perspectives, with technical and innovative taking precedence over marketing. Technical implementation at a high level has become the norm these days, so all that remains is to check whether "everything works". This is followed by two criteria that ensure that the LMS works on as many different devices, operating systems or browsers as possible (adaptive and responsive) and that it provides data that helps the teacher to optimise his teaching (analytical data). Finally, there are two criteria for innovation that enable (very) innovative products to score better in the overall evaluation/points.

quality criteria of this evaluation area

1. Flawless functioning
2. Adaptive and Responsive
3. Analytical data
4. marketing
5. Great Innovation
6. Small innovations

quality criteria and testing aspects

1. Flawless functioning

• All functions provided/specified and built into the product are quickly carried out.
• In case of technical problems, you can quickly and easily find help instructions, by following which the user can solve/eliminate the problem himself.

2. Adaptive and Responsive

• LMS can be used without restrictions on all modern operating systems and/or browsers.
• LMS is adapted to different devices, their screens, cameras, speakers and microphones.

3. Analytical data

• When registering, users are asked to agree to the terms and conditions and data collection (further GDPR)
  made aware.
• In accordance with GDPR, LMS collects data on the behavior of platform users.
• Teachers have access to the above data of learners enrolled in their courses and access to their content.
• The above data is automatically prepared in various forms that are useful for users (especially teachers).

4. marketing

• In case the product or its producer has already received a Comenius EduMedia award, this has been properly published (next to the awarded product).
• The LMS is promoted with arguments that contribute to the quality of education (not with arguments that are interchangeable with products in other industries, e.g. entertainment).

5. Great Innovation

• The product as a whole is an outstanding innovation in the field of LMS.

6. Small innovations

• LMS has innovative elements that motivate the user.

As we continue to work on the criteria for this educational media category/type, we will examine whether the designation should be updated and changed:
– Replace “computer games with competence-enhancing potential” (SDB (CKP)) with – “digital game-based educational media with competence-enhancing potential” (DSB). Both definitions are used in this version.

Preliminary remarks on the redesign

A difference to today's SDB (CKP) valuation model

(1) In this proposal, the definition of SDBs (CKPs) is defined more precisely than before in order to clarify that the category includes learning games, games, digital and playful educational media and is focused on education. They are thus distinguished from
(a) Entertainment games in which you can also learn something and from.
(b) Educational media that also use playful elements with a different priority educational focus.

(2) Based on practical experience with the appropriate evaluation of current games and the literature in the field of serious game based learning evaluation, the SDB (CKP) evaluation was modified to achieve an appropriate balance in the evaluation of didactic applications of game mechanics (game methods and the material/technical implementation) and more educational support.

B Considerations for redesigning the evaluation criteria.

for "learning games (playful educational media) with competence-enhancing potential"

(1) The aim of adapting the SDB (CKP) criteria is to enable the jury members to use these new criteria to assess the quality of the Comenius submissions on the basis of current pedagogical knowledge on learning heuristics, educational quality and the functional use of ‘playful methods’.
(2) The defined set of “new” criteria must be able to adequately evaluate, in addition to today’s SDBs (CKPs), also (completely) new technological educational game applications in the future with regard to their integral educational qualities.
(3) This means explicit attention to learning and play elements and their balanced integration in context.
(4) In our opinion, essential for the evaluation of SDB (CKP)s is how competence development is realized in a SDB (CKP) through the integral combination of pedagogical learning support and integration of learning game mechanisms that is unique to learning games in order to maximize learning experiences, where playful learning is better able to constantly engage, motivate and actively train teachers through constant complex challenges.
(5) In the proposed evaluation areas for SDBs (CKPs) there are
(a) categories that focus on the competence-enhancing qualities (areas 1 and 2) and
(b) Categories that focus on the implementation qualities of the “product” or submission.

On the evaluation justification of the SDB (CKP)s

Digital playful educational media (or digital learning games) are educational media that specifically use game-based learning to develop educational skills.

The term computer games with competence-enhancing potential refers to all types of digital games that have properties that have a beneficial effect on the acquisition or development of skills of users. These games are platform-independent (e.g. PC, console, smartphone), can be used both offline and online, and are played alone or with several people. (Grün & Rosenberger, 2017). This category concerns digital serious games, learning games that pursue educational purposes to impart knowledge for different forms of competence development. The most important feature of SDB (CKP)s is the pursuit of pedagogical purposes using playful methods, i.e. activities that realize fun and motivation in the game in delightful, innovative environments - but always oriented towards learning processes and the achievement of the intended learning goals. (Bitter & Giannoulis, 2021) and independent of the technical implementation (laptop, desktop, mobile phone, game console, cloud-based networked platforms or apps, single-multiplayer, synchronous - asynchronous AR-VR or mixed reality settings). The forms of games with which one can learn are diverse: from serious / educational games, open world / sandbox, role-playing games (RPG), virtual world games, epistemic games to entertainment games, adventure games, action games, strategy games and pure entertainment games. It is crucial that serious game / educational game submissions for the Comenius Award are directly related to an educational context. (Bitter & Giannoulis, 2021). Assessments in the SDB (CKP) category require a targeted pursuit of educational goals. This means that pure entertainment games are not evaluated in this area. Educational games are particularly well suited to the realization of very different competencies in order to effectively acquire complex skills in context through "engaged, playful learning processes". The holistic and dynamic integration and fluid media realization of learning while playing requires a separate SDB (CKP) assessment category. In the context of Comenius assessments, the aim is to define quality requirements and quality criteria for evaluation that can be easily applied in educational practice. They must be well structured and clearly designed. They must emphasize the essential and leave out the unimportant. To this end, the competence areas are divided into the following four evaluation areas according to the analogy suggested by Mikuszeit: (Bitter & Giannoulis, 2021).

Requirement for educational intentions of SDB (CKP)

Digital learning games (SDB (CKP)s) are characterized by the promotion of educational intentions through playful learning. The first evaluation area with quality criteria deals with the overarching question of how the intended learning objectives can be achieved with a SDB (CKP) Comenius submission. The conceptual learning basis of the learning game is evaluated. Studies attribute particular potential to game-based learning, for example, for engaging and motivating. Various cognitive skills can be acquired through game-immanent challenges.

A wide variety of learning objectives can be pursued with SDBs (CKPs). Benjamin Bloom has defined a taxonomy for cognitive activities that is well suited to evaluating the learning objectives and learning activities in a SDB (CKP). Bloom divides the cognitive activities into six levels, which start from simple and become increasingly complex. This content hierarchy of cognitive activities follows the progression from knowledge (1), understanding (remembering/understanding) (2), application (applying) (3), analysis (analyzing) (4), synthesis (evaluating/synthesis) (5) to exploration/creation) (6). (see filing 1).

This subdivision continues with educational game scenarios, where players must master and apply the skills, knowledge and strategies learned in the previous phases in order to become more competent and to reach the (next) higher level.

The jury members use the quality criteria and test aspects for the pedagogical content evaluation to assess the learning objectives. In the second evaluation area, the jury members assess how the learning objectives are coordinated using suitable game mechanisms. The manner of competence development is assessed in the third evaluation area and the media implementation in the fourth evaluation area.

The following quality criteria belong to the evaluation area of ​​the pedagogical-content evaluation.

quality criteria of this evaluation area

1. Learning Objectives
2nd learning objective – innovation

quality criteria and testing aspects

1. Learning Objectives

• Is it clear which learning objectives can be set, explained and (successfully) realized using the SDB (CKP)?
• Are the integrated learning activities and learning game methods suitable for the effective realisation of the educational objectives (see Appendix 1)?
• Does the focus remain on the learning goal during the game?
• Is the didactic support for achieving the learning objective effectively integrated? Are the players adequately supported to achieve the learning objective?
• Do the game scenarios and game methods enable the intended learning objectives to be achieved in a didactically appropriate manner?
• Does the learning game provide targeted feedback and information on progress to support the learning process “on the go”?
• Is support and stress provided in a pedagogically appropriate manner across the duration of play and activities?
• Is cognitive overload, action and concentration strain expected? And are the necessary positive stimuli and feedback used to achieve the learning goal?
• Does the learning game provide a depth of user interaction to achieve the targeted learning objectives and ultimately anchor them permanently in the learner's mind?

2nd learning objective – innovation

• Are the topics and the educational game world new in terms of learning content?
• Is the way in which learning objectives are achieved novel?
• Is the learning game innovative due to the learning objective content?

Requirements for playful learning of SDB (CKP)

Learning through play can involve an individual game, a single-player game, but most often learning takes place in social contexts with communication. Collaboration between participants in different roles in which the players immerse themselves is essential. In a virtual (possibly fantasy) world, players need clarity about their identity (role) in the game, the learning goal of the adventure/game, the interaction options and the feedback information in order to master the increasingly complex challenges (Annetta, 2010, Malone 1981).

Learning increasingly complex things is made possible in educational games with "levels". The "levels" as a "game mechanism" enable players to remain in the playful (learning) "flow" (Csikszentmihalyi, 1988) and enter the next zone of competence acquisition (Vygotky's 1978 ZDP/ Zone of proximal Development), while remaining continuously engaged and "curious" about the next "challenges" (Malone 1981).

This evaluation area describes how we can evaluate the integrated application of game elements in learning games and assess their quality in the acquisition of skills (such as motivation, concentration, etc.) through playful learning in the learning process to achieve the learning goal.

In this evaluation area, we look at the play-based learning competencies that are specifically important for engaged and successful learning with SDB (CKP)s.

The following quality criteria belong to this evaluation area.

quality criteria of this evaluation area

1. Use of appropriate game mechanics.
2. Nature and support of the development of playful skills.
3. Innovation of playful learning.

quality criteria and testing aspects

1. Use of appropriate game mechanics

• Are optimal game forms designed to suit the learning objective, the learning processes and the target group?
• Are appropriate game elements used to ensure successful playful learning?
• Does the mix of game elements (such as game prizes, professional/user ratings, leaderboards, recommendations from domain experts, etc.) support the teacher's learning process?

2. Nature and support of the development of playful skills

• Do the game worlds/game scenarios enable the intended learning objectives to be achieved while maintaining didactic learning game qualities such as engagement, motivation, concentration, empowerment?
• Are the game elements integrated in such a way that they do not impair/hinder the learning/training process?
• Learning and game objectives are clear and appropriate so that teachers can work towards the characterizing goals. Are learning objectives mandatory?
• Appropriate feedback to players on their performance progress.

3. Innovation of playful learning.

• The game mechanics/playful learning methods of the didactic digital media product are innovative (novel).

Media Requirements for SDB (CKP)

This category deals with the evaluation of the media-related requirements that are placed on teachers when using the SDB (CKP). Technological implementation and the requirements that it places on teachers when using the SDB (CKP). Enabling entertaining learning processes that lead to learning success and a rich learning experience requires not only a good learning game balance but also an excellent (“coherent overall”) media design. Not only the visual and auditory design play an important role, but also the possibilities for actively designing the
Computer game by the users. The aspects of the media requirements to be examined include the creative realization of the visual, auditory, aesthetic interaction structures. This includes a technological design that is appropriate for the target group and context.

In the evaluation area of ​​media-technological design, the following quality criteria are examined.

quality criteria of this evaluation area

1. Media technological realization
2. Elaboration in context – balance between playing and learning
3. Elaboration in context – abstraction & transfer potential
4. Innovation

quality criteria and testing aspects

1. Media technological realization

• Is finding one’s way in the “learning game” and learning in a playful “flow” guaranteed by the media realization of the game?
• Where/how does the technological design hinder or support learners in their learning game activities in the learning game?
• How do the players find their way within the media implementation (in the virtual world, 3D/AR-VR mixed realities)?
• How consistent is the virtual game world designed for teachers when learning the virtual game world? How comfortable is the representation of the imaginary world? And how appropriate is the "high-fidelity game environment" designed if, for example, the simulation needs a realistic virtual world representation?
• How natural and effective is virtual communication realized in learning games?
• The media design is state-of-the-art with recognizable effects (visual, acoustic, haptic; sensory, multimedia). It is well implemented and adaptable. Ensure a comprehensive experience so that players have the feeling of "being there".
• The design offers a clear ecosystem where unnecessary information, media presentations, options and elements do not distract the players.
• Sensorimotor and technical requirements must not hinder or restrict the players.

2. Elaboration in context – balance between playing and learning

• The learning game has a successful balance and integration between learning and playful elements.

3. Elaboration in context – abstraction & transfer potential

• The skills developed in the learning game can be used in other areas and applications.
• Generic content knowledge is transferable to other learning areas.
• The game provides sufficient abstraction support so that players can clearly distinguish virtual game worlds from real worlds.
• The game also contributes to the development of game-media literacy.
• Playful action patterns can be applied to other games of similar genres.

4. Innovation

• The realization of the didactic digital media product is technologically innovative/novel.

Pedagogical and content requirements for educational intentions and educational opportunities for blended learning programs BLEP

The competency requirements address the basic categories of education, the objectives, content and competencies. The educational intentions and educational opportunities for blended learning courses are analyzed.

Setting and achieving goals and sub-goals are basic requirements and orientations for successful learning. Which skills and values ​​should be acquired in the various teaching and learning scenarios in connection with the target group are therefore fundamental questions for the design of blended learning courses. Closely related to this is the question of which content or materials, such as facts, rules, terms, laws, methods and relationships, should be practiced, learned and acquired.
The pedagogical and content-related requirements for designing blended learning courses are therefore a comprehensive approach that constitutes this evaluation area. This evaluation area deals with the following quality criteria in a blended learning scenario.

quality criteria of this evaluation area

1st learning objective
2. Learning content
3. Target Audience
4. Values

quality criteria and testing aspects

1st learning objective

• All target components of the blended learning program (cognitive, affective, psychomotor, social-communicative) are clearly defined and recognizable.
• The learning objectives of the program pursue a moral problem that is relevant to the users.

2. Learning content

• The learning content is presented objectively and scientifically correctly (structure, selection, quantity and density as well as linking of information, essential statements with reference to the degree of generality and the level of abstraction).
• The learning content is coordinated with the corresponding educational programs. 
• The educational content is selected and justified according to pedagogical aspects and addresses current topics/is up-to-date.

3. Target Audience

• The program concept is tailored to the target group. 
• Existing experience, necessary prior knowledge and abilities of the target group are taken into account (knowledge and skills, emotions and attitudes, ability to pay attention and concentrate, environment).
• The program promotes (supports) integration and inclusion of the target group.

4. Values

• The program promotes ethical orientations and guiding principles.
• The program promotes humane thoughts and values. 
• The targeted values ​​and norms promote human dignity and solidarity.
• The targeted values ​​and norms are free from violent, radical or obscene depictions, ideological influence, negative prejudices and deliberate manipulation.
• The content of the program is free from narrow gender-specific role thinking and prejudices against individuals and social groups.
• The designed learning content is suitable for passing on the findings (awareness raising).

Didactic-methodological requirements for classroom phases of blended learning programs

The didactic and methodological requirements for classroom phases of blended learning courses deal with essential aspects of teaching and learning, in particular which teaching and learning scenarios are pursued in blended learning courses. Didactics as a scientific discipline of pedagogy deals with the rules of learning and the connections between learning and teaching. The didactic and methodological question asks about the method and the manner of imparting and acquiring knowledge and skills.
The didactic and methodological requirements for classroom-based teaching therefore form a second key area of ​​evaluation and structure the requirements that must be met by high-quality blended learning courses.

quality criteria of this evaluation area

1. Didactic Blended Learning Approaches and Phases
2. teaching and learning methods in classroom settings
3. Didactic Steps in Face-to-Face Phases
4. Didactic rules and logical learning methods
5. Didactic focus of the attendance phase

quality criteria and testing aspects

1. Didactic blended learning approaches and phases

• The blended learning program is based on a recognizable learning theory approach, for example a more objectivist, constructivist, traditionalist, science-oriented or action-oriented approach. The learning theory approach is implemented in a practical way and the educational content is structured in a practical way according to didactic aspects. 
• The blended learning concept includes one or more face-to-face phases.
• The classroom phases fit didactically into the overall concept of the course and are appropriately coordinated and linked with e-learning phases.

2. Teaching and learning methods in classroom-based phases

• Basic methodological forms for presence phases, such as presentation, giving and elaboration forms, are applied. 
• Possible and useful forms of cooperation in face-to-face events, such as frontal teaching, partner learning, group learning or individual learning, were taken into account.
• In the face-to-face phases, sensible forms of cooperation and learning are used. Frontal, cooperative and individual learning forms are combined in an appropriate way. 
• The planned face-to-face phases can easily be converted into e-learning phases. 
• P2P peer to peer/group projects are supported and can be carried out and presented in the classroom and e-learning phases.

3. Didactic steps in attendance phases

• Essential didactic steps that enable an effective learning process are consistently applied in the classroom phases:
  – Introduction and activation, introduction and reactivation,
  Group Dynamics – Strengthening Diversity
  – communication and processing, deepening and generalization
  – consolidation and application, repetition and application systematization
  – Assessment and evaluation, reaching agreements.
• The planned didactic steps allow users to work at different levels of difficulty and speed.
• The learning steps are processed in an emotionally effective and motivating way.
• Accompaniment/support should also be present/available at fixed times

4. Didactic rules and logical learning methods

• Basic didactic rules and principles were observed in the course conception for the attendance phases, such as
  – Comprehensibility
  – scientific nature
  – Consistency
  – clarity
  – From the General to the Specific
  – From the Simple to the Complicated
  – From Easy to Heavy
  – From Near to Far
  – From the Known to the Unknown
  – Connection between the concrete and the abstract.
• Logical learning methods such as analyzing, synthesizing, comparing, differentiating, generalizing, abstracting, generalizing, ordering, and concretizing are included in the course and are encouraged.

5. Didactic focus of the attendance phases

The blended learning concept includes one or more face-to-face phases with some of the didactic and methodological steps mentioned.

• Presence phase A: Presenting, initiating, leading
  – topic presentation
  – problem situation
  – Impulse (lecture or media)
  – Introduction to the learning concept Blended Learning
  – Introduction to the eLearning phase (dealing with the Internet, media and types of communication)
  – Introduction to the media used
  – Task for the eLearning phase (individually or in a group)

• Attendance phase B: Continuing, deepening
  – Presentation of results by participants (individually or in groups)
  – Establish feedback rules
  – Discussion of learning outcomes
  – Systematization of the topic, possible inclusion of media offerings
  – Task for follow-up phase on the topic (forum, multimedia)
• Further attendance phases: Continuing, deepening
  – like attendance phase B depending on the topic

Didactic-methodological requirements for e-learning phases of blended learning programs

The didactic and methodological requirements for e-learning phases/self-learning phases of blended learning courses deal with essential aspects of learning, in particular which learning scenarios are pursued in blended education courses. Didactics as a scientific discipline of pedagogy deals with the rules of learning and the connections between learning and teaching. The didactic and methodological question asks about the method and the manner of imparting and acquiring knowledge and skills.
The didactic and methodological requirements for e-learning phases of blended learning courses therefore form a third essential evaluation area and structure which didactic and methodological requirements must be placed on e-learning phases.

quality criteria of this evaluation area

1. Didactic Blended Learning Approaches and Phases
2. Didactic and content aspects of the e-learning phases
3. General requirements for e-learning phases
4. Didactic rules and logical learning methods
5. Didactic focuses of the e-learning phases

quality criteria and testing aspects

1. Didactic blended learning approaches and phases

• The blended learning program is based on a recognizable learning theory approach. The learning theory approach is implemented appropriately and the educational content is structured appropriately according to didactic aspects. 
• The blended learning concept includes one or more e-learning phases.
• The e-learning phases fit didactically into the overall concept of the course and are appropriately coordinated and linked with the classroom phases.
• The planned face-to-face phases can easily be converted into e-learning phases. 
• The learning scenario is conveniently offered in the form of “Flipped Classroom (also called Inverted Classroom)”.

2. Didactic and content aspects of the e-learning phases

The e-learning phases and the e-learning offerings are characterized by the following didactic and content aspects:

• Curricular integration – The e-learning offerings are integrated into the blended learning concept in a didactically appropriate manner and are necessary for achieving the course objectives. 
• learning process orientation - With the e-learning offering, new knowledge is acquired in an active acquisition process and not transmitted as a set of ready-made and clear information units. 
• Skill development – ​​The e-learning offerings promote and strengthen the technical, methodological and social skills of all participants.
• Promoting cooperative working and learning methods – The e-learning offerings promote cooperative working and learning methods as well as models of distributed knowledge communities. 
• P2P peer to peer/group projects are supported and can be carried out and presented in the classroom and e-learning phases.
• Contextualization – The e-learning offerings promote the networking of the offering with other social fields (especially via the Internet). 

3. General requirements for e-learning phases

• It can be learned regardless of time and place.
• Participants can determine their own learning pace.
• Different learning types are addressed through different media offerings (apps, images, videos, sound, animations, text) and different tasks (practical relevance, theoretical approach, etc.).
• The teaching material is didactically and methodically well prepared and can be handled flexibly.
• Tutoring is guaranteed.

Support/accompaniment is also available at regular times.

4. Didactic rules and logical learning methods

• Basic didactic rules and principles were observed in the course conception of the e-learning phases, such as
  – Comprehensibility
  – scientific nature
  – Consistency
  – clarity
  – From the General to the Specific
  – From the Simple to the Complicated
  – From Easy to Heavy
  – From Near to Far
  – From the Known to the Unknown
  – Connection between the concrete and the abstract.
• Logical learning methods such as analyzing, synthesizing, comparing, differentiating, generalizing, abstracting, generalizing, ordering, and concretizing are included in the course and are encouraged.

5. Didactic focus of the e-learning phases

The blended learning concept includes one or more e-learning phases with some of the didactic and methodological steps mentioned.

• E-learning phase A: Accompanying, developing, independent processing
  – Working on the topic using a medium and a task (independent learning)
  – Communication with fellow learners and lecturers (forums, chat, tutorial, P2P groups)
  – Online collaboration (workspace)
• E-learning phase B: Accompanying, independent processing
  – Continuation of the participant forum for discourse among the participants (led by participants)
  – Inclusion of additional media products
• Further e-learning phases: Accompanying, independent processing
  – like e-learning phases B depending on the topic and the attendance phases

Organizational and Media Requirements for Blended Learning Programs

The organizational requirements deal with fundamental work organization aspects when conducting blended learning courses and using didactic digital media products. These are questions that deal with the user-friendly design of teaching and learning scenarios or human-computer interfaces. In addition to the curricular anchoring, the framework conditions of the blended learning project also include the available budget as well as the consulting and support capacities that can be accessed. In addition, the ease of use and handling of the didactic digital media products are of essential importance for a successful blended learning course. These criteria are therefore summarized in a fourth group of criteria as requirements for organization and media.
With regard to these requirements, work organisational aspects such as framework conditions, operating characteristics, handling aspects and usage characteristics are particularly important.
The working conditions for teachers and learners are often the key to the success or failure of a blended learning course.

Continuing education events can be viewed as institutionalized communicative action, the focus of which is the creation of learning situations. Lecturers and participants must agree on their starting point, their course objectives, mediating variables such as behavior, teaching and learning methods, organizational measures and possible success controls within a framework of institutional conditions. Within these mutually interacting action aspects, the organization of a blended learning course becomes an important mediating variable. 

Further education organization also refers to the organization of the social forms of further education. The frontal, face-to-face phases, which can be carried out offline and online, primarily promote receptive learning behavior. In group work, the entire teaching-learning group is involved in planning and carrying out the lesson. The self-learning phases make it easier to adapt to individual learning progress.

The organizational, communicative and media requirements include the following quality criteria: 

quality criteria of this evaluation area

1. conditions
2. Content-adequate and address-appropriate selection and design of didactic digital media products
3. Multimediality
4. Interactivity
5. adaptability
6. Information about the blended learning program

quality criteria and testing aspects

1. Framework conditions

• Technical consulting and support capacity is available at regular times to implement the blended learning program.
• It is ensured that course participants can acquire the necessary technical and media skills independently.
• The hardware and software required for the course is usually available or can be easily obtained.
• The course's requirement for an appropriately equipped multimedia room as a venue (e.g. a circular arrangement of computer workstations) is presented.
• The requirements for the planned teaching staff, their preparation and training, become clear.
• The various didactic variables in the teaching and learning process for the development of learning motivation are taken into account, especially the intrinsic motivation, e.g. for achieving emotional security, for the participation of participants in the organization and implementation of events, for the number of participants in events, for the amount and structure of the information to be conveyed with regard to the target group.

2. Content-adequate and address-appropriate selection and design of didactic digital media products

• The selection of didactic digital media products for the blended learning course is appropriate to the content of the classroom and e-learning phases.
• The didactic media products and the media category were appropriately selected according to the content. The learning content is coordinated with the possibilities of the media category. 
• The multi-symbolic form of representation was chosen in accordance with the content. The multi-symbolic forms of representation (text, graphics, images, videos, audio, etc.) are correct and correspond to aesthetic aspects.  
• The media product was designed to suit the target audience. 
• Forms of presentation of the content such as language, sound, images, animation are appropriate for the target group.

3. Multimedia

• The media products integrated into the blended learning program can be used in a functional, meaningful and learning-supporting manner.
• The learning channels are activated in a meaningful way to support learning (visual, auditory, haptic, motor)
• Various forms of mediation and communication are offered.
• The selected programs and program elements (tutorial program, simulation, exercise, game, reference works, etc.) are justified, complementary and appropriate in terms of content.
• The media products are compatible with mobile phones.

4. Interactivity

• The media products integrated into the blended learning program enable interactive work, changes to tasks and flexible responses to different learning needs and requirements. Feedback is offered in variable forms, in a motivating and effective manner.
• Appropriate options (such as text, sound, graphics, animation) are offered for performance evaluations. Incorrect solutions are identified in different and variable ways. Feedback on incorrect solutions is provided in a motivating manner and evaluates the answer and not the person.
• The media products respond to the learning process by analyzing the individual performance level and recommending appropriate branches.
• Branches are automatically taken after answer and learning process analysis and can be freely selected. Branches are available in an appropriate and manageable number. Branches offer tasks of varying difficulty and variety.
• Interactivity between users and media products is made possible by setting tasks and work assignments, demanding solutions and encouraging the development of solution strategies. 
• Interactivity is supported by making the program progress dependent on the user's contributions and activities, by triggering user activities, e.g. collecting data, expanding information, by providing data for further processing, by error messages with factual relevance, by factual and variable confirmation of work results, by realizing LINKS to other media or by reward systems (leadership lists, games, etc.). 
• Interactivity is supported by motivation system (bonus points, rewards, level skipping).

5. Adaptivity

• The media products of the blended learning course allow adaptation to the user's capabilities by changing the basic settings (e.g. turning off the sound, switching between text and audio output) and setting the level of difficulty (e.g. tasks with different levels of difficulty). 
• The setting of the time behavior (e.g. setting of the reaction times according to the user's requirements) is ensured by the media products.
• The media products enable adaptation to the user's capabilities through the type and scope of information (e.g. separate and combined selection of text or audio information).
• The media products enable adaptation of the help system (e.g. variable provision of help).

6. Information about the blended learning program

• The blended learning course has been sufficiently publicised (flyers, internet, press)
• For the blended learning course, participants are provided with study materials or suitable literature.

In order to arrive at an approximate quality assessment relatively quickly, it is advisable to carry out an arithmetic criteria assessment. This assessment can be carried out using the Comenius assessment sheet, which contains all quality criteria and test aspects/indicators. The focus of this assessment is the question of the extent to which the quality criterion has been designed or can be implemented. The assessment is straightforward using various test aspects/indicators. Quality criteria that do not apply to an educational medium or multimedia product are not assessed (0 points). The short assessment for a test aspect is summarized in the following overview:

After evaluating all test aspects of the quality criteria of one of the four evaluation areas of a media group (e.g. for the DMP product group: pedagogical-content, didactic-methodological, media-design and user-oriented-technical evaluation), an arithmetic mean of the points awarded for the quality criteria is calculated.
The arithmetic means resulting from the short assessment of an assessment group should be interpreted as follows:

The overall rating is the sum of the respective arithmetic means of the four evaluation areas.
This assessment ensures that the four evaluation areas are treated equally in the overall assessment, but that in two evaluation areas, for example in DMP, pedagogical and didactic aspects dominate and make up 50% of the assessment. This reflects the basic intention of the Comenius assessment and testing procedure for educational media to determine up to 50% of all test aspects in pedagogical and didactic terms. In this way, 10 points out of a maximum of 20 points can be achieved.

The total score achieved can be interpreted as follows:

In the Comenius EduMedia competition, products with a rating of more than 18 points are nominated for a Comenius Medal and products with a rating between 10 and 18 points are nominated for a Comenius Seal.

The broader context from which the quality criteria for the evaluation of European educational media, in particular their content, narratives and discourses, correspond to a social-theoretical perspective of learning and educational theory: education as a dispositif of the distribution of societality, specifically: opportunities and challenges for status, position, prestige and competence. In the background of this contextualization of learning (strategically defined method of acquiring insight and experience and their transformation into archives of knowledge) and education (habitus-defined orientation of interest and attention to requirements of competence in the sense of: skill, ability, competence and responsibility (cf. Bauer 2008, 2012). In this theoretical environment, education is described neither as a function (structure-defined performance) nor as an output (input-defined result) or even as a simple accumulation of knowledge, but - with the help of Bourdieu's conception (cf. Bourdieu 1983) - as social capital in the sense of socially defined and conditioned opportunities for the sovereignty of interpretation, decision, observation, action, utility, aesthetics and ethics.

The evaluation focuses on:

1. Narrative Patterns: This refers to narrative patterns typical of Europe, including European myths:

What are the typical European narratives, what do they rely on, what facts do they refer to, what myths do they use? Are they critically reflected upon? What does the media processing achieve? The media have and use different narrative patterns that are typical for the media (news, commentary, documentation, fiction, etc.). The narrative patterns are always an aspect that is relevant to the interpretation of the content, not just an external form for a given content (cf. Weischenberg 1998). However, not every content can tolerate every narrative performance. It is therefore important to examine how the content and content presentation are processed into an overall message in the media product/media project being evaluated.

This affects, for example:

• Documentary narratives (fact-based and fictional documentaries) 
• Tell-a-story method (abstract themes in the pattern of stories)  
• Journalistic forms of presentation (reports, analyses, commentaries, reports)
• Contexts and perspectives (historical, social, political, cultural, societal

2. Discourse pattern:

What is meant are discourses as conversational contexts distributed across a wide range of channels, which also reflect social relationship patterns (social distribution of competence) (cf. Foucault 1978) or, in a certain sense, shape them: the world is how we construct it for each other in discourse. Discourses can therefore also be seen as the contexts of social practice in which socially relevant reality is made explicit (cf. Schmidt 2003). Using the means and methods of critical discourse analysis (Jäger 2004, Wodak 1989), it is very easy to work out which discourse patterns media products/media projects use to publish their messages and interpretations.

This affects, for example:

• depth of problematization (differentiation, comprehensiveness)
• depth perspectives (analytics, criticism, dialectics)
• degree of complexity (contextuality, networking, branching) 
• narrative type (conversational, analytical, informative, persuasive). 

3. contextualization: 

The European themes (European values) are contextualized: with history, regions, subjective life stories, with institutions, with personal attitudes, life situations and specific life perspectives. The aspect of contextualization must be specifically identified because "Europe" is not primarily relevant here as a geographical description (as a continent), but as an objectified model of different (historical, political cultural) perspectives:

• as a model of socialization arranged historically in different internal (political, cultural, religious, socio-political) forms of networking – between war and peace
• as a politically and socially united model of harmonisation of ideologically and culturally diverse directions of socio-political orientation and attitude,
• as a project of the communalization of values ​​that has grown historically from a variety of currents and is equipped with a wide variety of cultural resources

quality criteria of this evaluation area

1. Cultural discourse and discourse culture: from which value positions of one’s “own” culture are those of a “foreign” culture addressed?
   2. Historical depth and differentiation of the presented topic
   3. Social context: is the social context of the topics discussed taken into account and presented?
   4. EU political discourse: is the EU political relevance of the issues clear?
   5. Value context / European values: how and with what orientation are the central values ​​of European society addressed: democracy, freedom, secularism, integration, solidarity, transparency, etc.
   6. Future perspective: are current problems (also) analyzed with regard to possible or desirable future developments?

quality criteria and testing aspects

1. relevance of the content 

• The topics addressed are clearly based on facts and verifiable knowledge (history, present, future)
• Facts and opinions, politics and policies must be clearly identified and distinguished as such
• Opinions submitted are identified as such and are attributable and justified
• Facts and opinions may be considered relevant to European society, politics or culture
• In the thematic contexts, European values ​​of political, social and/or cultural Europe become clear

2. Thematic depth and differentiation

• National pre-EU developments, 
• Stories and discourses from the past (e.g. national developments and contexts) are presented with a view to coming to terms with the past or dealing with trauma 
• National histories, war and peace, heroes, personalities and eras are described with a view to the value of diversity for a united Europe
• The content addressed is described, analyzed or interpreted in an undogmatic, critical, differentiated and well-founded manner

3. EU social context

• Problems and issues relating to the structure and development of society or the framework conditions for the common values ​​of the European Union are described and explained in a sufficiently transparent manner 
• Problem topics such as migration, differences in local or regional cultures, or different speeds of socio-political transition are presented and explained in an understandable way wherever they play a thematic role
• Sociopolitical pillars such as education, culture, art, science, politics and economics are described, analyzed, documented or interpreted objectively, transparently, critically and constructively

4. EU politics and policies 

• Where appropriate, the EU political institutions and their strategies (policies) are described in such a way that one can form an objectively justified, and where appropriate, critical, picture of them.
• The self-portrayal of European politics, particularly with regard to EU internal and global significance, neighbourhood and enlargement, democratisation issues and democratisation processes, is objectively and critically described, commented on and/or analysed

5. Values ​​context / European values

• Sufficient attention is given to European values ​​(principles of equality, freedom, human rights, religious freedom, secular society, democratisation, diversity, etc.) where it makes thematic sense
• Topics that are due to the value of sustainability (ecology-economy balance, crises and risks, critical trends, striking developments and currents in society, politics, culture, education, economy, general future perspectives) are given appropriate attention

As part of the European Educational Media Award group, not only, but with special consideration, all classic media receive attention: documentaries or other film-based formats: analogue media that follow a different narrative pattern than digital media. The distinction between analogue and digital media is not only technologically proven, but also in terms of usage technology and usage culture. The use of analogue media from digital media in terms of their differences is not so easy to describe, but it is clear that it results from the different (quality of) mediality. With digital media, the more differentiated technical structure largely dictates the possibilities of use: the possible use is technologically pre-thought out and largely predetermined by the design: standardized. Everyone knows how to use such circumstances and everyone can assume that someone else will use them in the same way as they do. 

Analogue media, which are structurally more closed in terms of narrative, sequence and script and therefore technically more restrictive than digital media, demand, need (and build much more on) the user's intention of use, which is to be understood as a complementary performance to that of the producer (or the product), through which the discourse is first established. 

The difference can be explained using semiotic theory (cf. Eco 1991). Signs are objects that do not speak for themselves but for an intended other and therefore only reveal their meaning through their use. The use itself is paradigmatically identified by patterns of action and can, but does not have to, be interpreted according to the industrial and market-economic working scheme of production and consumption. Semiotics theoretically works with three levels which, if one sticks to the production-consumption scheme as an auxiliary construction, are depicted and insinuated both in the way of production and in the way of consumption, ultimately in the product (medium, media program, media format). They enable the idea of ​​a structural score of the informative or communicative performance in the interplay of production and consumption. These levels (aspects) are (cf. Morris 1946) 

• the syntactic level: the syntax of a language or a sign system (also: film language) describes the rules according to which language constructs can be formed and recognized (understood) as such,
• the semantic level describes the aspects of the interpretation/meaning of language constructs in the wake of culturally programmed attributions
• the pragmatic level describes the (possible modification of) interpretation in specific contexts of communication.  

If one organizes the relationship (the distinction) between analogue and digital media according to this theoretical analysis, then one can clarify the performance differences in use: The performance of using digital media is based on and develops primarily from specifications on the syntactic level, which largely standardize the space for semantics and pragmatics. The performance of using analogue media is based on and develops from the concrete context of use (pragmatics), from which decisions are made about the possibilities of applying or perceiving semantic clues or syntactic markings. These three aspects, brought into different relationships with one another in the concrete context of use, can be applied not only to natural languages, but also to logical languages ​​(programming) and also to texts and discourses (or discourse strands). In this same sense, they can also be applied to media (texts, discourses, sign systems, sign compositions). Texts, languages, discourses want to be formed in a way that is relevant to meaning and action (logical, reliable in interpretation with regard to the possible scope of action) and understood in a way that is relevant to meaning and action (logical, reliable in interpretation and reliable in control with regard to possible consequences of action). The meaning of use results from the evaluation of (again) three aspects: utility, aesthetics, ethics (cf. Edmair 1968).

This attempted differentiation between digital and analogue media results in different qualities of media use and, accordingly, different criteria for evaluation. One must start with the concept of quality. The term itself is not an evaluation, but a term in whose semantic aspect evaluations become possible. Quality is not an object of observation, but a concept of the observation of objects, processes or ideas, i.e. an attribution that is assigned and granted to actions, activities, programs, institutions or even projects or products. It is not objectified or defined by itself, but by criteria that are assumed to make the value and competence (competence, knowledge, professionalism, responsibility) credible. The designation of this credibility itself is again (only) a construct made possible by communication, in which people, institutions or organizations are involved who themselves publicly claim credibility on the basis of their authority based on knowledge, function and position. In this sense, quality is a reference term for trust expectations and assumptions of trust between persons, institutions, organizations and programs that observe each other in the interest of trust values ​​(e.g. transparency, accessibility, traceability, professional ethics) and are also intrinsically interested in this mutual observation. 

Particularly relevant in this evaluation area are

1. mediatization or mediatization potentials

• production modalities / production intentions
• reception mode, 
• Participation incentives, activation factors: receptive – active – interactive. 

2. media effects

• relevance or resonance effects,
• dramatization, 
• Personalization, 
• sensitization, 
• sensationalization, dramatization, trivialization, etc. 

The quality criteria relevant for this evaluation area (media specific) must first be argued:

quality criteria of this evaluation area

1. Gaining and processing experience: 

The hypothetical argument for this criterion is: media are a crucial reference system for knowledge and experience. Hence the question: which topics of general European knowledge do the media products/media projects address? What new aspects do they introduce?

2. Communicative orientation of didactics and methodology: 

The hypothetical argument for this criterion is: the more communicative and interactive the educational process or educational event is, the greater the cognitive and emotional engagement with the topic can be expected. Hence the question: to what extent is the didactics designed for interaction and communication between lecturers and learners: participation, integration, involvement.

3. Social arrangements: 

The hypothetical argument for this criterion is: the more the learning process becomes a joint project of the learners, the higher, one can assume, the inner involvement or the encouragement to participate. The structure of such a setting can be imagined like the grammatical setting of language (cf. Bernstein 1964) as a modular system, by means of which one opens up the possibility of shaping and developing the performance with further "grammatically correct" and yet content-wise new sentences of language or new settings of cultural behavior to deal with situations that have not yet arisen. Hence the question: which methodological figures of social learning is the use of media geared towards? How high and how demanding is the participation potential?

4. Media-reality mix: 

The hypothetical argument for this criterion is: Europe is largely a media experience. The reality of Europe in the lives of learners is limited to the concrete effects of administrative and political decisions. The real world and the media world are far apart. The more they are linked, the more important the topic becomes for the everyday lives of learners in the context of Europe-relevant topics. Hence the question: How much do the topics prepared in the production/project influence the image of Europe conveyed by the media? What interventions in the real image of Europe can be identified? To what extent are real circumstances (facts, data, events) integrated into the media discourse?

5. Target group:

The hypothetical argument for this criterion is: target groups should be addressed - and thus an internal element of a media statement - and should feel addressed. This, it is assumed, increases the internal involvement, the engagement (worth knowing) and, where possible, also the identification value (information value, conviction value, retention value) of the learners (media users) with the media content and its interpretations (cf. Heider 1946). Hence the question: which target groups are explicitly addressed, which implicitly? For which target groups is the media product/media project suitable and why?

6. Educational context:

The hypothetical background for this criterion is:

Educational events, together with the organizational structures behind them, are already a medium in themselves in the sense of a reference system for the interpretation and evaluation of the content they offer. The use of media within this system signals a different order of attention, information, interpretation and evaluation. Therefore, not every media preparation is suitable or compatible for every educational event. The assumption, however, is that the more transparent the educational organization is for learners as those affected and the more they as those affected are also involved in the organizational development of the educational context, the more open the organization is to different and/or critical media interventions. Hence the question: for which educational contexts are the media products or media projects suitable? Or: what are the challenges for the organizational and learning environment that can arise from the use of media in the learning process?

quality criteria and testing aspects

1. Gaining and processing experience:

• The media patterns used in the project (linear, non-linear, analogue, digital arrangements) support the understanding and acceptance of the content statements
• The contents are conveyed using media arrangements that give them a high degree of interpretation
• The relationship between passivity (already processed media) and activity (media activity associated with the absorption of content) of learning is well balanced
• The extent of personal media participation (self-active media activity) corresponds to the expectation that the more one understands, retains and thus

agrees, the more involved one is as a learner in the development of the content 

2. Social arrangements:

• The presentation and communication of the content are arranged in such a way that a high degree of social exchange is enabled or even required
• The way in which the social cooperation of the learners is enabled or demanded via the given media arrangements serves to a recognizable extent the critical examination of the content
• The entire learning arrangement is medially structured and supported in such a way that learners are motivated to exchange ideas with others as much as possible

3. Media-reality mix (relation to reality):

• The educational medium conveys the content in such a way that learners can transfer knowledge, information and interpretations of the content to given circumstances and apply them critically to the greatest possible extent

• The media arrangement of the educational medium is designed in such a way that learners can absorb and critically understand the content with active reference to the surrounding reality (political, social, cultural)

• The fictional elements of media visualization used in the educational medium are arranged in such a way that users are guided to make critical comparisons with reality

 4. Target group:

• The content and media preparation of the educational medium are arranged in such a way that they are linked to the presumed interests and starting points of clearly defined target groups (target group-appropriate)

• The content and media preparation of the educational medium are arranged in such a way that defined target groups critically reflect on their own starting points and interests

• Content and media preparation are arranged in such a way that the target groups addressed become more aware of their importance and responsibility with regard to the content conveyed (personal knowledge processing)

 5. educational contexts:

• The media elements used in the educational medium refer to the living and learning environments of the target group 

• The educational medium is didactically designed to encourage learners to make the best possible use of the media potential of their educational organization

The assessment of the quality of educational media, here specifically in the context of Europe, generally follows criteria relevant to education and the media. These are derived from the theoretical concepts of education and media. The aim is not to limit the description of the relevance of educational media to their functionality as a relay for conveying educational content. Rather, it is about the social context in which educational processes are to be set in motion or kept going. This can be identified in a narrower sense and in a broader sense. In a narrower sense, it is defined by the organizational environment in which certain educational and learning arrangements are usually developed and designed in such a way that they achieve the didactic objectives (in terms of content, methods, teaching style, learning attitudes, learning effects, learning applications). These are typical organizational patterns of eliminating possible disruptions, detours or deviations and proactive intervention in favor of arrangements, environments, attitudes and any other relevant framework conditions. In detail, the following patterns of media communication are considered relevant.

quality criteria of this evaluation area

1. Media pattern: 

Media have a typical potential to create order. However, this potential varies depending on the media usage pattern. A daily newspaper conveys a different pattern of order than the radio, television or the Internet (cf. Bauer 2011). In this sense, it is very relevant to distinguish one medium (one media infrastructure) from another when determining the quality of an educational medium.

2. Media use:

Following the criterion of the media pattern, a distinction must therefore be made between the given possibilities or requirements for the use of media in an educational context. In general, the question also arises as to the didactic value of the instrumentalization or the instrumentalizability of media as educational media when they are specifically designated for educational interests. Since the educational media available here are actually media projects or media products that were not primarily created in the didactic interest of education, but in a general interest in conveying a topic (general education), the possibilities and conditions for educational use must be examined separately.

3. Mediatization or mediatization potential: 

The critical consideration that education is more than just supposed cognitive possession, more than a simple accumulation or addition of knowledge and in any case something more than just a status characteristic, is gaining ground in connection with the intensified social change, the moral crisis of hierarchies and elites and the increase in the mediatization of knowledge exchange and knowledge networking. The unbreakable connection between knowledge and lifestyle is increasingly being demanded, not only by individuals but also by companies, institutions and organizations. This everyday ethical insight is also increasingly calling for critical reflection in cultural sociology at the scientific level, which makes it clear that education is not a private privilege of and for elites, but a social good that develops under the conditions of social distribution and participation into what it is: the cultural resource of the constitution of society. Their social-performative profile is that of the habitus (cf. Bourdieu 1974), understood as a setting of culturally programmed basic patterns of attitudes (attitudes, orientations, aspirations) assigned to the personally identical way of life, which, via socially assimilated and mutually passed on reassurances, enable a socially archived behavioral repertoire (cultural memory) through which socially programmed relationships of cultural orientation and culturally programmed relationships of attention arise. All of this is to be understood on the one hand as an effect and as a challenge of the increasing mediatization of areas of life. Education is becoming media education just as politics has become media politics and culture has become media culture.

4. Media effects: 

Media effects are not to be understood as effects of or through media, but as effects that arise through the use and in the context of the use of media. Nevertheless, leaving aside the discussion about the theoretical validity of the concept of effects (cf. Früh/Schönbach 1982), one can assume that different communication effects arise in the context of media-mediated interaction than in unmediated conversational contexts. These media effects (e.g. fiction, simulation of reality, staging, dramatization, personalization, trivialization, individualization, etc. - cf. Krotz 2007) play a role in the allocation of meaning and therefore also in knowledge and retention values ​​that needs to be analyzed in more detail. They should therefore be taken into account in the critical evaluation of media, if they are used as educational media.

quality criteria and testing aspects

The quality criteria addressed here address the communicative pattern of the media usage patterns integrated in the educational medium:

1. Media pattern:

• The educational medium uses individual media elements (analog or digital, interactive or passive) that noticeably increase the communication value of the content
• The educational medium uses media-controlled elements (e.g. storytelling, audiovisual narrative patterns, etc.) that reveal an elaborate level of media language quality
• The educational medium relies on media didactic patterns that reveal an elaborate level of media-language visualization patterns (monomedial – multimedia, drama, dramatization
• The educational medium works with media didactic patterns that require or presuppose an elaborate level of digitalization.

2. Media use

• The media elements (analog or digital, interactive or passive) used in the product fulfil an optimal function for understanding the content
• The media elements used in the product fulfil an optimal function to support the learning process (learner side) due to their design
• The media elements that are used optimally fulfil the functions of the media (digital) teaching process 

3. Mediatization potential

• The media elements (analog or digital, interactive or passive) used in the product optimally meet the conditions for acquiring knowledge from media knowledge sources
• The media elements used in the product mobilize the exchange of knowledge between teachers and learners
• The media elements used in the product optimally enrich the teaching values ​​such as: information value, understanding value, persuasion value, knowledge utilization value

4. Media effects

• The media elements (analog or digital, interactive or passive) used in the product work through the optimal exploitation of media-typical effect patterns such as simulation,
• The media elements used in the product (analog or digital, interactive or passive) effectively contribute to the understanding and retention value of the content offered
• The media elements used in the product (analog or digital, interactive or passive) are expected to effectively promote the sustainability value of the knowledge gained.

At the heart of all educational efforts, the issue of sustainability plays a crucial role: has thinking left its mark, has it opened up horizons that will enable the next generation of educated people to determine their place in a society constituted by media communication through education? It cannot be overlooked that the actors considered to be central to the educational process (e.g. teachers) are migrating to peripheral zones that are no less important but less prominent, and that the positions long considered peripheral (e.g. students, learners) are now increasingly moving to the center of the question in practice, theory and analysis: who makes education sustainable if not the learners? The value of the sustainability of educational media (here: in the European discourse) must also be assessed in this respect. 

quality criteria of this evaluation area

1. Learning application: where, when, how and why are applications of what has been learned/experienced to be expected or assumed?
   2. Follow-up processes: Are the media available for selection and their use in the educational context designed in such a way that follow-up processes can be expected? Which ones?
   3. Contextualization: How are the European topics (European values) contextualized: with history, regions, subjective life stories, with institutions, etc.?
   4. Adaptability: can the media be integrated (adapted) into educational processes in such a way that they effectively support the intended educational goals or learning objectives?
2. Technical functionality: what level of technology or what skills in dealing with technology do the media available for selection require and are they structured in such a way that the technical effort does not require more attention than the topic itself?
3. Product information: what applications can be found for a selected media package with regard to educational use? 

quality criteria and testing aspects

1. learning application

• The educational media product optimally links to the life and learning contexts by making them a specific topic
• The educational media product helps users to identify similarities and differences between their expectations and learning experiences
• The educational medium shows that it wants to contribute through its content, form and media preparation to convey European political knowledge in such a way that it induces a Europe-conscious attitude in the learners

2. follow-up processes

• The educational medium shows through its content, form and media design that it is generally interested in the consequences of actions based on knowledge
• The educational medium shows through its content, form and media design that, in addition to cognitive learning effects, it is also interested in the effects of a critical-constructive mentality (attitude, attitude, habitus) in European politics.
• The educational medium shows through its content, form and media design that it is geared towards an effective range of conclusions (knowledge utilization / practical relevance) (learner side)
• Through its content, formal, didactic and media design, the educational medium provides the teacher with guidance to convey the European knowledge to learners in the most practical way possible (teacher side)

3. adaptability / compatibility

• The educational media product can be optimally integrated (adapted) into educational processes so that it effectively supports the general educational and learning objectives of educational organizations
• The educational media product can be optimally integrated into predefined educational programs due to clearly defined didactic structures (learning objectives, learning content, teaching and learning methods)

4.Technical functionality

• The requirements for technology or the skills for dealing with technology are appropriate for the choice of medium for use in teaching, 
• The medium is structured in such a way that the technical effort does not require more attention than the topic itself, 
• The media elements/media activities given, suggested or required in the educational medium work properly
• The suggestions / accompanying materials for lesson planning provided with the educational medium are useful, helpful and functional

5. Product information

• The practical applications provided with the educational media product are helpful 
• The product description is clear and informative
• The included product information provides essential and helpful information on background and further use.

Ecology, Economy, Social: (Sustainability Triangle)

quality criteria of this criteria area

1. ENVIRONMENT
Protecting the Planet (Planet)
Limiting climate change, preserving natural resources

2. ECONOMY
Promoting prosperity for all
(Prosperity)
Shaping Globalization Fairly

3. SOCIAL
– Human dignity at the centre (People)
A world without poverty and hunger is possible
– Promote Peace
Human Rights and Good Governance
– Building Global Partnerships (Partnership)
Moving forward together globally

quality criteria and testing aspects

1. ENVIRONMENT

At the level of the ecological dimension, the product promotes:

• Reducing risks to humans and the environment
• The principles of environmental protection in an educational context and cultivated and the corresponding ideas in the public consciousness
• The fight against climate change and global warming
• Raises awareness of the importance of rational land use for protecting natural habitats and landscapes and minimising pollution in cities
• The careful use of resources, the conservation of natural resources and waste management
• Minimizing energy consumption
• The reduction of emissions
• The use of renewable energy sources
• Species protection and habitat protection.

2. ECONOMY

At the level of the economic dimension, the product promotes:

• The application of the principles of the circular economy 
• The careful use of renewable raw materials
• Reducing energy consumption to a minimum, using energy, water and raw materials sparingly, increasing operational efficiency, reducing waste, using environmentally friendly materials and producing environmentally friendly products
• Long-term survival in the economy instead of short-term profit maximization
• Growth and increase in sales not at the expense of employees in the region and the environment
• Technological changes in the production process to avoid and minimize waste, recover energy and recycle materials 
• New, environmentally friendly technologies that usually offer new, more cost-effective and socially acceptable products that can increase sales.
• Responsible environmental management, in particular an innovative set of procedures, methods, projects and techniques to improve the environmental performance and optimise the environmental behaviour of an enterprise.
• The cooperative economy
• The internationally fair distribution of produced wealth.

3. SOZIALES

At the level of the social dimension, the product promotes:

• Freedom and Peace
• Justice, equal opportunities and solidarity (within and between generations) and financial security (pensions) for older and sick people
• The satisfaction of basic needs (drinking, eating, sleeping, security)
• The Eradication of Poverty
• The Right to Education 
• Employment and job creation under fair conditions 
• The access to basic infrastructure and health services with free medical care 
• The distribution of power and resources
• Gender equality 
• Access to centers of influence and decision-making
• Participation and Democracy
• Global partnerships, dinternational cooperation and solidarity
• Preserving local and global cultural heritage
• Views and ways of thinking, such as holistic, systemic and multi-perspective thinking as well as
  forward-looking, visionary and critical thinking 

educational media for sustainability

Sustainability is a normative construct of economically, socially and politically relevant, but ecologically conceived values, which can be recognized from the critical perception of the complex connections, the socially conditioned relationships and the resulting contradictions between public and private, between individual and social, as well as from political and ideological understanding (discourse) about the demands of lifestyle. 

Media, especially those used in the public or private context of education, are examined here in the context of evaluating their quality not only in terms of their usefulness (sustainable technology), their clarity or pleasantness (sustainable aesthetics), but also in terms of their inherent value (sustainable ethics): how they are used or which patterns of individual and/or social use (mediality) are suggested or recommended in the context of education (knowledge, awareness, attitude).

Education, especially in the broader context of increasing medialization (cultural) and mediatization (structural) of patterns of public and personal communication about knowledge and what is worth knowing, is not only to be understood as didactically arranged content transfer from teachers to learners, but also gains the value of knowledge, awareness and competence in the context of communication between people who are socially and institutionally embedded in roles with assigned (personal and social) expectations of teaching and learning. But this happens in the social-media environment, which increasingly intervenes in institutional processes and the institutional understanding of education (social media, AI). On the one hand, this requires an open and discursive concept of education, acceptance of diversity, and on the other hand, critical perception of the possibilities and suggestions for the sustainable use of resources and sources: literacy, resilience, competence are the relevant keywords here that justify the (new, emancipatory, cultural and discursive) distribution of skills, abilities, motivation and responsibility for a meaningful and lastingly relevant value for (social and personal) life.

For this reason, the following quality criteria should be considered for the testing and evaluation of educational media:

quality criteria of this criteria area

1. Complexity
2. Contextuality
3.Mediality
4. Discursivity
5. Quality of education
6. Media quality
7. Empathy
8. Sustainability Competence
9. Responsibility
10. Social Policy

quality criteria and testing aspects

1. Complexity

The project justifies and explains:

• Complex relationships in terms of content, theoretically easy to understand because they are well-founded,
• Sustainability as a value of the complexity / contextuality / mediality of the topic is pointed out, drawn attention to, demanded,
• Explanation of the complex relationships between power and economy with regard to problems of concentration of wealth and power or values ​​of justice in the distribution of opportunities and goods.

2. Contextuality

The project is based on:

• Sustainability is made recognizable as a universal value of the contextualization of spheres of life (depending on the topic), in the sense of the triangle model.
• Draws attention to the factor of social inequality as an obstacle to societal efforts towards sustainability.
• References (media didactic paths) to the usefulness (rationality) of aesthetics and ethics, to the ethics of usefulness and aesthetics of media contextualization, as well as to the aesthetic requirements of usefulness and ethics of media use in the context of education.

3. Mediumship

The product promotes:

• Creative-proactive, as collaborative as possible, interactive, media-aesthetically demanding use of media technology finesse,
• Diverse media expressions of the idea of ​​sustainability, the sustainability values, the sustainability claim connected with the topic or the material / content,
• Refers to offers / discourses or conversations in or from the social media environment.

4. Discursivity

The product offers:

• as much scope as possible for debate, discussion of the content and its relevance, classification,
• Interpretations of sustainability, media-typical formats, manifestations, paths for multi-perspectivity,
• Open space for dialectics and substantive contradictions.

5. Quality of education

The product offers:

• Suggestions, paths for collaborative, interactive, emotional learning,
• Suggestions, ideas, paths for the highest possible degree of authenticity, self-reflection,
• Identification for learners to get involved, draw their own conclusions and incorporate them into the program.

6. Media quality

• The product offers suggestions for:
• the highest possible degree of productive media participation of the learners,
• for the introduction of individually media-determined life contexts,
• spheres of media performance identified as far as possible by learners,
• Contextualization with the media discourse experiences

7. Empathy

The product motivates to:

• Soft skills: the didactic media environment is structured in such a way that space is given to the introduction, expression and understanding of emotions, also with regard to sustainability (meaning).
• On the other hand, if the emotional connotation, especially in its media expression, is balanced in such a way that emotional overload (emotionalization as an attention booster) does not disavow the aesthetics or usefulness of a statement

8. Sustainability Competence

The product increases interest in:

• Content-based knowledge-based arguments, hints,
• reflection values ​​of sustainability,
• Coherence, pragmatism of suggestions, advice, hints.

9. Responsibility

The project explains:

• In addition to individual responsibility, social responsibility for sustainability values ​​is also addressed (as a problem and for solutions,
• If the product contains knowledge positions that justify the responsible nature of the interdisciplinarity of science and/or the cooperation of institutions, organizations and companies,
• Are there any references to the aspects of the responsibility of political economy for/against state intervention or liberal economics

10. Social Policy

The product addresses:

• Ethical values ​​in the interest of the durability, stability and peacefulness of society: social justice as a prerequisite for human dignity,
• Critical attention to pseudo-rational ideologemes (ideologies, assumptions, myths, conspiracy theories, populisms) that counteract human dignity and deepen inequalities,
• Criticism of politically-capitalist motivated argumentation patterns on environmental and climate protection.

The pedagogical-content evaluation deals with the basic categories of education, with the goals, contents and competencies and analyses the educational intentions and educational possibilities of didactic digital media products.

Setting and achieving goals and sub-goals are basic requirements and orientations for successful learning. Which knowledge, values ​​and skills should be acquired on the various learning paths in connection with the target group are therefore fundamental questions for a pedagogical and content-related evaluation of didactic digital media products. Closely related to this is the question of which content or materials, such as facts, rules, terms, laws, methods and relationships, should be practiced, learned and acquired.
The evaluation to assess the educational intentions and educational possibilities of didactic digital media products is therefore a comprehensive approach that constitutes the evaluation area. 

The pedagogical-content evaluation is the first step in the overall evaluation and deals with the following quality criteria.

quality criteria of this evaluation area

1. learning goal
   2. Learning content
   3. Target Audience
   4. Innovation
   5. Action Competencies
   6. Values. 

quality criteria and testing aspects

1. learning goal

• In the didactic digital media product, the learning objectives are recognizable for the user and are implemented in realizable, learning-logically structured and didactically appropriate sub-goals and work steps.
• The learning objectives must be aimed at the acquisition of qualified action competences and correspond to the respective educational courses.
• All target and content components (cognitive, affective, psychomotor, social-communicative) are coordinated with the overall concept. 

2. Learning content

• The learning content enables the achievement of the intended learning objectives of the didactic digital media product. 
• The learning object is presented objectively and scientifically correctly (structure, selection, quantity and density as well as linking of information, essential statements with reference to the degree of generality and the level of abstraction).
• The selection and communication of the learning content are appropriate from a pedagogical point of view.
• The learning content is coordinated with corresponding educational programs. 
• Terms and terminology are used consistently, appropriately and logically correctly.

3. target audience

• Learning content and learning objectives are tailored to the target group. 
• Learning content and learning objectives can be chosen by the learners and correspond to their requirements and interests.
• The necessary prior knowledge and skills of the target group are taken into account (knowledge and skills, emotions and attitudes, ability to pay attention and concentrate, socio-cultural environment).
• Opportunities for individual and cooperative learning are tailored to the target group. 

4. Innovation

• The subject matter or the manner of its realization of the didactic digital media product is novel and progressive. 
• Learning content and learning objectives correspond to the current state of research, development and specialist discussion.
• There are educational advantages of the media product compared to other forms of implementation. 
• The focus of the content is primarily on a specific subject area or topic or is interdisciplinary. 
• The product can be characterized as a content-wise successful didactic digital media product or digital interactive educational medium, teaching aid, learning aid, work tool or edutainment or infotainment program. 

5. action competence

• Working with the didactic digital media product promotes independent, critical, multi-perspective and flexible thinking and action in social, ethical and cultural contexts.
• The media product enables independent decisions to be made to complete the task.
• The media product contains possibilities for creative design and interactivity.

6. Values

• Working with the didactic digital media product promotes humane thoughts and values. 
• The targeted values ​​and norms promote solidarity.
• The targeted values ​​and norms are free from violent, radical or obscene depictions, ideological influence, negative prejudices and deliberate manipulation.
• The content is free from narrow gender-specific role thinking and prejudices.
• The digital media product promotes ethical education.

The didactic-methodological evaluation deals with essential aspects of teaching and learning and analyses which learning arrangements and learning opportunities are pursued with the didactic digital media product. Didactics as a scientific discipline of pedagogy deals with the rules of learning and the connections between learning and teaching. The didactic-methodological question asks about the method and the manner in which knowledge and skills are imparted and acquired.
The didactic-methodological evaluation of didactic digital media products therefore forms a second essential evaluation area and structures the answers and criteria to the question of which learning arrangements and learning opportunities are pursued with the didactic digital media product. The following quality criteria can be assigned to this evaluation area.

quality criteria of this evaluation area

1. Didactic Principles
   2. Didactic rules and procedures
   3. Teaching and learning methods
   4. Didactic steps
   5. Learning control
   6. Interaction structures.

1. Didactic Principles

• The didactic digital media product is based on a recognizable learning theory approach, for example a more objectivist, constructivist, traditionalist, science-oriented or action-oriented approach.
• The learning theory approach is implemented appropriately.
• From a didactic point of view, the educational content is sensibly selected and justified.
• In accordance with the educational objective, an appropriate didactic reduction was made where necessary.

2. Didactic rules and procedures

• Basic didactic rules and procedures are recognizable in the digital didactic media product and have been adhered to, such as
  – Comprehensibility
  – scientific nature
  – Consistency
  – clarity
  – From the General to the Specific
  – From the Simple to the Complicated
  – From Easy to Heavy
  – From Near to Far
  – From the Known to the Unknown
  – Connection between the concrete and the abstract.
• Logical learning processes such as analyzing, synthesizing, comparing, differentiating, generalizing, abstracting, generalizing, ordering, and concretizing are inherent in the media product and are encouraged.

3. teaching and learning methods

• Basic methodological forms of communication (presentational, giving, elaboration forms) are applied in the digital didactic media product.
• Possible and useful forms of cooperation in teaching, such as frontal teaching, partner learning, group learning or individual learning, were taken into account.
• The media product enables individual and cooperative learning in terms of learning methods. Individual learning can be combined with cooperative learning. Individual learning is meaningfully combined with entertaining forms or games.
  The media product is primarily suitable for one or more areas of application, such as:
  – Individual users or for use in groups including online groups
  – Afternoon activities / project lessons / specialist lessons / independent work / substitute lessons / individual work.
  – Training, further education, lifelong learning.
• The areas of application are recognizable and feasible.

4. Didactic Steps

• Essential didactic steps that enable an optimal learning process are consistently applied in the digital didactic media product:
  – Introduction (goal setting and orientation, motivation, reactivation)
  – Working on new material / initial teaching / introduction
  – consolidation (memorization, repetition, practice)
  – Systematization, application,
  – Control, evaluation.
• With the didactic steps, the educational objectives can be achieved in a meaningful and expedient manner.
• The planned didactic steps allow users to work at different levels of difficulty and speed.

5. learning control

• The control of the learning activity in the digital didactic media product is clear and self-explanatory.
• The processing of learning steps is emotionally stimulating and motivating.
• Tasks, answer forms and other learning activities are designed to be factually correct and meaningful in accordance with the purpose, and the combination of text and images is understandable and clear.
• The task processing is variable and is not just reduced to mechanical processing. The learning path can be determined by the student. The answer design is variable and can be supported by acoustic or graphic instructions or corrections.
• The exercises and repetitions are varied and variable.
• Branches are made for didactic reasons and correspond to the requirements of the target group.
• Games and other entertainment elements are clearly linked to the educational concept. The media product enables varied learning and is not just limited to entertainment.

6. interaction structures

• The didactic digital media product enables interactive work, changes to tasks and flexible responses according to different learning needs and requirements. Feedback is offered in variable forms, motivating and effective.
• The media product reacts to the learning process by analyzing the individual performance level and recommending appropriate branches.
• Branches are automatically taken after answer and learning process analysis and can be freely selected. Branches are available in an appropriate and manageable number. Branches offer tasks of varying difficulty and variety.
• Interactivity between user and media product is made possible by setting tasks and work assignments, demanding solutions and promoting the development of solution strategies.
• Interactivity is supported
  – by making the program’s progress dependent on the user’s contributions and activities,
  – by triggering user activities, e.g. collecting data, expanding information,
  – by providing data for further processing,
  – through error messages with factual reference,
  – through factual and variable confirmation of work results,
  – by creating LINKS to other media or through reward systems (leadership lists, games, etc.).
  The user's performance level and learning progress are determined during the exercise and communicated in an appropriate, motivating and encouraging manner. The evaluation of the
• Performance results are technically and didactically correct and meaningful.
• The performance evaluations in the media product are technically and pedagogically meaningful. The determination of performance results is statistically correct.
• Appropriate options (such as text, sound, graphics, animation) are offered for performance evaluations. Incorrect solutions are identified in different and variable ways. Feedback on incorrect solutions is provided in a motivating manner and evaluates the answer and not the person.

The media requirements for assessing the design and layout of didactic digital media products address the question of the extent to which the transformation of an idea into an aesthetically and functionally sophisticated result has been successful. This involves the assessment of formal and functional design. The media requirements for assessing design and layout are closely related to media education and media didactic issues, but represent an independent third group of criteria.
The design and layout of didactic digital media products can have a significant influence on important skills of the learner, such as perception, imagination, constructive-productive thinking, sensitive perception of aesthetic values ​​and restructuring ability. The use of the various media elements for the media preparation of learning content must be considered as a whole and the individual elements must be examined in relation to their function and their interaction with the other forms (cf. Zimmer, G.: E-Learning, BW Bildung und Wissen 2004, p. 103.).

The following quality criteria form the basis for the media design evaluation.

quality criteria of this evaluation area

1. Content-adequate design
2.  Addressee-friendly design
3. design of the user interface
4. Visual design
5. Auditory Design
6. design fundamentals

quality criteria and testing aspects

1. Content-adequate design

• The design (colors, typography, non-textual elements, etc.) of the didactic digital media product was appropriate to the content (e.g. drawings for children, “cold” colors for winter, etc.). 
• The type of media (video, images, text, etc.) was chosen appropriately according to the content (videos for movement sequences, audio recordings for music and speech). 
• The learning content is coordinated with the possibilities of the media type (media and graphic design). 
• The multi-symbolic form of representation was chosen in accordance with the content. The multi-symbolic forms of representation (text, graphics, images, videos, audio, etc.) are correct and correspond to aesthetic aspects. 

2. Addressee-friendly design

• The didactic digital media product was designed to suit the target audience. 
• Different graphic and media design concepts are dedicated to different target groups.
• The design is adapted to the needs of the user (font size, contrast, subtitles, etc.).
• Forms of content presentation such as language, sound, images, animation are appropriate for the target group. Users can structure content themselves (emphasize, skip, etc.) and add.
• Accessibility was taken into account in the design. 

3. screen design

• The user interface of the didactic digital media product is clear, concise, accurate and understandable. The amount of information per screen page is appropriate for the target group. The screen layout has an appropriate level of detail.
• The technical quality of the screen pages is characterized by clear resolution, uniform luminance and good contrast.
• Text and image parts are functionally and aesthetically related on the screen pages.
• Each screen page is self-contained by a contextual content.
• Viewing time and processing time for a screen page can be freely selected. 
• The screen design appeals to the user rationally and emotionally. It is a unity in detail and as a whole.

4. Visual design

• The text design of the didactic digital media product is clear, easily recognizable and readable. Text representations and links are closely functionally related to educational content.
  Text presentations are clearly structured and highlight essential information.
• Graphics, images, symbols and colours are understandable, meaningful, aesthetically appealing, motivating and produced with high quality. They are closely functionally related to the educational objectives.
  They are characterized by clear lines, shapes, contrasts and comprehensibility.
• Through the sensible use of visual elements such as color design, learning content is emphasized, learning processes are facilitated and the target group is motivated. 
• The animations and videos are understandable, meaningful and motivating. The animations and video sequences used are necessary for the presentation and understanding of the learning content and provide long-term support. Animations and videos are at a level appropriate to the target group and motivate the recipients. 
• Language in its spoken and written form is presented in the didactic digital media product in a standardized and correct manner.
• The linguistic expressions and style of language are appropriate and motivating.
• The textual expression (spelling, grammar and punctuation) is error-free.
  Texts are clearly structured and emphasize important information.

5. Auditory Design 

• The acoustic elements of the didactic digital media product such as speech, music, tones, noises, etc. are meaningful, understandable and motivating. 
• The auditory design supports the acquisition of learning content and interaction. 
• Auditory elements are of impeccable quality and are used appropriately.

Tone and volume can be changed and have a motivating effect on the target group. 

6. design fundamentals

• tonality of language
• iconography (optional)
• scalability, extensibility
• design, grid, structure, responsive design
• performance, resources
• interaction concept

The operating and organizational requirements deal with fundamental work organizational aspects when using didactic digital media products. These are questions that deal with the humane design of user interfaces or human-computer interfaces.
Operation and ease of use are essential for the effectiveness of didactic digital media products and are therefore summarized in a fourth group of criteria.
When evaluating operation, work organisational aspects such as operating characteristics, handling aspects, usage characteristics, organisation and technology are particularly important.
The evaluation focuses on the working conditions for teachers and learners on and with the computer or with the didactic digital media product. The following quality criteria are part of the organizational and technical evaluation.

quality criteria of this criteria area

1. self-declaration and reliability
2. clarity and flexibility
3. navigation and control
4. adaptability
5. Technical functionality
6. Product information and help.
7. innovations.

quality criteria and testing aspects

1. self-declaration and reliability

• The didactic digital media product is largely self-explanatory through concrete visual and acoustic aids.
• The media product works reliably, error-free, quickly and without interruption. 
• All specified functions work without problems, especially loading, saving, printing and exiting.
• The media product is largely resistant to operating errors. Operating errors are corrected by visual or acoustic signals. Operating errors are largely ignored.

2. clarity and flexibility

• The didactic digital media product is clearly and concisely designed and easy to use. 
• The content menu is clearly and logically structured. 
• The controls are used consistently and consistently. The user can always see which part he is in. 
• User instructions and explanations for beginners can be canceled and skipped at any time.
• The media product allows for a wide range of choices and applications. 
• The scope of commands, terms and symbols are clear, manageable and appropriate for the target group. 
• The user can edit the media product according to his or her wishes and interests in terms of content, difficulty and help. There are a sufficient number of options available and they are easy to access.

3. navigation and control

• The control options of the didactic digital media product are characterized by changing the input forms, facilitating input, choice of operation (e.g. keyboard, mouse), availability of all control elements, control options for additional information and communication options via networks.
• The learning control options are flexible, such as influencing the speed of the process, selection and sequence of work steps, handling and difficulty of the tasks, and setting the learning time.
• The navigation and orientation options are simple and clear to use. 
• The user can easily switch between the different displays with familiar or recognizable control symbols.

4. adaptability

• The didactic digital media product enables adaptation to the user's capabilities by changing the basic settings (e.g. turning off the sound, switching between text and sound output) and setting the level of difficulty (e.g. tasks with different levels of difficulty). 
• The setting of the timing (e.g. setting of response times according to user requirements) is ensured by the media product.
• The media product enables adaptation to the user's capabilities through the type and scope of information (e.g. separate and combined selection of text or audio information).
• The media product enables adaptation of the help system (e.g. variable provision of help).

5. Technical functionality

• Installation and uninstallation as well as access and activation for the didactic digital media product are carried out without any problems.
• The media product is compatible with various hardware and software.
• Mouse and keyboard use are comfortable, sensible and self-explanatory. 
• Saving and printing all important results is easy, convenient and done in a form that is appropriate for the respective target group.

6. product information and help

• The information required for using the didactic digital media product is user-friendly for the intended users such as children, young people, trainees, adults, parents and teachers.
• The product description and operating instructions contain all the information required to understand and use the media product. They are structured in a comprehensible, clear, logical and well-structured manner.
• Necessary information for initializing or installing the media product is provided precisely and correctly.
• Required hardware information and necessary system requirements are presented in a factual and user-friendly manner.
• There is a well-functioning support and advice service for the media product (hotline, e-mail, tutorial, etc.).

7. innovations.

• Is an innovative idea recognizable?
• Has an innovative concept been created?
• Has an innovative solution emerged?
• Does the product have recognizable innovative potential to be marketable?