Possible Application Scenarios for a German National Education

Platform

Daniel Staegemann

, René Degenkolbe

, Stefan Weidner

, Robert Häusler

, Vinzent Lange

and

Klaus Turowski

MRCC VLBA, Otto-von-Guericke University Magdeburg, Universitaetsplatz 2, 39106 Magdeburg, Germany

SAP University Competence Center Magdeburg, Universitaetsplatz 12, 39104 Magdeburg, Germany

stefan.weidner@ucc.ovgu.de

Keywords: Education, Platform, Software Development, Prototype, Scenarios, Use Cases, Open Source, OER, BIRD.

Abstract: In today’s knowledge-driven world, the competences of its citizens have turned into one of the most valuable

resources a country can build its success upon. Hence, it is of extremely high importance to not only provide

high-quality education, but to also make life-long learning as convenient as possible. This is the main idea

behind the national education platform the German government intends to establish. With that goal in mind,

momentarily, a prototypical implementation is being developed in a project called BIRD. The publication at

hand outlines four possible scenarios: classical learning environment, simulation games, extracurricular

certifications, digitization of administrative processes. The contribution is therefore twofold, to disseminate

the project as well as to provide a basis for discussion that might lead to additional or related scenarios.

1 INTRODUCTION

In today’s knowledge-driven world, the competences

of its citizens have turned into one of the most

valuable resources a country can build its success

upon (OECD 2012). Therefore, the task of the

education systems of countries that have recognized

this is to provide citizens, regardless of age and

prerequisites, with the best possible opportunities for

realizing their potential (van der Wende 2003).

Consequently, there is an active scientific sub-

community that works on overcoming the related

challenges by exploring innovative measures

(Bockshecker et al. 2021; Dengel et al. 2021; Häusler

et al. 2020; Majuri et al. 2018; Zender et al. 2020).

One of the factors that require adaptation is the

ongoing digitalization of today’s society. As a

consequence, the educational sector is also

challenged to keep up (Frolova et al. 2020). On the

one hand to impart the knowledge to succeed in this

environment and on the other hand to utilize new

opportunities to improve previously applied teaching

methods.

a https://orcid.org/0000-0001-9957-1003

Only when education is made easily accessible,

its reach will be maximised, since otherwise many

potential recipients will be excluded or deterred

(Onyema et al. 2020). Therefore, it is of extremely

high importance to not only provide high-quality

education, but to also make life-ling learning as

convenient as possible.

This is the main idea behind the “Nationale

Bildungsplattform” (NBP; eng.: “national education

platform”) the German government intends to

establish. With that goal in mind, momentarily, a

prototypical implementation is being developed with

the purpose of exploring technologies, application

scenarios, options and challenges to pave the way for

the implementation of the actual productive

environment planned for later on. The publication at

hand outlines four possible application scenarios to

disseminate the project as well as to provide a

foundation for corresponding discussions that might

also result in the identification of additional or related

scenarios.

For this purpose, the remainder of this publication

is structured as follows. After this introduction, the

platform prototype is introduced. Subsequently, four

possible application scenarios are outlined, which is

Staegemann, D., Degenkolbe, R., Weidner, S., Häusler, R., Lange, V. and Turowski, K.

Possible Application Scenarios for a German National Education Platform.

DOI: 10.5220/0011085500003182

In Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022) - Volume 1, pages 361-368

ISBN: 978-989-758-562-3; ISSN: 2184-5026

361

followed by a discussion. At the end, an outlook on

future perspectives and plans as well as a conclusion

are given.

2 RELATED PROJECTS

In recent years, several projects have been established

to develop solutions for facilitating the digitalization

of education. To provide context to the proposed

endeavour, in the following, some of those projects

are briefly presented.

The development of the „Platform for

international student mobility“ (PIM) started in May

2020 and aims to create a platform to provide Higher

Educational Institutions (HEI) with applicable

solutions to meet the requirements of the German

Online Access Act (OZG). The OZG states that

federal, state, and local governments need to offer

administrative services digitally until the end of 2022

(BMI 2022). Among other things, the platform should

enable a workflow for the digitized recognition of

student achievements, autonomous management of

documents and related processes. Further,

interoperability between organizational tools like

campus management systems (CMS) shall be

achieved (PIM 2020).

PIM interacts with another project called

XHigherEducationInstitutionExchange (XHEIE).

Like PIM, the goal of XHEIE is based on the OZG

and addresses the development of a national data

standard to enable the exchange of student data and

the interoperability between German CMS (XHEIE

2020). The project is one of several under the

umbrella of XBildung, which pursues the

standardization of data exchange across the entire

education system (XBildung 2021b), not only the

tertiary education sector.

Another project called “Digitaler Campus” (eng.:

Digital Campus) aims at developing a portal of

connected platform services for international students

to validate the suitability of student applicants,

provide them with information, facilitate recruitment

and support their adaptation regarding language,

culture, and the subject they want to study (DAAD

2022).

To digitize educational certificates of HEIs in a

national and international context, an additional

project was established called “Digitale

Bildungsnachweise für Hochschulen” (DiBiHo).

Based on the work of (Digital Credentials Consortium

2020), a proof of concept for different use cases of

German HEIs is desired. These cases include the

specification of a reference architecture and a data

model as well as the development of prototypes and

models for the operation and support. Further

processes for the creation, storage, transfer,

verification and revocation of digital educational

certificates are elaborated and evaluated (Technische

Universtät München 2022).

Those previously mentioned projects are using or

building upon existing data standards. These

comprise, inter alia, the ELMO data standard

(EMREX 2020) used in the EMREX Network

(EMREX 2022) for the standardized and automated

exchange of documents between HEIs in Europe. The

standard is considered in any of the previously

outlined projects. Further, the EDCI standard is

acknowledged by XBildung (XBildung 2021a), PIM

(PIM 2020), and DiBiHo (Technische Universtät

München 2022), as it specifies standardized module

information (Europass 2021). Moreover, the World

Wide Web Consortium (W3C) is involved in

XBildung (XBildung 2021a) and DiBiHo with its

Verifiable Credentials Model (W3C 2021b) as well as

Decentralized Identifiers (DID) (Technische

Universtät München 2022; W3C 2021a).

For the final development of the NBP, the results

of such projects should be integrated and four projects

were established in order to build prototypical

implementations of the NBP. In parallel to the project

described in the publication at hand, which is one of

them, a project called mEDUator is developing a so-

called Common Learning Middleware (CLM). The

middleware works as a mediator between relevant

components of learning management and education

ecosystems. This includes user interfaces,

authentication systems as well as user and enrolment

management. Furthermore, databases for profile and

learning data, metadata and learning media should be

provided. In addition, various other services can be

connected to interoperable interfaces for example for

the secure verification of educational records using

blockchain technologies (Fraunhofer FOKUS 2021).

Another prototype platform is developed by the

project L³oop, which pursues the target of central,

self-souvereign and lifelong learning for citizens as

well as transparency and trust in the utilization of

personal data through providers of education (Seidel

2021).

The third project KOLIBRI aims at developing a

prototypical platform for the NBP. Its focus is first

and foremost the self-sovereignty of its users and

their data through a federated and user-centric

identity management. In addition, the connection to

existing educational offerings as well as opportunities

for the collaboration of users through, inter alia,

messaging or video conferencing are desired.

CSEDU 2022 - 14th International Conference on Computer Supported Education

362

3 THE PLATFORM PROTOTYPE

The development of the prototypical platform is done

in the context of a project called BIldungsRaum

Digital (BIRD, eng.: Digital Educational Space).

There, a diverse set of project partners, including

several universities as well as other education-related

organizations. In collaboration they aim to explore

how the subsequent productive system should be

designed to fulfil the overarching goals. In the project,

the open-source idea is promoted, which pertains to

the output as well as the utilized tools. Further, BIRD

acts as an umbrella that is accompanied by a plethora

of other projects that explore teaching and learning

services that shall be embedded to increase the

diversity of the platform.

The requirements for the platform are diverse and

relate to various aspects as outlined in the following.

Since the German education system is heterogeneous

by nature (Holst et al. 2020), this property shall also

be reflected in the platform itself. This means, that it

is not providing any educational courses by itself, but

rather acts as an aggregator that helps with finding

and accessing relevant offerings by affiliated

education providers based on individual learner’s

circumstances and preferences. Those, however, are

still organized and conducted autonomously via their

own learning management system (LMS). Therefore,

the platform supports the promotion and ease-of-

access, without compromising the different

organisations’ independence.

To avoid disadvantages and barriers that would

arise from separate accounts with each provider, it is,

despite the increased technical complexity, further

necessary to implement a single sign-on option. This

way, the user only needs to remember one set of login

data, which increases the ease of use, especially when

accessing services of a large number of providers.

In addition, records of learning progress and

certificates can be issued as well as requested by the

providers. This allows to track and verify learner

progress and accomplishments, but also to ensure

specific prerequisites for participating in a course (e.g.

successful completion of a required course or the

proof of necessary language skills).

However, to increase the users’ trust and to reduce

the potential for abuse, those information shouldn’t

be centrally stored, which might make them

accessible for a large group of people. Consequently,

the platform emphasizes the users' data sovereignty

by not directly storing personal data, affiliations,

certificates and similarly sensitive items. Instead,

each user has their own, individually controlled data

wallet. From there, they can allow the corresponding

access on a fine-granular basis, determining which

recipient sees which individual item(s). To increase

accessibility and ease of use, this wallet is, inter alia,

provided as a smart phone app, allowing the majority

of potential users immediate access at all times.

To facilitate the (potentially cross-organizational)

cooperation of learners, the platform provides them

with a plethora of tools. This allows, inter alia, the use

of video conferencing, chats and messaging, data

sharing, separated workspaces, and the use of a

shared learning store, including a targeted search, to

access additional relevant materials. In this context, it

is important to mention the relevance of using Open

Educational Resources (OER). This corresponds to

the idea of sharing and reusing learning and teaching

materials and applications (Butcher 2015).

Moreover, not only the learning itself shall be

improved by the platform, but also the administrative

processes that accompany the learning journey. This

relates, for example, to verifying school transcripts,

checking credentials, meeting imposed requirements,

or proving affiliation with an organization or

institution, which is also required to assure OZG

compliance. This reduces the effort for the learners,

but also for the institutions involved, shortens the

cycle time of the processes implicated, increases

security and reliability, and at the same time helps to

reduce costs.

While each of those features on their own might

already improve the educational user journey, the true

benefit lies in their synergy, which allows to

strengthen the connection of different educational

areas and consequently to increase the flexibility of

each individual’s learning journey, helping them to

work purposefully on the realization of their potential

and to achieve their individual goals (Riedel and

Berthold 2018).

4 THE SCENARIOS

In the following, a set of four scenarios is presented,

which together correspond to an exemplary

instantiation of the basic functionality of the platform

and whose prototypical implementation therefore

represents a major step towards productive usability.

The first three scenarios are directly related to

teaching. Scenarios 1 and 2 cover academic teaching,

while scenario 3 deals with further training. The

fourth scenario focuses on underlying administrative

processes in and between institutions of higher

education. As part of the project, an experimental lab

(BIRD Lab) is established that will explore and

implement those scenarios.

Possible Application Scenarios for a German National Education Platform

363

4.1 Scenario 1 – Classical Learning

Environment

The first scenario addresses the connection of a

classical learning environment to the platform. In a

first step, the learner can search the platform for

courses of interest and, if successful, register for the

chosen course. Subsequently, users have to prove

their eligibility. This validation could for example be

done by sharing a machine-readable certificate of

matriculation provided by their alma mater and stored

to their data wallet. After eligibility is confirmed, the

course provider creates and delivers an account for

the learner. These accounts can be anonymous, as it

is often not necessary for the instructor to know more

information about the individual. To keep the effort

for the learner low, it should still be possible to log in

via single sign-on, so that there is no need to

remember new account data for each new course. The

necessary link between the anonymous account for

the course and the account for the platform is

managed through the user’s digital wallet.

The course material is distributed via the

provider’s LMS, assuring its full autonomy in terms

of content and organization. To support the course

delivery, the platform’s tools can be utilized, however,

this is completely optional. In addition, the instructor

can issue individual certificates of achievement (e.g.

for successful course completion), which the learner

can save to their wallet as a valid proof for additional

parties in the future at their own discretion.

As an exemplary case, in the prototype, this

scenario will be shown on the basis of an SAP course

(SAP 2022b), where students learn how to work with

an enterprise resource planning system by fulfilling a

number of corresponding tasks in a guided manner. In

this particular use case user anonymization is

essential, since here, despite the use of single sign-on,

the identity of the user should be and remains

preserved from SAP as the underlying software

provider.

4.2 Scenario 2 – Simulation Game

The second scenario extends the focus to non-

classical and more gamified teaching concepts. Yet,

instead of each student individually processing a

static set of tasks and instructions, they participate in

educational games, which they perform cooperatively

and potentially also competitively with the intention

of increasing engagement and, therefore, also the

learning success (Häusler et al. 2021).

Just like the previous scenario, this one starts with

searching for a learning service, registering for that

course, and then verifying eligibility. The distribution

of user accounts remains the same. However, due to

the team-oriented nature of this form of learning, the

formation of learning groups is added as an additional

step. This can either be done by the lecturer within the

framework of a course or self-organized by the

learners without the need for an instructor.

Subsequently, the simulation game is carried out.

Here, learners can take advantage of the variety of

teamwork tools offered by the provider’s LMS or by

the NBP to support collaboration and thus to increase

learning success. Once the course is successfully

finished, as in the first scenario, the learner can be

provided with a certificate that can be saved to their

data wallet for future proof.

For the prototype, this scenario will be

implemented based on a business simulation game in

the ERP context, which builds upon the SAP course

used in the first scenario. While the learning

environment and the user management are similar,

new cooperation tools are added.

4.3 Scenario 3 – Extracurricular

Certifications

The third scenario extends the scope of the previous

two use cases by separating tasks by service provider,

e.g. for course facilitation and course assessment.

Furthermore, it is important to acknowledge that

some academic courses, continuing education

offerings, or certificates come with a fee.

While the learners’ course search and the general

course administration are similar to the previous two

scenarios, metadata management is the added to

enable the storage and presentation of all relevant

information despite the heterogeneity of involved

providers and available learning formats. Moreover,

to enable billable services, the learner or third-party

sponsors shall be able to pay via multiple options,

including vouchers. Since the idea of the platform is

to create one central point of control for a citizen’s

learning journey, this shall also be handled by the

user’s digital wallet. Once the registration and

payment are completed, the course execution itself is

the same as in the previous scenarios. However, to

successfully complete a course, many widely

acknowledged qualifications require the learner to

pass a certification exam supervised by an authorized

institution that may be independent from the

educational institution. The same is common for

proof of further training, which some occupational

groups are obliged to complete periodically. Thus, in

this scenario, the instructor and the organisation

CSEDU 2022 - 14th International Conference on Computer Supported Education

364

invigilating the exam and issuing the certificate are

potentially different and independent entities.

For the prototypical implementation it is planned

to use the SAP certification TS410 as a professional

qualification. Yet, since the involvement of external

partners always adds another layer of complexity and,

consequently, additional challenges, which are not

necessarily relevant for the technical aspects of the

implementation, some of the operational steps will

possibly be simplified for practical purposes.

4.4 Scenario 4 – Digitization of

Administrative Processes

While the first three scenarios where directly related

to the learning process, the fourth one focuses

administrative background processes. Although they

do not immediately affect the teaching process, they

play an essential role in educational administration.

This is because they influence the duration,

convenience and security of interactions with

respective institutions as well as the administrative

effort and associated costs in turn.

Yet, this is arguably the most complex of the four

scenarios, since historically the corresponding

landscape of utilized software solutions is highly

heterogeneous. In contrast to larger universities,

which already use standardized CMS to streamline

administrative processes, other providers such as

schools, private universities and non-for-profit

organisations still tend to use individual software

solutions (Pausder and Becker-Pennrich 2020).

Another challenge stems from the fact that possible

options for processes that have to be covered are

manifold. A non-exhaustive list includes for instance

the submission and verification of the baccalaureate

certificate for a university application, the proof of

required qualifications (e.g. in the form of a language

certificate), the transmission of certificates of

achievement between different faculties of a

university, the administration of courses that are built

up from partial achievements of different providers or

the issuance of electronically signed certificates of

completion.

Within the scope of the prototypical

implementation, for the sake of simplification, it is

planned to, at least initially, focus on one particular

CMS. Therefore, it appears reasonable to choose a

widely used CMS to increase representativity, which

make SAP Student Lifecycle Management (SLcM)

(SAP 2022a) and HISinOne (HIS eG 2022) the

primary candidates. However, the final selection of

the CMS as well as the relevant processes to be

implemented in the prototype still has to be made.

4.5 Discussion

The opportunities and benefits entailed by the four

introduced scenarios are manifold. For scenario 4,

this is arguably the most obvious, since the

digitization of administrative processes allows to act

faster, more resource-efficient, less error-prone, and

at the same time reduces the risk for data

manipulation. However, the impact of the measures

in the other scenarios is also immense. With the

integration of the classical learning environments

from scenario 1, "true" interoperability of educational

offerings as part of a complex learning journey is

enabled. While today most courses are carried out by

a one single provider, they can possibly be composed

from separate units offered by various organizations.

Each of them can certify the success in their

respective parts of the learning journey and when

completed, the entire course is passed and could be

documented by a joint certificate. Even though this is

already possible in theory, in practice the

organizational effort is so high that it is often not a

viable option. However, to allow for consecutive

courses, besides the purely technical implementation,

it will also be necessary to develop standardized

metadata structures.

While the classical learning environments are

rather geared towards formal education, the

simulation games from scenario 2 can not only be

embedded in this context, but may also lead to free-

of-charge political, social and civic education on

various topics, therefore addressing a substantially

larger audience and demographic.

To enable the billable certifications via the NBP,

as outlined in scenario 3, allows for seamless and

trusted integration of academic courses and

vocational training as well as sequential cross-

organization certification courses.

5 OUTLOOK

For the prototype the plan is to implement the first

three scenarios in the given order, since they build

upon each other. The fourth scenario, on the one hand,

is rather independent and its implementation probably

the most complicated and time-consuming. Therefore,

it will be worked on in parallel. First research and

conceptual work will result in good practices (due to

the novelty of the endeavour, a claim for best

practices might be too ambitious) in cooperation with

pilot institutions. This includes, inter alia,

determining which admin processes to implement

first, which requirements are common for education

Possible Application Scenarios for a German National Education Platform

365

providers, whether there are reference processes and

how they look like, how the metadata should be

structured and how the users’ data sovereignty can be

assured in their own, lifelong BIRD wallet.

The communication between the wallet and eco

system other components (e.g. LMS, CMS or the

platform itself) will be handled through connectors.

Therefore, those have to be provided and maintained

by all participating partners. This implementation

process needs to be standardized and supported in

order to lower the entry barrier for as many partners

as possible.

To enable the desired single sign-on functionality,

as described in scenario 1, it is planned to persist the

in the user’s digital wallet. From there, via the

connector of the LMS, it can be used to access the

target system seamlessly. For the second scenario,

achieving the integration of cooperation tools will be

the main challenge. For the third scenario, the

payment process needs to be designed and, as

mentioned in the corresponding section, it might be

necessary to simulate some steps of the overall

certification process.

Finally, when looking further into the future, there

is also the challenge of putting the project findings

together and to productive use, which requires

thorough planning, since this is oftentimes a big

hurdle in the adoption of research results in the

educational space (Bußler et al. 2021).

6 CONCLUSION

Education is a powerful resource to maintain and

grow a society’s wealth. However, besides having

high-quality teaching, it is also necessary to make it

accessible to as many citizens as possible by lowering

the barrier of entry and allowing for individualized

learning journeys. For this reason, the German

government commissioned a project to explore how a

national education platform should be designed and

implemented. For this purpose, a prototype is being

built. The publication at hand outlines the BIRD

Lab’s implementation concept of four currently

envisioned scenarios for classical learning

environments, simulation games, extracurricular

certifications, and the digitization of administrative

processes . Hereby, the contribution is twofold, on the

one hand, the platform and the corresponding project

are disseminated in the scientific community and on

the other hand, it provides a foundation for

corresponding discussions that might possibly also

result in the identification of additional or related

scenarios. In the future, the introduced scenarios shall

be implemented to the prototype while also exploring

and incorporating further improvements and insights

that might be discovered in due process. However,

since there is a plethora of potential stakeholders this

also means that it is not possible to fulfil every single

demans gathered. Therefore, the most relevant ones

will be identified so that they can be prioritized when

the productive national education platform is finally

being developed.

ACKNOWLEDGEMENTS

The project is funded by the German Federal Ministry

of Education and Research (BMBF) under grant

number 16NB002. Responsibility for the content of

this publication lies with the authors.

The project is conducted in cooperation with:

Universität Potsdam, Deutscher Akademische

Austauschdienst, Technische Universität Berlin,

Gesellschaft für wissenschaftliche Datenverarbeitung

Göttingen mbH, Gesellschaft für Akademische

Studienvorbereitung und Testentwicklung, edu-

sharing, Bündnis für Bildung e.V., and Mathplan

GmbH.

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