P ac ice Pape
Recommended ci a ion: Beins ingel, R., Ede e , L. M., & K usche, S. (2025). F om
Planning o P ac ice: LEARN-Ki o Flexible STEM Wo kshop Deli e y. In
Kangaslampi, R., Langie, G., Jä inen, H.-M., & Nagy, B. (Eds.), SEFI 53 d Annual
Con e ence. Eu opean Socie y o Enginee ing Educa ion (SEFI), Tampe e,
Finland. DOI: 10.5281/zenodo.17631551.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
F om Planning o P ac ice: LEARN-Ki o Flexible STEM
Wo kshop Deli e y
R. Beins ingel a,1, L. M. Ede e b, S. K usche c,
a Technical Uni e si y o Munich, Munich, Ge many, 0009-0005-1382-9082
b Technical Uni e si y o Munich, Munich, Ge many
c Technical Uni e si y o Munich, Munich, Ge many, 0000-0002-4552-644X
Con e ence Key A eas: Di e si y, equi y and inclusion in ou uni e si ies and in ou
eaching, Digi al ools and AI in enginee ing educa ion
Keywo ds: Compu e Science Educa ion, Modula Lea ning Designs, Ac i i y-Based
Lea ning, Inclusi e Lea ning En i onmen s, STEM Wo kshop Planning
ABSTRACT
STEM wo kshops in schools a e inc easingly used o complemen o mal educa ion,
ye educa o s o en s uggle o adap con en o di e se lea ne needs and cons ain s,
such as a ying age g oups, p io knowledge, g oup sizes, and limi ed ime. Exis ing
esou ces a ely o e s uc u ed guidance o ailo ing ac i i ies unde hese condi-
ions, leading o inconsis en quali y and high p epa a ion e o . The e is a need o
lexible, scalable solu ions ha suppo educa o s in designing and deli e ing e ec i e,
con ex -sensi i e, and inclusi e wo kshops.
This pape in oduces LEARN-Ki , which add esses his gap h ough a modula sys-
em o ca ego ized unplugged and digi al ac i i ies. D awing on p inciples o modula -
i y, mic olea ning, and lea ning objec heo y, he oolki enables apid assembly o
ailo ed wo kshop o ma s. Ready- o-use ma e ials—slides, summa ies, and planning
aids—suppo consis en implemen a ion wi h minimal onboa ding. Since i s de elop-
men , LEARN-Ki has been applied in 29 wo kshops ac oss di e en educa ional con-
ex s, eaching o e 750 child en. Field expe iences highligh s eng hs in adap abili y,
accessibili y, and educa o eadiness, while also poin ing o challenges in managing
ime and ansi ions.
1 INTRODUCTION
I is impo an o deli e engaging compu e science (CS) wo kshops o school g oups
o os e in e es and con idence in STEM ea ly. These wo kshops a y in g oup size,
g ade le el, a ailable ime, and p io knowledge, c ea ing challenges o planning and
1 R. Beins ingel
amona.bein[email p o ec ed]
implemen a ion. Exis ing pla o ms, such as CS Unplugged1, Sc a chEd2, and
Code.o g3, o e a a ie y o eaching esou ces bu o en lack s uc u ed na iga ion
and il e ing op ions ailo ed o class oom cons ain s. The limi ed a ailabili y o well-
o ganized, easily adap able esou ces complica es e ec i e CS ins uc ion a he p i-
ma y le el (Agua e al., 2017).
Ea ly exposu e o CS os e s cu iosi y, builds con idence and s eng hens p oblem-
sol ing and compu a ional hinking skills (Lamp ou & Repenning, 2018; Yune T an,
2018). Howe e , many young child en s ill pe cei e CS as di icul o unengaging, o -
en due o eaching o ma s ha do no align wi h hei needs o class oom cons ain s
(Papadakis & Kalogiannakis, 2019).
Resea ch also highligh s ha exis ing p og amming esou ces show a sho age o in-
co po a ing a gende pe spec i e, pa icula ly a he p ima y and ea ly seconda y le el
when gi ls o m ea ly ideas abou hei abili ies and u u e ca ee s (To es-To es e
al., 2019). A lack o inclusi e, gende -sensi i e ma e ials can educe hei long- e m
engagemen and ein o ce exis ing gende gaps in STEM (Ta pley, 2020).
To add ess his, we de eloped LEARN-Ki , a modula and lexible app oach o lea n-
ing and educa ion ha enables educa o s o assemble ailo ed wo kshops quickly and
e icien ly. The ki is guided by i e co e p inciples: Lea ning, Engagemen , Ac i i ies,
Reusabili y, and Needs, which e lec i s s uc u ed ye adap able and in en ionally in-
clusi e design. I suppo s wo kshop planning unde a ying condi ions and o e s ac-
i i ies ha educe ba ie s and b oaden pa icipa ion ac oss di e se lea ning con ex s.
This pape con ibu es o he discou se on modula i y in educa ion and ou lines key
challenges in ou each con ex s. I in oduces LEARN-Ki wi h a ocus on adap abili y
o di e en needs and educa ional con ex s. The discussion includes an examina ion
and e lec ion o i s implemen a ion in ield es s wi h school g oups and concludes
wi h insigh s and di ec ions o u u e imp o emen s.
2 CONCEPTUAL FOUNDATIONS AND PRACTICAL DEMANDS
F aming LEARN-Ki wi hin he b oade educa ional discou se, he upcoming discus-
sion in oduces key e minology and examines he p ac ical challenges ha shape he
need o lexible and adap able o ma s.
2.1 Key Concep s and F aming
LEARN-Ki builds on he idea o using small, eusable, and ins uc ional componen s
compa able ins ead o ixed eaching cu icula. Lea ning ins i u ions can adap hese
componen s based on he a ge g oup, a ailable ime, ma e ials, and numbe o pa -
icipan s and educa o s. This lexibili y is pa icula ly ele an when class composi ions
and condi ions a y widely.
The concep o modula i y in educa ion da es back o 19 h-cen u y cu iculum e o ms
a Ha a d Uni e si y (Bell & and Wade, 1993) and oday e e s o au onomous lea n-
ing uni s linked o speci ic compe encies (Maz ekaj & De Wi e, 2020). IEEE de ines
1 h ps://www.csunplugged.o g/en/
2 h ps://sc a ched.gse.ha a d.edu/index.h ml
3 h ps://code.o g/
lea ning objec s as any digi al o non-digi al en i y used in echnology-suppo ed lea n-
ing (“IEEE S anda d o Lea ning Objec Me ada a,” 2020), and s anda ds such as
Lea ning Objec Me ada a (LOM) p o ide o mal s uc u es o o ganizing hem
(Bä en änge , 2012). LEARN-Ki 's sho and ocused ac i i ies align wi h he mic o-
lea ning p inciples, which emphasize b ie , skill-o ien ed lea ning o mee immedia e
needs (Zhang & Wes , 2020). This makes hem sui able o in o mal lea ning o ma s
such as summe schools and p ojec days (Taylo & Hung, 2022).
LEARN-Ki uses modula design p inciples, lea ning objec eusabili y, and mic olea n-
ing. I does no adhe e o a o mal s anda d o echnical implemen a ion. Ins ead, i
adop s he ideas p agma ically o p o ide a lexible oolki designed o di e se educa-
ional scena ios.
2.2 Challenges and Con ex ual Fac o s
Expanding on he concep ual aming, he ollowing o e iew add esses ou key chal-
lenges in designing e ec i e educa ional wo kshops, namely apid change, lea ne
di e si y, he balance be ween e ec i eness and eusabili y, and logis ical lexibili y.
The con inuous e olu ion o con en , ools, and wo kshop equi emen s complica es
planning. Educa o s ace di icul ies in keeping pace wi h changing pedagogies and
apid de elopmen s in CS (Bliks ein & Moghadam, 2018). Educa ional wo kshops a e
o en no pa o a ixed p og am and mus be planned on sho no ice. Unde hese
condi ions, c ea ing en i ely new con en equi es es uc u ing en i e wo kshops. A
modula app oach add esses hese issues by allowing educa o s o e ise o eplace
indi idual componen s wi hou dis up ing he o e all s uc u e (Ba ua & Lockee, 2024).
Lea ne di e si y p esen s a challenge, bo h wi hin and ac oss wo kshops, as pa ici-
pan s di e in p io knowledge, lea ning p e e ences, and expe ience (Pa lo e al.,
2023). Misaligned ac i i ies educe mo i a ion and lea ning ou comes and may unin-
en ionally ein o ce s e eo ypes o lead o exclusion (Yang & and Be s, 2024). Modu-
la con en enables educa o s o adjus ma e ials e ec i ely o g oup-speci ic needs,
suppo ing app op ia e le els o challenge and accessibili y (Ba ua & Lockee, 2024).
When aligned wi h lea ne s’ abili ies, well-s uc u ed and in e ac i e ac i i ies u he
imp o e engagemen and sa is ac ion (Me z e al., 2018).
Balancing pedagogical e ec i eness wi h eusabili y equi es ha modula con en
unc ions ac oss di e se se ings wi hou losing con ex ual ele ance. While high e-
usabili y can educe e o , i isks limi ing educa ional dep h (Bä en änge , 2012). Re-
sea ch shows ha heme-based, con ex -awa e app oaches suppo deepe engage-
men wi hou sac i icing adap abili y (B o man & Moo e, 2008). Bä en änge a gues
ha e ec i e lea ning objec s mus be sel -con ained and pedagogically meaning ul
and balancing hese demands emains a co e design challenge (Bä en änge , 2012).
Modula i y also inc eases lexibili y in p og am deli e y, which is essen ial o educa-
ional se ings in ol ing epea ed isi s, a ying opics, and shi ing schedules. These
condi ions equi e adap able o ma s and consis en quali y, e en when educa o s o-
a e, o esou ces change (Me z e al., 2018). Ba ua and Lockee emphasize he im-
po ance o pedagogical openness and con en lexibili y, which helps o ensu e ha
lea ning emains accessible and adap able ega dless o who acili a es he wo kshop.
A modula design suppo s his by allowing educa o s o co-c ea e o choose app o-
p ia e con en wi hou being in ol ed in he en i e p og am de elopmen (Ba ua &
Lockee, 2024).
3 LEARN-KIT
As a lexible al e na i e o igid, p e-de ined cu icula, LEARN-Ki enables educa o s
o assemble unplugged and digi al ac i i ies ailo ed o each lea ne g oup. This en-
su es alignmen wi h a ailable ime, g oup size, p io knowledge, and u he speci i-
ca ions while os e ing engagemen . The ki ’s ounda ion is a s uc u ed classi ica ion
ha assigns each ac i i y key cha ac e is ics such as CS opics, g ade le el, p io
knowledge, g oup size, and a ailable ime. This allows ac i i ies o emain sel -con-
ained ye easily combinable, and adap able o a ious planning cons ain s.
Suppo ing ools complemen he s uc u ed ac i i y collec ion o acili a e e icien
p epa a ion and lexible implemen a ion. Each ac i i y con ains sho ins uc ional
slides o key concep s, backg ound in o ma ion, o ins uc ions. These slides a e as-
sembled in o cohesi e slides acco ding o he ac i i y sequence low, ensu ing cla i y
and consis ency. Ac i i y summa ies and o e iew ables help educa o s quickly g asp
he pu pose and unde s and he co e aspec s o each ac i i y. This is pa icula ly al-
uable in se ings wi h o a ing educa o s o limi ed p epa a ion ime.
3.1 Adap abili y o Di e en Needs
LEARN-Ki suppo s adap a ion o di e se lea ne needs h ough p ede ined s uc-
u es and ca ego ized ac i i ies. Each ac i i y includes an o e iew able speci ying
key cha ac e is ics, illus a ed in Table 1, and op ions o adjus complexi y and modi y
du a ion. Some ac i i ies addi ionally suppo a g adual app oach, s a ing wi h simple
asks and expanding as needed o ma ch lea ne abili ies o a ailable ime.
Table 1. O e iew able o ac i i y cha ac e is ics o ”Bubble So ”
In addi ion o modi ying indi idual ac i i ies, educa o s can eo ganize he ac i i y se-
quence by ea anging o subs i u ing single ac i i ies o be e align wi h ime con-
s ain s and lea ne g oups. This lexibili y emo es he need o design new wo kshops
om sc a ch and allows educa o s o ocus on e ec i e deli e y.
Adap abili y is pa icula ly aluable when wo king wi h se e al classes o he same
g ade le el, whe e educa ional acks di e . In hese cases, educa o s modi y ac i i ies
while main aining a consis en s uc u e and hema ic ocus. This ensu es consis en
Ac i i y Name: Bubble So
Cha ac e is ic
De ails
Commen
G ade le el
G ades 5 – 9
Highe g ades a e welcome, bu usually may eel
disengaged
Es ima ed Time
10 - 20 minu es
-
Numbe o pa icipan s
2 - 4 g oups o
4 - 8 pa icipan s
Numbe o g oups should equal he numbe o
educa o s
Numbe o educa o s
2 - 4
Should equal he desi ed numbe o g oups
Ma e ials
Op ional: So ing ca ego ies
(pape )
Pupils can d aw ca ego ies o come up wi h hei
own
P io knowledge
-
-
Resou ces
<Link o slides>
Exclude Page 7 - 9 o G ade 5 and 6
Cogni i e s. C ea i e
Focus
Embodied and p ocedu al
Combines algo i hmic hinking wi h physical ac-
i i y and social in e ac ion
No es and Conside a ions
I is a mo emen -based ac i i y and wo ks well a e ex ended pe iods o si ing
engagemen and compa able lea ning expe iences ac oss g oups, while s ill add ess-
ing he speci ic needs and abili ies o each class.
LEARN-Ki suppo s inclusion h ough open-ended and hema ically neu al ac i i ies.
I a oids s e eo ypical o echnical aming. Ins ead, i p omo es s o y elling, c ea i i y,
and engagemen wi h e e yday con ex s ha o e ele an and ela able lea ning ex-
pe iences. All ac i i ies in ol e pai o g oup wo k o suppo collabo a ion. This o ma
c ea es oppo uni ies o lea ne s o sha e esponsibili ies ac oss gende s and
encou ages hem o alue each o he ’s ideas and abili ies.
3.2 Adap abili y o Di e en Educa ional Ins i u ions
The s uc u e o LEARN-Ki enables s aigh o wa d in eg a ion in o di e en schools
and uni e si ies, STEM ini ia i es, a e -school p og ams, o in o mal lea ning o ma s
such as summe schools and p ojec days. Lea ning ins i u ions can adop he LEARN-
Ki by using he p o ided empla es o exis ing ac i i y o e iew ables o expand i
wi h new ac i i ies acco dingly. The ki suppo s equen ly changing educa o s by
p o iding ma e ials ha equi e minimal p epa a ion and ac i i y summa ies. All in-
s uc ional slides a e sel -explana o y and include concise, easy- o- ollow no es. This
o ma allows new educa o s o quickly amilia ize hemsel es wi h he con en and
deli e wo kshops e ec i ely and con iden ly.
One ba ie o he immedia e implemen a ion is ha some ac i i ies equi e physical
ma e ials. Lea ning ins i u ions in ending o use hese ac i i ies mus acqui e he nec-
essa y esou ces. Howe e , LEARN-Ki al eady includes a b oad selec ion o ac i i ies
ha only equi e p in ed, o p e e ably lamina ed, ma e ials. These p o ide a p ac ical
and low-ba ie s a ing poin o ins i u ions looking o adop LEARN-Ki . Ins i u ions
can build on his ounda ion by de eloping addi ional ac i i ies ha e lec hei speci ic
subjec a eas o ins i u ional ocus.
4 APPLYING AND ADAPTING THE LEARN-KIT
LEARN-Ki o igina ed wi hin he TUM Lea nLabs ini ia i e a he Technical Uni e si y
o Munich. TUM Lea nLabs de elops ools and esou ces ha in oduce young chil-
d en o CS concep s a an ea ly age. The ini ia i e aims o os e in e es , con idence,
and a sense o belonging in STEM, pa icula ly among gi ls who o en ha e limi ed
exposu e o hese ields. Since i s de elopmen , we used LEARN-Ki in 29 wo kshops
wi h di e se s uden g oups ac oss school ypes, g ade le els, and o ma s, eaching
o e 750 child en. Each wo kshop ocused on c ea ing inclusi e and gende -sensi i e
lea ning en i onmen s. A summa y o hese implemen a ions is p o ided in Table 2.
Table 2. Lis o school isi s wi hin TUM Lea nLabs wi h LEARN-Ki
F equency
Seconda y Le el
School Type
Lea ne g oup size (A e age)
Fo ma
8x
Lowe
G amma School (1x)
Seconda y School (7x)
29
School Visi
9x
Middle
G amma School (5x)
Seconda y School (4x)
28
School Visi
7x
Uppe
G amma School
22
School Visi
2x
Lowe and Middle
Mixed
30
STEM Tas e Day
2x
Uppe
G amma School
30
T ial Cou se
1x
Uppe
G amma School
26
Summe School
TUM Lea nLabs in i es school classes om g ade 2 onwa d o explo e CS h ough
engaging, in e ac i e, age-app op ia e wo kshops. These ailo ed wo kshops ensu e
ha pa icipan s encoun e nei he excessi e di icul y no insu icien challenge. Fig.
1 illus a es h ee exempla y ac i i ies, Caesa Ciphe , Towe s o Hanoi, and Bina y
B acele s, ha we conduc ed as pa o he wo kshops and in eg a ed in o he LEARN-
Ki . TUM Lea nLabs con inuously expands i s ac i i ies o co e wi h mul iple needs
and in e es s o di e en lea ne g oups. LEARN-Ki eme ged om his commi men
o imp o e adap abili y and ins uc ional quali y. The ollowing sec ions p esen i s
p ac ical applica ion and e lec on s eng hs, challenges, and a eas o imp o emen .
Fig. 1. Exempla y ac i i ies o LEARN-Ki du ing a wo kshop ( om le o igh : Caesa Ciphe ,
Towe s o Hanoi, Bina y B acele s)
4.1 Wo kshop Planning P ocess
TUM Lea nLabs hos s wo kshops o isi ing school classes. These wo kshops a e
no pa o a ixed p og am and canno be booked h ough a s anda dized sys em.
Excep o a ew special o ma s, schools o indi idual classes eques isi s di ec ly.
The designa ed con ac pe son (e.g., eache ) p o ides co e speci ica ions, including
he da e and du a ion o he isi , he g ade le el, and he numbe o pa icipan s. Fo
specialized school ypes o uppe seconda y classes, he TUM Lea nLabs educa o s
also ga he addi ional de ails, such as special eques s o subjec ocus o opics o
in e es o be add essed du ing he wo kshop. Fig. 2 illus a es he o e all p ocess.
Based on he inpu , he educa o s assemble an ac i i y sequence sugges ion using
LEARN-Ki , as depic ed in Fig. 3. Wi hin he e iewing wo k low, educa o s ensu e ha
he selec ed ac i i ies collec i ely mee all ele an condi ions. In addi ion o ul illing
co e speci ica ions such as o al du a ion and g oup size, he planning p ocess inco -
po a es pedagogical and logis ical conside a ions. This means scheduling cogni i ely
demanding ac i i ies o ma e ial-in ensi e ac i i ies be o e he b eak, while c ea i e o
e lec i e asks a e placed owa d he end. I needed, educa o s e ise and i e a e he
ac i i y selec ion. Once all condi ions a e me , he p elimina y ac i i y sequence is con-
i med and passed on as an ac i i y sequence sugges ion.
Fig. 2. The o e all p ocess o wo kshop planning wi h LEARN-Ki
A e con i ma ion, educa o s compile he ele an ins uc ional slides in o cohesi e
slides. This esul s in he inal ac i i y sequence and ensu es ha all ma e ials a e
p epa ed o he isi . Du ing he wo kshop, educa o s acili a e he ac i i y sequence
and obse e lea ne engagemen and pa icipa ion. A e he wo kshop, hey ga he
in o mal eedback om bo h eache s and he lea ne g oup. Educa o s e lec on he
ac i i y low, sui abili y, and g oup esponse. Based on his eedback, hey e iew
whe he adjus men s a e necessa y and e ise he ac i i y sequence acco dingly o
imp o e u u e implemen a ions.
4.2 Lessons Lea ned
Feedback ga he ed a e each school isi con i med he key s eng hs o he ki and
guided ongoing e inemen . Teache s alued he low- h eshold, engaging in oduc ion
o CS, desc ibing i as “s uden - iendly” and p aising he hands-on app oach ha
made complex con en accessible. O he s highligh ed he las ing impac and inclusi e
a mosphe e, no ing ha “lea ne s s ayed engaged he en i e ime, which is pa icula ly
no ewo hy gi en oday’s educed a en ion spans shaped by social media.”
The educa o s’ e lec ions e ealed ha he modula s uc u e enabled lexible adap-
a ion o g oup-speci ic needs, while he classi ica ion sys em acili a ed opic selec ion
based on age and p io knowledge. The low-p epa a ion o ma allowed new educa-
o s o lead wo kshops con iden ly. Mos ac i i ies success ully encou aged ac i e pa -
icipa ion. Con inuous upda es o he ma e ials helped main ain consis en quali y.
The e lec ions also iden i ied a eas o imp o emen . Educa o s occasionally mis-
judged iming and ailed o plan ansi ions and b eaks e ec i ely, which dis up ed he
o e all pacing. A imes hey o e looked eam size ecommenda ions o ac i i ies,
esul ing in sequen ial ac i i ies wi h iden ical g oup s uc u es and educed a ia ion.
In ea ly e sions, p og amming-based ac i i ies lacked eliabili y and suppo ing ma-
e ials such as chea shee s, limi ing lea ne s' abili y o engage independen ly.
Clea e ac i i y desc ip ions and suppo ing ma e ials can imp o e wo kshop planning
and deli e y in his ega d. Indica ing ideal g oup sizes helps educa o s s uc u e ac-
i i y sequences mo e e ec i ely. Scheduling b eaks and ensu ing ha ma e ials a e
eady o each o include clea in oduc ions will u he s eng hen wo kshop quali y.
5 INSIGHTS, IMPACT, AND NEXT STEPS
LEARN-Ki esponds o a ecu ing di icul y in educa ion by enabling he deli e y o
engaging and app op ia ely challenging wo kshops unde a iable condi ions.
G ounded in mic olea ning and lea ning objec heo y, i s modula design suppo s
educa o s in c ea ing e ec i e ac i i y sequences o di e se lea ne g oups. S uc-
u ed classi ied ac i i ies enable lexible adap a ion o speci ica ions such as g oup
Fig. 3. Ac i i y diag am o assembling an ac i i y sequence wi h LEARN-Ki
size, p io knowledge, and a ailable ime. The implemen a ion a TUM Lea nLabs
demons a es ha he ki simpli ies educa o onboa ding while main aining consis en
quali y and p omo es lea ne engagemen e en wi h limi ed p epa a ion ime. LEARN-
Ki lowe s en y ba ie s o bo h educa o s and lea ne s and p omo es inclusi e and
mo i a ing lea ning en i onmen s.
Key Insigh : Flexibili y & Engagemen : LEARN-Ki enables lexible, engaging
wo kshops and lowe s en y ba ie s o bo h educa o s and lea ne s.
Beyond i s o iginal con ex , LEARN-Ki o e s a ans e able and scalable s uc u e o
b oade educa ional use. I suppo s ailo ed wo kshops wi hou equi ing specialized
in as uc u e o ex ensi e p epa a ion ime. Lea ning ins i u ions can adap LEARN-
Ki o hei own con ex s and needs and expand i by in eg a ing new ac i i ies. I s
open-ended, hema ically neu al, and collabo a i e ac i i ies p omo e inclusion and
make i sui able o di e se lea ne g oups. LEARN-Ki adap s well in class ooms, a -
e noon-school p og ams, and ex acu icula ini ia i es and se es as a p ac ical
model o enhance lexibili y and esponsi eness.
Impac : T ans e abili y, Scalabili y & Inclusion: The modula design scales
ac oss se ings wi hou equi ing special in as uc u e. Ac i i ies suppo di e se
lea ne g oups h ough open-ended, collabo a i e asks.
The ield es e ealed oppo uni ies o e inemen . Planned imp o emen s include
expanding he numbe o ac i i ies, suppo ing selec ion h ough an analogue ma ix
o a digi al ecommenda ion sys em, and in eg a ing pedagogical ca ego ies, such as
Bloom's axonomy, o p o ide u he guidance. A b oade e alua ion ac oss di e se
lea ning ins i u ions and lea ne g oups will assess LEARN-Ki 's ans e abili y, usabil-
i y, and lea ning impac in a ied educa ional and di e se se ings. Plans include mak-
ing i publicly accessible and sui able o independen use o suppo a wide ange o
lea ning ini ia i es ha alue adap abili y, quali y, and lea ne engagemen .
Nex S eps: Re inemen & Expansion: Expand ac i i y op ions, suppo guided
selec ion, and e alua e b oade impac .
6 ACKNOWLEDGEMENTS
We hank he en i e TUM Lea nLabs eam o hei con inuous suppo , inno a i e
ideas, cons uc i e eedback, and commi men o i e a i e imp o emen .
REFERENCES
Agua , K., Sa aei, S., A abnia, H. R., Gu ie ez, J. B., Po e , W. D., & Taha, T. R.
Agua , K., Sa aei, S., A abnia, H. R., Gu ie ez, J. B., Po e , W. D., & Taha,
T. R. (2017). Re i ing Compu e Science Educa ion h ough Adap i e, In e -
es -Based Lea ning. In . Con . on Compu a ional Science and Compu a ional
In elligence, 1161–1166. h ps://doi.o g/10.1109/CSCI.2017.202
