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Online information systems on different devices are being increasingly used in learning processes and as part of continuing education within a wide range of disciplines. However, this increase has often not been matched in and of itself by user acceptance. Emphasizing the needs of human actors (users) is a vital part of ensuring their motivation so that the use of information systems will become generally accepted in application scenarios. To achieve this, the TEDS framework, which builds on Taylor's concept of "Value-Added Processes", is integrated into our Moodle learning platform. In this paper we explain the background, requirements, and some preliminary results of our flexible TEDS*MOODLE integration, which is usable on different devices and which is to date the only one of its kind worldwide. It might also prove to be an innovative solution for e-government platforms, engaging citizens in policy-and decision-making processes.

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This article presents substantial results from two projects that deal with teaching and learning with digital media in basic and higher education and offers a new perspective on the active role of technology in learning processes. The first case draws on the project “Roberta—girls conquer robotics,” which was launched by the Fraunhofer Institute (AIS) with the aim to help promote girls’ interest in sciences, mathematics and technology. It suggests a new pedagogical approach towards the use of robotics in education and discusses how didactics and technology (LegoMindstorms) interact and how the character of robotics itself plays an important role here, such as it already comes along as gendered material. The second case focuses on distance education teaching methods in childcare management. The space left for practitioners in Higher Education is either to embrace the new media or to watch its inevitable unfolding. We take a critical stance towards that perspective and suggest that the shape and learning effect of new media in higher education is contested and evolves in communities of practice. No technologies are neutral and it is more appropriate to speak of technological and societal features as interactively fostering e-learning processes through distributed actions (Rammert, 2002).

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