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Due to the SARS-CoV-2 pandemic, many changes can be observed in almost all life situations, perhaps most notably, in the educational sector. In this context, concepts of learning counselling must be given more attention. This research contribution examines the question of how collaborative online tools to support the teaching-learning processes in higher education and vocational schools can be utilized. The aim is to improve the existing learning environment. For this purpose, the frequency of the usage of tools such as tests and forums on an open-source online learning platform ILIAS™ was analysed and discussed. In addition, the Adobe Connect™ web meeting software to be used in online teaching scenarios was also included in our investigation to explore the exchange of participants via discussion forums or virtual classrooms. The research team carried out an online sampling survey of ILIAS™ users at one university and five vocational schools in Germany in June 2020. The survey included these measures: Single answers, multiple answers, questions of scale, and free text questions. The response rate at the university was 25.10 % and at the vocational schools 17.2%. The data were evaluated with the help of descriptive statistics to determine frequency distributions and mean value calculations. This contribution will lead to a discussion regarding the continued disclosure of the learning potentials about a useful combination of both tools ILIAS™ and Adobe Connect™. The results shown suggest that the development towards virtual teaching scenarios, which has become a necessity under the forced conditions of the lockdowns, has a tremendous effect on teaching and learning processes in terms of didactics tailored to different target groups and needs in and outside the classroom. Keywords: Learning Consulting, Collaborative Learning, ILIAS™, Adobe Connect™

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Prisons are in a state of constant institutional change, marked by extensive development processes. The subject of different studies is the analysis of development processes in prisons, for which suitable strategies of organizational and personnel development are required. In this context, the area of further vocational training is of particular importance, whereby this should be based primarily on the training of the prison officers. The research question that arises is how to combine work and learning in a meaningful way. The contribution will focus on the results of own empirically determined possibilities for the use of work structures e.g. rotation and conference system which are both conducive to learning but also conflict-prone. The further systematization of the work tasks of prison officers has the purpose of presenting their varied and demanding professional profile. So far, too little attention has been paid to this aspect, although this area has considerable potential for the successful implementation of development processes. In this context, work-related learning means a conceptual development geared to all hierarchical groups of prison staff, which is oriented towards current work problems and conflicts solution. The complex methodology includes 42 expert interviews, 51 workplace observations and 8 group discussions in three Saxon prisons in Germany, which were evaluated with the qualitative content analysis. The results of the study will show how learning processes can be designed according to pedagogical insights to make learning content of work structures and work tasks in prisons more consciously. In conclusion it is essential to establish that only networked work and further training structures to develop the prisons into a learning organization in the long term and at a high level. Keywords: Prison staff; learning counselling, learning support; Competence development, learning organization