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    <title>Echt Orff: Carl Orff und die NS-Zeit</title>
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    <dc:creator>jk</dc:creator><dc:subject>music history germany rechtsextremismus youth education singleserving lang:en lang:de antisemitism</dc:subject>
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    <dc:creator>jk</dc:creator><description><![CDATA[Das Awareness Institut ist ein Zusammenschluss von Awareness-Aktiven aus dem deutschsprachigen Raum, die Konzepte und Schulungen zum Thema Awareness entwickeln und anbieten.

Wir machen Awareness für Veranstalter*innen, Betroffene und Interessierte sichtbar und zugänglich.]]></description>
<dc:subject>awareness education institute event germany hamburg</dc:subject>
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    <dc:creator>jk</dc:creator><description><![CDATA[Wir sind ein queersensibles Awareness-Kollektiv aus Münster. Wir begleiten Veranstaltungen, schulen Teams und schaffen Safer Spaces — für ganz Nordrhein-Westfalen.]]></description>
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    <dc:creator>jk</dc:creator><description><![CDATA[The AI Learning Labs is a new initiative by the Open Knowledge Foundation (OKFN) in partnership with social sector organisations in multiple countries. Together, we will catalyse learning and develop replicable methods to help organisations build AI skills, use AI responsibly, and develop their own AI projects. ]]></description>
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    <title>Effects of Generative Artificial Intelligence on K-12 and Higher Education Students’ Learning Outcomes: A Meta-Analysis - Xiaohong Liu, Baoxin Guo, Wei He, Xiaoyong Hu, 2025</title>
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    <dc:creator>jk</dc:creator><description><![CDATA[Generative artificial intelligence (GenAI) has significant potential for educational innovation, although its impact on students’ learning outcomes remains controversial. This study aimed to examine the impact of GenAI on the learning outcomes of K-12 and higher education students, and explore the moderating factors influencing this impact. A meta-analysis of 49 articles showed that the mean effect sizes of GenAI on students’ learning achievement and learning motivation were 0.857 and 0.803, respectively, indicating a positive impact of GenAI on education. However, this effect varied according to moderators, including education level, subject classification, GenAI interface, GenAI development, interaction approaches, and experimentation time, which enhanced the impact of GenAI on education. Specifically, GenAI had a greater impact on the academic performance of higher education students, and students interacted more effectively with GenAI using text than with mixed media, such as images or audio. Although GenAI has a novel effect on students’ learning motivation, the effect size decreases over time. These findings provide empirical support for the beneficial effects of GenAI on education and offer insights for optimizing its use in teaching practices.]]></description>
<dc:subject>ai education research study 2025 lang:en</dc:subject>
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    <title>Investigating the effect of artificial intelligence in education (AIEd) on learning achievement: A meta-analysis and research synthesis - Ahmed Tlili, Khitam Saqer, Soheil Salha, Ronghuai Huang, 2025</title>
    <dc:date>2026-06-19T12:34:06+00:00</dc:date>
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    <dc:creator>jk</dc:creator><description><![CDATA[Scant information exists about how AI with its different technologies might affect learning achievement in different educational fields across different educational levels and geographical distributions of students. Closing this gap can therefore help stakeholders understand under which learning conditions artificial intelligence in education (AIEd) might work or not, hence achieving better learning achievement. To address this research gap, this study conducted a meta-analysis and research synthesis of the effects of AI application on students’ learning achievement. Additionally, this study conducted one step forward to analyze the field of education, level of education, learning mode, intervention duration, and geographical distribution as moderating variables of the effect of AIEd. The Hedges’ g was computed for the effect sizes, where 85 quantitative studies (N = 10,469 participants) were coded and analyzed. The results indicated that the total effect of AIEd on learning achievement is very large (g = 1.10, p < 0.001). Particularly, chatbots achieved a very large effect, while Intelligent Tutoring Systems (ITS) and personalized learning systems had large effects. The results also show that the AIEd effect is moderated by the field of education, level of education, learning mode, intervention duration, and geographical distribution of students. The findings of this study can be useful to both researchers and practitioners as they highlight how and when AIEd integration can be effective, hence being beneficial to enhance learning achievement.]]></description>
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    <title>Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis - Wu - 2024 - British Journal of Educational Technology - Wiley Online Library</title>
    <dc:date>2026-06-19T09:49:24+00:00</dc:date>
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    <dc:creator>jk</dc:creator><description><![CDATA[Artificial intelligence (AI) chatbots are gaining increasing popularity in education. Due to their increasing popularity, many empirical studies have been devoted to exploring the effects of AI chatbots on students' learning outcomes. The proliferation of experimental studies has highlighted the need to summarize and synthesize the inconsistent findings about the effects of AI chatbots on students' learning outcomes. However, few reviews focused on the meta-analysis of the effects of AI chatbots on students' learning outcomes. The present study performed a meta-analysis of 24 randomized studies utilizing Stata software (version 14). The main goal of the current study was to meta-analytically examine the effects of AI chatbots on students' learning outcomes and the moderating effects of educational levels and intervention duration. The results indicated that AI chatbots had a large effect on students' learning outcomes. Moreover, AI chatbots had a greater effect on students in higher education, compared to those in primary education and secondary education. In addition, short interventions were found to have a stronger effect on students' learning outcomes than long interventions. It could be explained by the argument that the novelty effects of AI chatbots could improve learning outcomes in short interventions, but it has worn off in the long interventions. Future designers and educators should make attempt to increase students' learning outcomes by equipping AI chatbots with human-like avatars, gamification elements and emotional intelligence.]]></description>
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    <title>Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis - Wu - 2024 - British Journal of Educational Technology - Wiley Online Library</title>
    <dc:date>2026-06-19T09:48:55+00:00</dc:date>
    <link>https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13334</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Artificial intelligence (AI) chatbots are gaining increasing popularity in education. Due to their increasing popularity, many empirical studies have been devoted to exploring the effects of AI chatbots on students' learning outcomes. The proliferation of experimental studies has highlighted the need to summarize and synthesize the inconsistent findings about the effects of AI chatbots on students' learning outcomes. However, few reviews focused on the meta-analysis of the effects of AI chatbots on students' learning outcomes. The present study performed a meta-analysis of 24 randomized studies utilizing Stata software (version 14). The main goal of the current study was to meta-analytically examine the effects of AI chatbots on students' learning outcomes and the moderating effects of educational levels and intervention duration. The results indicated that AI chatbots had a large effect on students' learning outcomes. Moreover, AI chatbots had a greater effect on students in higher education, compared to those in primary education and secondary education. In addition, short interventions were found to have a stronger effect on students' learning outcomes than long interventions. It could be explained by the argument that the novelty effects of AI chatbots could improve learning outcomes in short interventions, but it has worn off in the long interventions. Future designers and educators should make attempt to increase students' learning outcomes by equipping AI chatbots with human-like avatars, gamification elements and emotional intelligence.]]></description>
<dc:subject>ai chat education research paper 2023 lang:en</dc:subject>
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    <title>klimabildung</title>
    <dc:date>2026-06-11T01:33:38+00:00</dc:date>
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<item rdf:about="https://www.humhub.com/">
    <title>HumHub – Open Source Intranet &amp; Community Software</title>
    <dc:date>2026-06-06T15:07:22+00:00</dc:date>
    <link>https://www.humhub.com/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Unsere Software bietet Organisationen alle Möglichkeiten sich miteinander zu vernetzen, zu kommunizieren und kollaborieren. HumHub ist intuitiv zu bedienen, kann individuell um viele Module erweitert werden und ist ein unverzichtbares Tool für viele Anwendungsfälle. User unserer Software sind u. a. Unternehmen und Konzerne, Städte und Gemeinden, soziale und wohltätige Einrichtungen, Stiftungen und Vereine, Verbände, Parteien und Bildungsinstitute (Schulen und Universitäten).  ]]></description>
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	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:hyperlocal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:collaboration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:software"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:opensource"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.wikimedia.de/wp-content/uploads/2026/02/Kartenset_Grundrechte-im-Digitalen_Wikimedia-Deutschland.pdf">
    <title>Kartenset_Grundrechte-im-Digitalen_Wikimedia-Deutschland.pdf</title>
    <dc:date>2026-06-05T12:32:07+00:00</dc:date>
    <link>https://www.wikimedia.de/wp-content/uploads/2026/02/Kartenset_Grundrechte-im-Digitalen_Wikimedia-Deutschland.pdf</link>
    <dc:creator>jk</dc:creator><dc:subject>digital law humanrights youth gaming filetype:pdf 2026 lang:de inspiration education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:1074c04152ae/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:digital"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:law"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:humanrights"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:gaming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:filetype:pdf"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:2026"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:lang:de"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:inspiration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.umweltkalender-berlin.de/">
    <title>Umweltkalender Berlin | Freizeitaktivitäten &amp; Umweltbildung</title>
    <dc:date>2026-05-25T15:43:20+00:00</dc:date>
    <link>https://www.umweltkalender-berlin.de/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Der Umweltkalender Berlin ist ein kostenloses Online-Portal, das von der Stiftung Naturschutz Berlin betrieben und betreut wird. Hier finden Sie ein umfassendes, tagesaktuelles Angebotsspektrum rund um Umwelt und Natur. Egal ob für Schüler*innen, Pädagog*innen oder Familien, unter den etwa 10.000 jährlichen Veranstaltungen ist für jede Alters- und Interessengruppe das Passende dabei. So finden zum Beispiel Familien im Umweltkalender Berlin interessante Ausflugstipps sowie Ideen für den Kindergeburtstag. Pädagog*innen erhalten Angebote für Vorträge, Wandertage oder Weiterbildungen und Lehrmaterial.]]></description>
<dc:subject>environment sustainability education events free calendar berlin</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:0edb4b5b1cc0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:environment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:sustainability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:events"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:free"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:calendar"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:berlin"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://ukraineartaidcenter.org/">
    <title>Home - Ukraine Art Aid Center</title>
    <dc:date>2026-05-22T11:24:55+00:00</dc:date>
    <link>https://ukraineartaidcenter.org/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Das Ukraine Art Aid Center (UAAC) unterstützt die kriegsversehrte Ukraine bei der Sicherung und Bewahrung ihres reichen kulturellen Erbes – denn der russische Angriffskrieg richtet sich auch gegen Kulturgüter und Kultureinrichtungen im ganzen Land und zielt so darauf ab, die kulturelle Identität der Ukraine zu zerstören.]]></description>
<dc:subject>education culture archive activism ukraine</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:04d52631854e/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:archive"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:ukraine"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://2ality.com/">
    <title>2ality blog: temporarily offline</title>
    <dc:date>2026-05-17T07:15:11+00:00</dc:date>
    <link>https://2ality.com/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[The income from my book sales went from being enough for me to live off (2024) to zero (2026).
The traffic to my blog and my books (which were free to read online) increased beyond what I can currently afford. Virtually all of it comes from AI crawlers, so there is no ad income.]]></description>
<dc:subject>education programming javascript blog reference ai offline</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:124a9116e239/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:javascript"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:blog"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:reference"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:ai"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:offline"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://arxiv.org/abs/2604.04721">
    <title>[2604.04721] AI Assistance Reduces Persistence and Hurts Independent Performance</title>
    <dc:date>2026-05-09T19:52:36+00:00</dc:date>
    <link>https://arxiv.org/abs/2604.04721</link>
    <dc:creator>jk</dc:creator><description><![CDATA[People often optimize for long-term goals in collaboration: A mentor or companion doesn't just answer questions, but also scaffolds learning, tracks progress, and prioritizes the other person's growth over immediate results. In contrast, current AI systems are fundamentally short-sighted collaborators - optimized for providing instant and complete responses, without ever saying no (unless for safety reasons). What are the consequences of this dynamic? Here, through a series of randomized controlled trials on human-AI interactions (N = 1,222), we provide causal evidence for two key consequences of AI assistance: reduced persistence and impairment of unassisted performance. Across a variety of tasks, including mathematical reasoning and reading comprehension, we find that although AI assistance improves performance in the short-term, people perform significantly worse without AI and are more likely to give up. Notably, these effects emerge after only brief interactions with AI (approximately 10 minutes). These findings are particularly concerning because persistence is foundational to skill acquisition and is one of the strongest predictors of long-term learning. We posit that persistence is reduced because AI conditions people to expect immediate answers, thereby denying them the experience of working through challenges on their own. These results suggest the need for AI model development to prioritize scaffolding long-term competence alongside immediate task completion. 

via https://ai-project-website.github.io/AI-assistance-reduces-persistence/]]></description>
<dc:subject>ai writing learning education research experimental study 2026 lang:en reference</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:43cfab3fafde/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:reference"/>
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</item>
<item rdf:about="https://www.first.org/">
    <title>FIRST - Improving Security Together</title>
    <dc:date>2026-05-06T17:30:57+00:00</dc:date>
    <link>https://www.first.org/</link>
    <dc:creator>jk</dc:creator><dc:subject>infosec security education tutorial community</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:dcbeb0a885d2/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:tutorial"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:community"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.techdirt.com/2026/03/06/were-training-students-to-write-worse-to-prove-theyre-not-robots-and-its-pushing-them-to-use-more-ai/">
    <title>We’re Training Students To Write Worse To Prove They’re Not Robots, And It’s Pushing Them To Use More AI | Techdirt</title>
    <dc:date>2026-05-03T05:02:08+00:00</dc:date>
    <link>https://www.techdirt.com/2026/03/06/were-training-students-to-write-worse-to-prove-theyre-not-robots-and-its-pushing-them-to-use-more-ai/</link>
    <dc:creator>jk</dc:creator><dc:subject>ai academic writing education usa article 2026 lang:en</dc:subject>
<dc:identifier>https://pinboard.in/u:jk/b:69354d0900e6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:ai"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:academic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:usa"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:article"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:2026"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:lang:en"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.ossdirectory.com/de/topnews/details/stadt-zuerich-will-mehr-open-source-software-in-die-schulen-bringen">
    <title>Stadt Zürich will mehr Open Source Software in die Schulen bringen - OSS Directory</title>
    <dc:date>2026-04-20T08:49:00+00:00</dc:date>
    <link>https://www.ossdirectory.com/de/topnews/details/stadt-zuerich-will-mehr-open-source-software-in-die-schulen-bringen</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Im März 2026 reichte eine Gruppe von Gemeinderäten das Postulat ein, die Nutzung von Open Source Software an städtischen Schulen in Zürich zu fördern. Bereits im April 2026 ist nun die Entscheidung durch die Politik gefallen, Schülerinnen und Schüler frühzeitig mit alternativen Softwarelösungen vertraut zu machen und die digitale Souveränität zu stärken.]]></description>
<dc:subject>zurich education opensource article lang:de</dc:subject>
<dc:identifier>https://pinboard.in/u:jk/b:99e197e2aecd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:zurich"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:opensource"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:article"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:lang:de"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://openletter.earth/open-letter-stop-the-uncritical-adoption-of-ai-technologies-in-academia-b65bba1e">
    <title>Open Letter: Stop the Uncritical Adoption of AI Technologies in Academia</title>
    <dc:date>2026-04-17T10:39:58+00:00</dc:date>
    <link>https://openletter.earth/open-letter-stop-the-uncritical-adoption-of-ai-technologies-in-academia-b65bba1e</link>
    <dc:creator>jk</dc:creator><dc:subject>ai usage academic education manifesto lang:en</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:e9c35830c330/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:ai"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:usage"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:academic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:manifesto"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:lang:en"/>
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</item>
<item rdf:about="https://www.zegg.de/de/">
    <title>Startseite - ZEGG Bildungszentrum</title>
    <dc:date>2026-04-11T22:44:38+00:00</dc:date>
    <link>https://www.zegg.de/de/</link>
    <dc:creator>jk</dc:creator><dc:subject>education conference location brandenburg</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:bce5bad1b9d1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:conference"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:location"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:brandenburg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://kiwix.org/">
    <title>Kiwix - Home</title>
    <dc:date>2026-04-07T05:28:46+00:00</dc:date>
    <link>https://kiwix.org/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[From our early days developing the ZIM format to compress and share content efficiently, to enabling offline access through the Kiwix Reader app, we’ve continually expanded our mission to make digital knowledge available anytime, anywhere.]]></description>
<dc:subject>backup offline wikipedia archive software education opensource</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:b69579c64e7c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:backup"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:offline"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:wikipedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:archive"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:software"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:opensource"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://journalismus-macht-schule.org/">
    <title>Journalismus macht Schule</title>
    <dc:date>2026-03-29T09:51:03+00:00</dc:date>
    <link>https://journalismus-macht-schule.org/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Eine bundesweite Initiative zur Stärkung von Nachrichten- und Informationskompetenz.

Unser Ziel ist es, Schüler:innen dazu zu befähigen, sich möglichst umfassend, ausgewogen und faktenbasiert über das Zeitgeschehen zu informieren. Wir möchten ihnen zeigen, wie journalistische Arbeit funktioniert und warum sie für eine demokratische Gesellschaft so wichtig ist. Dafür vermitteln wir Schulbesuche von Journalist:innen, bieten Fortbildungen für Lehrkräfte und Journalist:innen an, vernetzen die relevanten Akteur:innen auf diesem Feld und setzen uns für das Thema in Medien und Politik ein.]]></description>
<dc:subject>media information journalism literacy youth education activism germany</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:79a2f54b930f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:information"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:journalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:literacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:germany"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.mathemoocs.de/">
    <title>Home | mamoocs</title>
    <dc:date>2026-03-21T10:50:54+00:00</dc:date>
    <link>https://www.mathemoocs.de/</link>
    <dc:creator>jk</dc:creator><dc:subject>mathematics education</dc:subject>
<dc:identifier>https://pinboard.in/u:jk/b:986124b27786/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:mathematics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://assets.nationbuilder.com/ujs/pages/1126/attachments/original/1773576815/Time_for_Change_-_Online_Version.pdf">
    <title>UJS Campus Report WEB 2.cdr - Time_for_Change_-_Online_Version.pdf</title>
    <dc:date>2026-03-16T19:12:04+00:00</dc:date>
    <link>https://assets.nationbuilder.com/ujs/pages/1126/attachments/original/1773576815/Time_for_Change_-_Online_Version.pdf</link>
    <dc:creator>jk</dc:creator><dc:subject>academic education antisemitism uk report</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:e5656aa71afd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:academic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:antisemitism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:uk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:report"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://opencode.de/de/software/sv-hub-digitale-plattform-fur-schuler-innenvertretungsarbeit-9751">
    <title>SV-Hub - Digitale Plattform für Schüler*innenvertretungsarbeit | openCode.de</title>
    <dc:date>2026-03-16T19:00:55+00:00</dc:date>
    <link>https://opencode.de/de/software/sv-hub-digitale-plattform-fur-schuler-innenvertretungsarbeit-9751</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Der SV-Hub ist eine webbasierte Plattform für die Schüler_innenvertretungsarbeit, die unterschiedliche Tools (wie Umfragen, Wikis, Kontaktdatenbanken, Projektmanagement, Finanzmanagement, etc.) zur Verfügung stellt, um die inhaltliche und verwalterische Arbeit in der Schule und in den Kreis- und Stadtschüler_innenräten zu vereinfachen. Die Arbeit erfolgt hier in Gruppen, die kollaborativ auf diese Tools zugreifen können, um gemeinsam an Projekten und Themen in der Schüler*innenvertretung zu arbeiten.]]></description>
<dc:subject>education opensource participation software</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:c26a13de0194/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:opensource"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:participation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:software"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://fortune.com/2026/02/21/laptops-tablets-schools-gen-z-less-cognitively-capable-parents-first-time-cellphone-bans-standardized-test-scores/">
    <title>Neuroscientist warns Gen Z first generation less cognitively capable than their parents | Fortune</title>
    <dc:date>2026-03-12T13:03:48+00:00</dc:date>
    <link>https://fortune.com/2026/02/21/laptops-tablets-schools-gen-z-less-cognitively-capable-parents-first-time-cellphone-bans-standardized-test-scores/</link>
    <dc:creator>jk</dc:creator><dc:subject>education teaching technology usa</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:6981f90d5135/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:jk/t:usa"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://vielfalt-gruendet.de/">
    <title>Vielfalt gründet – kulturspezifische Seminare in Berlin</title>
    <dc:date>2026-03-10T22:43:15+00:00</dc:date>
    <link>https://vielfalt-gruendet.de/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Sie möchten ein Unternehmen in Berlin gründen? Das Land Berlin bietet seit 2003 Einführungen zu wichtigen Themen rund um Existenzgründung und Selbständigkeit speziell für Menschen mit Migrationserfahrung und internationaler Geschichte. Unsere eintägigen Orientierungsseminare richten sich an Personen in der Vor-Gründungsphase.]]></description>
<dc:subject>education berlin diversity startup business</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://www.easy4me.info/">
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    <dc:date>2026-03-09T18:50:05+00:00</dc:date>
    <link>https://www.easy4me.info/</link>
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<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:b8445423e754/</dc:identifier>
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<item rdf:about="https://www.computerkurs.com/">
    <title>Computerkurs - kostenlose Lernplattform</title>
    <dc:date>2026-03-09T18:48:26+00:00</dc:date>
    <link>https://www.computerkurs.com/</link>
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<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://www.geisteswissenschaften.fu-berlin.de/we06/lehre_und_studium/Studium/Hinweise-zu-Hausarbeiten-und-Pruefungsleistungen/index.html">
    <title>Hinweise zu Hausarbeiten und Prüfungsleistungen • Institut für Englische Philologie (WE6) • Fachbereich Philosophie und Geisteswissenschaften</title>
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<item rdf:about="https://barbarageyer.substack.com/p/ki-fachkompetenzschwelle">
    <title>KI-Fachkompetenzschwelle - by Barbara Geyer</title>
    <dc:date>2026-03-07T17:41:52+00:00</dc:date>
    <link>https://barbarageyer.substack.com/p/ki-fachkompetenzschwelle</link>
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<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:97a4e2341e10/</dc:identifier>
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<item rdf:about="https://digitalfirstaid.org/">
    <title>the Digital First Aid Kit! | Digital First Aid Kit</title>
    <dc:date>2026-03-03T22:37:55+00:00</dc:date>
    <link>https://digitalfirstaid.org/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[The Digital First Aid Kit is a free resource to help rapid responders, digital security trainers, and tech-savvy activists to better protect themselves and the communities they support against the most common types of digital emergencies. It can also be used by activists, human rights defenders, bloggers, journalists or media activists who want to learn more about how they can protect themselves and support others. If you or someone you are assisting is experiencing a digital emergency, the Digital First Aid Kit will guide you in diagnosing the issues you are facing, and refer you to support providers for further help if needed.]]></description>
<dc:subject>activism security information education humanrights</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://holistic-security.org/">
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    <dc:date>2026-03-03T22:35:07+00:00</dc:date>
    <link>https://holistic-security.org/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[The Holistic Security Manual is founded on the understanding that 'security' is a deeply personal, subjective and gendered concept. When we work to bring about positive social change, we can face persistent threats and attacks which impact upon our physical and psychological integrity, and often affect our friends and families. However, taking an organised approach to security can help us to sustain ourselves and our work.]]></description>
<dc:subject>infosec education training tutorial guide security nonprofit</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://radioca.mp/">
    <title>Radiocamp – Das Camp der freien Radios</title>
    <dc:date>2026-02-20T10:44:40+00:00</dc:date>
    <link>https://radioca.mp/</link>
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<dc:identifier>https://pinboard.in/u:jk/b:17a171e89010/</dc:identifier>
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<item rdf:about="https://info-bw.de/">
    <title>start []</title>
    <dc:date>2026-02-08T20:48:55+00:00</dc:date>
    <link>https://info-bw.de/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Willkommen im Informatik-Wiki

Hier findest du Erklärungen, Einführungen und Aufgaben zu praktisch allen Themen, die insbesondere für die Oberstufe an Gymnasien in Baden-Württemberg relevant sind. ]]></description>
<dc:subject>informatics programming education wiki</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:562e3cfd0b69/</dc:identifier>
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<item rdf:about="https://wikitrivia.tomjwatson.com/">
    <title>Wikitrivia</title>
    <dc:date>2026-02-04T23:36:22+00:00</dc:date>
    <link>https://wikitrivia.tomjwatson.com/</link>
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<item rdf:about="https://privacy-handbuch.de/">
    <title>Privacy-Handbuch</title>
    <dc:date>2026-02-04T21:56:16+00:00</dc:date>
    <link>https://privacy-handbuch.de/</link>
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<item rdf:about="https://cryptoparty.in/guiding_principles">
    <title>guiding_principles [CryptoParty.]</title>
    <dc:date>2026-02-04T21:52:22+00:00</dc:date>
    <link>https://cryptoparty.in/guiding_principles</link>
    <dc:creator>jk</dc:creator><description><![CDATA[ CryptoParty is a decentralized, global initiative to introduce basic tools for protecting privacy, anonymity and overall security on the Internet to the general public. ]]></description>
<dc:subject>education tutorial reference privacy anonymity</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://github.com/ostif-org/best-practices-guide">
    <title>ostif-org/best-practices-guide: Security Best Practices Checklist and Advice for those looking to determine best steps for security of their project</title>
    <dc:date>2026-02-01T12:33:59+00:00</dc:date>
    <link>https://github.com/ostif-org/best-practices-guide</link>
    <dc:creator>jk</dc:creator><description><![CDATA[This document is to help those maintainers, developers, or project managers looking to take first steps in securing their project. Ideally, adhering to best practices can address low-hanging security issues, harden against basic vulnerability exploits, and streamline project management, therefore decreasing liability to bad actors and improving transparency with your users and community.]]></description>
<dc:subject>opensource security education tutorial</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:b7bce294cf05/</dc:identifier>
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<item rdf:about="https://ploum.net/2026-01-19-exam-with-chatbots.html">
    <title>Giving University Exams in the Age of Chatbots</title>
    <dc:date>2026-01-31T20:33:16+00:00</dc:date>
    <link>https://ploum.net/2026-01-19-exam-with-chatbots.html</link>
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<dc:identifier>https://pinboard.in/u:jk/b:5c7ffc1cb39a/</dc:identifier>
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<item rdf:about="https://koas-bildungundforschung.de/">
    <title>KOAS – Kompetenzzentrum antisemitismuskritische Bildung und Forschung</title>
    <dc:date>2026-01-24T08:08:50+00:00</dc:date>
    <link>https://koas-bildungundforschung.de/</link>
    <dc:creator>jk</dc:creator><dc:subject>antisemitism education research institute</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:4e4206740b05/</dc:identifier>
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<item rdf:about="https://lernos.org/de/">
    <title>lernOS</title>
    <dc:date>2026-01-02T11:34:29+00:00</dc:date>
    <link>https://lernos.org/de/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Zusammen lernt man weniger allein! Peer Learning unterstützt Menschen dabei, gemeinsam lebenslang zu lernen. Häufig verwendete Formate sind Barcamps, Stammtische & Meetups, Hackathons, Communities of Practice (CoPs), Massive Open Online Courses (MOOCs), Mastermind Gruppen und Learning Circles. Das Projekt lernOS stellt die offen und kostenlos verfügbaren lernOS Leitfäden zur Verfügung, um Einzelpersonen und Lerngruppen beim selbstgesteuerten Lernen zu unterstützen.]]></description>
<dc:subject>elearning education knowledge management creativecommons</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:ae2898c0be72/</dc:identifier>
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<item rdf:about="https://verstehbarkeit.de/">
    <title>Charta der Verstehbarkeit</title>
    <dc:date>2025-12-30T17:41:15+00:00</dc:date>
    <link>https://verstehbarkeit.de/</link>
    <dc:creator>jk</dc:creator><dc:subject>children technology education manifesto</dc:subject>
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<item rdf:about="https://deine-insel.zdf.de/">
    <title>Deine Insel</title>
    <dc:date>2025-12-26T14:31:09+00:00</dc:date>
    <link>https://deine-insel.zdf.de/</link>
    <dc:creator>jk</dc:creator><dc:subject>democracy education ai zdf quiz</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:b8c7590671c2/</dc:identifier>
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<item rdf:about="https://doi.org/10.1007/s11423-025-10565-z">
    <title>Empowering children online: a holistic skills framework for cybersecurity | Educational technology research and development</title>
    <dc:date>2025-12-24T11:31:41+00:00</dc:date>
    <link>https://doi.org/10.1007/s11423-025-10565-z</link>
    <dc:creator>jk</dc:creator><description><![CDATA[As a part of the Erasmus + funded project Super Cyber Kids, we have devised a skills framework to enhance the protection of children aged between 8 and 13 years in their Internet and online activities. The framework was developed through a systematic literature review, followed by a two-round Delphi study for validation. During this process, we identified N = 40 relevant studies and obtained validation from up to N = 18 professionals in cybersecurity, education, and cybersecurity education during the Delphi study. The resulting framework is presented as a matrix and offers a comprehensive set of skills aligned with the NIST (National Initiative for Cybersecurity Education) cybersecurity framework, specifically tailored to promote cybersecurity awareness among children in this age group.

via https://www.uni-mannheim.de/newsroom/presse/pressemitteilungen/2025/november/studie-cybersecurity-bildung-fuer-kinder/]]></description>
<dc:subject>children education infosec information security</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:9cf553a1f0ad/</dc:identifier>
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<item rdf:about="https://platform.supercyberkids.eu/">
    <title>Landing Page – Super Cyber Kids</title>
    <dc:date>2025-12-24T11:30:16+00:00</dc:date>
    <link>https://platform.supercyberkids.eu/</link>
    <dc:creator>jk</dc:creator><description><![CDATA[Guidance and resources for game-based cybersecurity education involving school teachers and young learners aged 8 to 13.]]></description>
<dc:subject>children youth education infosec</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:jk/b:d1a00d6a875e/</dc:identifier>
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<item rdf:about="https://wizardzines.com/zines/git/">
    <title>How Git Works</title>
    <dc:date>2025-12-08T10:13:14+00:00</dc:date>
    <link>https://wizardzines.com/zines/git/</link>
    <dc:creator>jk</dc:creator><dc:subject>programming git education comic ebooks</dc:subject>
<dc:identifier>https://pinboard.in/u:jk/b:fc1977c44514/</dc:identifier>
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