Edge artificial intelligence (AI) redistributes AI computation from distant cloud to local processors for real-time processing and enhanced privacy. This fundamental shift underscores a critical gap in current university curricula, which predominantly focus on AI fundamentals and algorithms while often neglecting essential AI hardware topics. To address this deficiency, this paper presents Edge AI, a postgraduate curriculum co-designed by two universities in Germany. Guided by the Dagstuhl triangle, the curriculum is designed to comprehensively cover technical, sociocultural, and application perspectives. Courses are developed using the Four-Component Instructional Design model to encourage action-oriented skill development, with a Learning Management System template available to assist in the design of individual courses. Selected practical courses are formulated as self-managed projects and inverted classrooms, enabling students to learn at their own pace with just-in-time guidance. All curriculum materials are accessible online and maintained by the Open Science Framework to enhance collaboration across institutions and promote applicability in diverse domains. Evaluation results from 176 students over two years (2023-2025) demonstrate universal satisfaction across various curriculum components.

The term Personal Learning Environment (PLE) is associated with the desire to put the learner in control of his own learning process, so that he is able to set and accomplish the desired learning goals at the right time with the learning environment chosen by him. Gradually, such a learning environment includes several digital content, services and tools. It is thus summarized as the Virtual Learning Environment (VLE). Even though the construction of an individual PLE is a complex task, several approaches to support this process already exist. They mostly occur under the umbrella term PLE or with little accentuations like iPLE, which especially live within the context of institutions. This paper sums up the variety of attempts and technical approaches to establish a PLE and suggests a categorization for them.

Re-thinking the process of designing inclusive systems may help to identify the potential for re-use and interoperability of developed systems. Based on existing models of system engineering and project management, a process model for inclusive design as well as consequences for its practical application are presented.

It appears that mobile adaptive learning application are still rarely used in real world learning settings apart from research projects. One possible explanation is that the complex relations between learning content and contextual information are to abstract and therefor difficult to grasp for authors of such applications. This results in a very steep learning curve, especially for non-technology-savvy users, and ultimately in a negative attitude against this method of teaching. This papers describes a concept for an authoring system that aims at making the abstract parts of adaptive mobile learning more concrete.

The aim of the mobile app "Zirkus Empathico" is to strengthen socio-emotional competences in pre-and primary school children. It's holistic and natural training concept is based on current results of empathy research. Pilot testing of the app revealed it's good usability and comprehensibility. The effectiveness of "Zirkus Empathico" is currently investigated in a longitudinal clinical study with children aged 5 to 10.

The use of virtual classrooms by blind users is hindered e.g. By inaccessible user interfaces, graphical and dynamical content, as well as synchronous communication. Based on a requirements catalogue for accessible virtual classrooms and existing concepts to eliminate barriers for blind learners, alternative concepts are presented for a two-dimensional Braille display. An evaluation using tactile paper prototyping indicates an improvement towards accessibility and equal usage for all participants.

Mobile devices like smartphones and tablet computers made it possible to access educational offers spatially and temporally unbounded. However, learners have different prior knowledge and preferences, and are in different situations. Contextual information can be used to adapt educational offers to the learners' individual needs and characteristics. When it comes to the detection of such information a challenge however is to address the heterogeneous landscape of devices and operating systems (and thus programming languages) that learners are using. To meet this challenge this paper presents a cross-platform context detection framework.

The combination of body gesture recognition and virtual reality opens a broad field of possibilities for practical and activity-oriented learning scenarios based on virtual simulations. Many educational projects address this potential by using specific gesture sensors to interact with virtual artefacts in 3D learning environments. Unfortunately, most of these projects are stand-alone developments for dedicated use cases. A systematic approach for sensor integration is currently missing. This paper presents the development and use of a framework for a systematic integration and even fusion of different gesture sensors for innovative, mixed-reality learning scenarios. Thus, developers of learning applications will be enabled to create interactive virtual environments without the time-consuming familiarization with each sensor hardware and SDK. This leads to a reduced time-to-market as well as a higher transferability.

Inclusion gains in importance in educational settings and thus also in synchronous online learning and collaboration. New barriers arise for blind users because of dynamic, synchronous and graphical content and interfaces. This paper defines scenarios, analyses to what extent these virtual classrooms can be used by blind learners using the screen reading software Jaws and describes barriers encountered.

Mobile devices like smartphones and tablet PCs made it possible to access educational offers spatially and temporally unbounded. This in turn has made it possible to use time periods for learning that were unavailable before. However, learners have different prior knowledge and preferences, and are in different situations. That's why contextual information needs to be used to adapt educational offers to the learners' individual needs and characteristics. Several research initiatives have identified a plethora of contextual information that might be used for that purpose. But, not all educational scenarios benefit from all contextual information or adaptations. Thus, this paper aims to identify relevant contextual information by analyzing several different educational scenarios from a pedagogical point of view. This provides a foundation for systematical development of a framework for context-aware learning settings.

Boundary Objects (BOs) are means of communication support for teams. In eLearning projects, teams usually consist of people with diverse professional backgrounds and different experiences. Due to this fact, team members have different perspectives on the eLearning product or service to be developed - eLearning system development thus becomes a complex and demanding task. Using specific BOs in a purposeful way can help people to communicate and support interaction between team members. Amongst others, process models, scripts, patterns and architecture models have been investigated as BOs for e-Learning system development.

This paper presents a middleware and an application scenario for communication in a pervasive community which is characterized by the use of different network and service technologies. To achieve the required cross-technology communication, we organize devices and applications as members of cells wi

A flexible, efficient and interoperable communication system is the basis of a pervasive environment. Unfortunately, the heterogenity on network and service levels results in a lot of constrains in such a communication environment. This demonstration paper presents an exemplary messaging solution for a unified use of services and devices in a heterogeneous communication network. The benefit of the presented approach becomes apparent in a pervasive communication scenario that interconnects real and virtual environments.

SOA services afford a uniform and transparent use of different devices with similar functionalities. In the last years a number of mostly incompatible, SOA technologies have been established. Therefore, this advantage is no longer true. Indeed it is not required to support the specific device, but the concrete SOA technology. Furthermore, a transparent service discovery is prevented by device interconnections because many SOA technologies use IP multicasts for a service discovery. The discovery range is limited on the consumer's subnet as the most routers don't route multi-casts. This article describes a service discovery approach, that is independent from concrete SOA technologies and device interconnections. That results in an increase of available services and the service discovery range.

Along with the increasing diversity of educational markup languages there is a strong need for flexible integration ofsuch content into learning platforms. Therefore, we have identified four basic mechanisms: plain linking from the platform to external content, conversion of content into the platforms native format, and service-based invocation of external content as well as specific functionality related to it. Architectural principles, benefits, and drawbacks of these concepts are compared, and exemplary realizations are described.