E-Didactic Criteria Checklist (EDCC)

On this page, you will find a list of criteria that can guide the design of (online-based) teaching and learning scenarios.

E-Didactic Criteria Checklist (EDCC)


In the following, criteria are named which can be used as orientation points for the design of (socio-)constructivist and, in the next step, connectivist and education-oriented teaching/learning scenarios.

The criteria listed in the checklist can be applied in the design of constructivist teaching/learning scenarios. Furthermore, by comparing the formulated criteria with the concrete didactic strategies of a teaching/learning scenario, this teaching/learning scenario can be evaluated. The concrete teaching/learning scenario can be examined to see whether it can be assigned to the didactic structure according to a (socio-)constructivist, connectivist, education-oriented didactics:

  • Why is this teaching/learning scenario a constructivist/connectivist/Bildung-based teaching/learning scenario (or not)?

In order to take into account the temporal course of teaching/learning processes in the didactic planning, a course plan can be created in addition to the criteria. This process planning can be based on the following guiding questions:

  • Which tasks are set when and why??
  • How are these questions processed, why and in what time frame?
  • How to secure two secure the learning results and when?

Constructivist Criteria

Dimension ‚Structuring of the Learning Space‘

  • Options for interaction: What the spatial infrastructure provides interaction opportunities – e.g. are there group tables, retreat options, or digital learning spaces?
  • Transfer competence: Are occasions for meta-reflection provided (e.g. via e-portfolios)? Are skills and abilities promoted to apply acquired knowledge in other challenges?
  • Authentic learning: Does the learning challenge allow for a lifeworld opening?
  • Individual learning: Can learners help shape the use of methods according to their preferred learning style?

Dimension ‚self-directed Learning‘

  • Action orientation: Can learners act on the situation to experience themselves as empowered actors?
  • Production orientation: Do learners produce products in their learning process that reflect the learning process?
  • Self-directed design of learning paths: Can problem-solving strategies developed by the learners themselves be tried out, modified and, if necessary, falsified and redesigned?
  • Culture of constructive criticism: Are teachers available as learning guides when problems/challenges/difficulties in understanding arise in the self-directed learning process and thus the need for support appears?

Dimension ‚dialogical Communication‘

  • Dialogicity: What (dialogic) interaction opportunities are provided by the learning challenge?
  • Dialogic recognition: Does there a dialogic, appreciative communication atmosphere, or do dialogue rules for dialogicity (e.g. constructive feedback) need to be practised?

Connectivistic Criteria

  • Collaborative use of decentralized knowledge resources: Does learning take place in different ‘nodes’? Do learners access various knowledge resources decentrally and in collaborative exchange, and do they bring these knowledge resources together in the collaborative learning process?
  • Different learning channels: Are different learning channels specifically offered?

Bildung-Based Criteria

Dimension ‚Bildungs-Feature Self-Efficacy-Experiences‘

  • Appropriate learning challenges: Do the given learning challenges allow for differentiation so that the learning challenges can be addressed according to the learners’ skill level in a social context?
  • Metareflection: How can reflection on experience be introduced in educational learning?
  • Learning context: Is participative or action- and production-oriented learning possible, whereby the learners can experience themselves as self-effective?
  • Transparent structures: Are there clear, transparent structures that help shape the learning space? Through these transparent structures, the subject can unfold his learning beyond authoritarian influences from the outside.
  • Learning support: is positive reinforcement given for learning performance and willingness to exert effort?

Dimension ‚Bildung-Feature explorative Curiosity‘

  • Co-Designing the learning challenge: Can learners bring their intrinsic epistemic interest to the design of the learning challenge?
  • Involvement of intrinsic motivation: Is participative or action- and production-oriented learning made possible, which involves the intrinsic curiosity of the learners explicitly?