The potential of digital media is often unrealised in everyday school life. Often, worksheets are simply replaced by PDFs. At the same time, the range of learning levels in the classroom can present teachers with significant challenges. For example, biology lessons require an understanding of complex processes, which can be hindered by fragmented prior knowledge or an inability to visualise. Therefore, adaptive learning formats are needed to enable personalised learning and reduce teachers' workload.

With this in mind, we have developed 'adu – adaptive education', a digital learning system containing Year 7 biology exercises. The application combines clear visualisations, interactive elements, animated sequences and targeted feedback. Its intuitive user interface enables differentiated learning at various levels, allowing pupils to work independently. Teachers act as learning guides, providing support where necessary. The concept has a modular structure and can be transferred to other science subjects.

During my Erasmus semester at the SETU in Ireland, I studied Industrial Design and gained many new insights into a design discipline that was new to me. For the semester project, we were tasked with selecting a battery-operated technical device. First, we conducted an analysis and user testing of the product. Based on the improvements identified during the research phase, our task was to update the product. Through numerous iterative processes, we created 3D-printed models, ultimately producing a final functional prototype. Additionally, we had the opportunity to reposition the product on the market. For this, I developed communication materials such as user manuals, packaging, advertisements, and an infographic on the topic of sustainability.

Hungry for critical design discourse? Join our discomfort design group. Explore the meaning of designing comfort and discomfort, addressing inclusion/exclusion in norms, spaces, and dialogue. Unlearn imposing design modes, implement necessary tools. Using critical theory, analyze Academy and everyday interactions. Collaboratively, create playful toolkits to assist, disrupt, challenge, and examine the "design-norm."

In our course on Information Design, we explored the dynamic intersection of visual communication and complex topics. Through various visualization models, ranging from abstract diagrams to realistic illustrations, we navigated the terrain of making intricate subjects accessible and comprehensible.

The focal point of our semester project was the exploration of a self-selected theme through the lens of information design. We delved into conveying fundamental mechanisms and principles, aiming to bring clarity and understanding.