Criteria
Review our criteria to check your Eligibility.
Area 1 | Sustainability: ecology, economy, social issues
Criteria ID: 1.1 | Ecology
At the level of the ecological dimension, the product promotes
- The reduction of risks to people and the environment
- The principles of environmental protection in an educational context and cultivates and promotes the corresponding idea in public awareness
- The fight against climate change and global warming
- To raise awareness of the importance of rational land use to protect natural habitats and landscapes and to minimize urban pollution
- The careful use of resources, the conservation of natural resources and waste management
- Minimizing energy consumption
- The reduction of emissions
- The use of renewable forms of energy
- The protection of species and habitats.
Criteria ID: 1.1 | Point: 10 |
Criteria ID: 1.2 | Economy
At the level of the economic dimension, the product promotes
- The application of the principles of the circular economy
- The careful use of renewable raw materials
- The reduction of energy consumption to a minimum, the economical use of energy, water and raw materials, the increase in operational efficiency, the reduction of waste, the use of environmentally friendly materials and the manufacture of environmentally friendly products
- Long-term survival in the economy instead of short-term profit maximization
- Growth and increased sales not at the expense of employees in the region and the environment
- Technological changes in the production process to avoid and minimize waste, recover energy and recycle materials
- New, environmentally friendly technologies, which generally offer new, more cost-effective and socially acceptable products that can increase sales.
- Environmental stewardship, specifically an innovative set of processes, methods, projects and techniques to improve environmental performance and optimize a company’s environmental behavior.
- The cooperative economy
- The internationally equitable distribution of the wealth produced.
Criteria ID: 1.2 | Point: 10 |
Criteria ID: 1.3 | Social issues
At the level of the social dimension, the product promotes:
- Freedom and peace
- Justice, equal opportunities and solidarity (within and between generations) and financial security (pensions) for the elderly and sick
- The satisfaction of basic needs (drinking, eating, sleeping, security)
- The eradication of poverty
- The right to education
- Employment and the creation of jobs under fair conditions
- Access to basic infrastructure and health services with free medical care
- The distribution of power and resources
- Gender equality
- Access to centers of influence and decision-making
- Participation and democracy
- Global partnerships, international cooperation and solidarity
- The preservation of local and global cultural heritage
- Ways of seeing and thinking, such as holistic, systemic and multi-perspective thinking as well as forward-looking, visionary and critical thinking
Criteria ID: 1.3 | Point: 10 |
Area 2 | Sustainable educational product / Educational product for sustainability
Criteria ID: 2.1 | Complexity
The project is justified and explained
- Complex contexts are substantiated in terms of content and theory in a way that is easy to comprehend because it is clear,
- Sustainability as a value of the complexity / contextuality / mediality of the topic pointed out, drawn attention to, demanded,
- Explanation of the complex relationships between power and the economy with regard to problems of concentration of wealth and power and values of justice in the distribution of opportunities and goods.
Criteria ID: 2.1 | Point: 10 |
Criteria ID: 2.2 | Contextuality
The project justifies
- Sustainability is made recognizable as a universal value of contextualization of spheres of life (depending on the topic), in the sense of the triangular model.
- Draws attention to the factor of social inequality as an obstacle to social efforts towards sustainability.
- References (media didactic paths) to the usefulness (reason) of aesthetics and ethics, to the ethics of usefulness and aesthetics of media contextualization, as well as to the aesthetic requirements of usefulness and ethics of media use in the context of education.
Criteria ID: 2.2 | Point: 10 |
Criteria ID: 2.3 | Mediality
The product promotes
- Creative-proactive, preferably collaborative, interactive, media-aesthetically challenging use of media technology finesse,
- Diverse media expressions of the idea of sustainability, sustainability values, sustainability requirements linked to the topic or subject matter / content,
- refers to offers / discourses or conversations in or from the social media environment.
Criteria ID: 2.3 | Point: 10 |
Criteria ID: 2.4 | Discursivity
The product offers
- As much scope as possible for debate, discussion of the content and its relevance, attribution,
- Interpretations of sustainability, media-typical formats, characteristics, paths for multi-perspectivity,
- Open space for dialectics and contradictory content.
Criteria ID: 2.4 | Point: 10 |
Criteria ID: 2.5 | Educational quality
The product offers
- Suggestions, paths for collaborative, interactive, emotional learning,
- Suggestions, ideas, paths for the highest possible degree of authenticity, self-reflection,
- Identification for learners to get involved, draw their own conclusions and incorporate them into the program.
Criteria ID: 2.5 | Point: 10 |
Criteria ID: 2.6 | Media quality
The product offers suggestions for
- The highest possible degree of productive media participation by learners,
- For the inclusion of individually media-determined life contexts,
- The widest possible range of spheres of media performance by learners,
- Contextualization with the media discourse experiences
Criteria ID: 2.6 | Point: 10 |
Criteria ID: 2.7 | Empathy
The product motivates to
- Soft skills: is the didactic media environment structured in such a way that space is given to the introduction, expression and understanding of emotion, also with regard to sustainability (meaning).
- On the other hand, is the emotional connotation, especially in its media expression, balanced in such a way that emotional overload (emotionalization as an attention booster) does not disavow the aesthetics or usefulness of a statement?
Criteria ID: 2.7 | Point: 10 |
Criteria ID: 2.8 | Sustainability competence
The product increases interest in
- Content knowledge-based arguments, references,
- Reflection values of sustainability,
- Consistency, pragmatism of the suggestions, advice, tips.
Criteria ID: 2.8 | Point: 10 |
Criteria ID: 2.9 | Responsibility
The project explains
- In addition to individual responsibility, social responsibility for sustainability values is also addressed (as a problem and for solutions,
- Does the product contain knowledge positions that substantiate the responsibility character of the interdisciplinarity of science and/or the cooperation of institutions, organizations and companies?
- Are there any references to the aspects of the responsibility of political economy for/against state intervention or liberal economics?
Criteria ID: 2.9 | Point: 10 |
Criteria ID: 2.10 | Social policy
The product thematizes
- Ethical values in the interest of the sustainability, stability and peacefulness of society: social justice as a prerequisite for human dignity,
- Critical attention to pseudo-rational ideologemes (ideologies, assumptions, myths, conspiracy theories, populisms) that work against human dignity and deepen inequalities,
- Criticism of politically capitalist-motivated argumentation patterns on environmental and climate protection.
Criteria ID: 2.10 | Point: 10 |
Area 3 | Education and skills
Criteria ID: 3.1 | Learning objective
- The learning objectives must be geared towards the acquisition of qualified competencies and correspond to the respective educational programs.
- All target and content components (cognitive, affective, psychomotor, social-communicative) are coordinated with the overall concept.
Criteria ID: 3.1 | Point: 5 |
Criteria ID: 3.2 | Learning content
- The learning content is presented in a factually and scientifically correct manner (structure, selection, quantity and density as well as linking of information, essential statements with reference to the degree of generality and the level of abstraction).
- The selection and presentation of the learning content are appropriate from a pedagogical point of view.
- The learning content is coordinated with corresponding educational programs.
- Terms and terminology are used consistently, appropriately and logically.
Criteria ID: 3.2 | Point: 5 |
Criteria ID: 3.3 | Target group
- Learning content and learning objectives can be chosen by the learners and correspond to their prerequisites and interests.
- Necessary prior knowledge and skills of the target group are taken into account (knowledge and skills, emotions and attitudes, ability to pay attention and concentrate, socio-cultural environment).
- Opportunities for individual and cooperative learning are designed to suit the target group.
Criteria ID: 3.3 | Point: 5 |
Criteria ID: 3.4 | Innovation
- The learning content and learning objectives correspond to the current state of research, development and specialist discussion.
- The media product has pedagogical advantages over other forms of implementation.
- The content focuses primarily on a specific subject or topic area or is interdisciplinary in nature.
- The product can be characterized as a successful didactic digital media product or digital interactive educational medium, teaching aid, learning aid, work tool or edutainment or infotainment program.
Criteria ID: 3.4 | Point: 5 |
Criteria ID: 3.5 | Competence to act
- The media product enables independent decisions to be made in order to complete the task.
- The media product provides opportunities for creative design and interactivity.
Criteria ID: 3.5 | Point: 5 |
Criteria ID: 3.6 | Werte
Die Arbeit mit dem didaktischen digitalen Medienprodukt f rdert humane Gedanken und Werte
- ie angezielten Werte und Normen f rdern solidarisches Verhalten.
- ie angezielten Werte und Normen sind frei von gewaltverherrlichenden, radikalen oder obsz nen Darstellungen, ideologischer Beeinflussung, negativen Vorurteilen und gezielter Manipulation.
- er Inhalt ist frei von engem geschlechtsspezifischen Rollendenken und Vorurteilen.
- as digitale Medienprodukt f rdert ethische Bildung.
Criteria ID: 3.6 | Point: 5 |
Area 4 | Didactics and methodology
Criteria ID: 4.1 | Didactic principles
- The learning theory approach is implemented appropriately.
- The educational content is appropriately selected and justified from a didactic point of view.
- An appropriate didactic reduction has been made in accordance with the educational objective.
Criteria ID: 4.1 | Point: 5 |
Criteria ID: 4.2 | Didactic rules and procedures
- Comprehensibility
- Scientificity
- Consistency
- Clarity
- From the general to the specific
- From the simple to the complicated
- From the easy to the difficult
- From the near to the distant
- From the known to the unknown
- Connecting the concrete with the abstract.
- Logical learning processes, such as analyzing, synthesizing, comparing, differentiating, generalizing, abstracting, generalizing, ordering, concretizing are inherent in the media product and are encouraged.
Criteria ID: 4.2 | Point: 5 |
Criteria ID: 4.3 | Forms of teaching and learning
- Possible and meaningful forms of cooperation in teaching, such as. Frontal teaching, partner learning, group learning or individual learning were taken into account.
- The media product enables individual and cooperative forms of learning. Individual learning can be combined with cooperative learning. Individual learning is sensibly combined with entertaining forms or games.
- The media product is primarily suitable for one or more areas of use, such as
- Individual users or for use in groups including online groups
- Afternoon activities / project lessons / subject lessons / free work / substitute lessons / individual work.
- Training, further education, lifelong learning.
- The areas of application are recognizable and feasible.
Criteria ID: 4.3 | Point: 5 |
Criteria ID: 4.4 | Didactic steps
- Introduction (goal setting and orientation, motivation, reactivation)
- Work on new material / initial teaching / introduction
- Consolidation (memorization, repetition, practice)
- Systematization, application,
- control, evaluation.
- With the didactic steps, the educational intentions can be achieved in a meaningful and appropriate way.
- The intended didactic steps allow users to work at different levels of difficulty and at different speeds.
Criteria ID: 4.4 | Point: 5 |
Criteria ID: 4.5 | Learning control
- The processing of learning steps is emotionally stimulating and motivating.
- Tasks, answer forms and other learning activities are designed in a way that is factually correct and meaningful, and the combination of text and images is comprehensible and clear.
- The task processing is variable and is not just reduced to mechanical processing. The learning path can be determined by the student. The answer design is variable and can be supported by acoustic or graphic hints or corrections.
- The exercises and repetitions are varied and variable.
- Branching out is based on didactic considerations and meets the requirements of the target group.
- Games and other entertainment elements are recognizably linked to the educational concept. The media product enables varied learning and is not limited to entertainment.
Criteria ID: 4.5 | Point: 5 |
Criteria ID: 4.6 | Interaction structures
- The media product reacts to the learning process by analyzing the individual performance level and recommending appropriate branches.
- Branches are automatically initiated after answer and learning progression analysis and can be freely selected. Branches are available in an appropriate and manageable number. Branches offer tasks of varying difficulty and variation.
- Interactivity between user and media product is made possible by setting tasks and work assignments, demanding solutions and encouraging the development of solution strategies.
- Interactivity is supported
- by making the progress of the program dependent on the user’s contributions and activities,
- by triggering user activities, e.g. collecting data, expanding information,
- by providing data for further processing,
- through error messages with factual reference,
- through factual and variable confirmation of work results,
- by creating LINKS to other media or reward systems (leaderboards, games, etc.).
- The user’s performance level and learning progress are determined during the exercises and communicated in an appropriate, motivating and encouraging manner. The evaluation of performance results is technically and didactically correct and sensible.
- The performance evaluations in the media product are technically and pedagogically meaningful. The determination of performance results is statistically correct.
- Appropriate options (such as text, sound, graphics, animation) are offered for performance evaluations. Incorrect solutions are indicated in different and variable ways. Feedback on incorrect solutions is given in a motivating manner and evaluates the answer and not the person.
Criteria ID: 4.6 | Point: 5 |
Area 5 | Design and layout
Criteria ID: 5.1 | Content-adequate design
- The type of media (video, images, text, etc.) was chosen appropriately for the content (videos for movement sequences, audio recordings for music and speech).
- The learning content is coordinated with the possibilities of the media type (media and graphic design).
- A multi-symbolic form of presentation appropriate to the content was chosen. The multi-symbolic forms of presentation (texts, graphics, images, videos, audios, etc.) are correct and correspond to aesthetic aspects).
Criteria ID: 5.1 | Point: 5 |
Criteria ID: 5.2 | Target group-oriented design
- Different graphic and media design concepts are dedicated to different target groups.
- The design is adapted to the needs of the user. (letter size, contrasts, subtitles, etc.).
- Forms of content presentation such as language, sound, image, animation are appropriate to the target group. Users can structure content themselves. (emphasize, skip, etc.) and add content.
- Accessibility was taken into account in the design.
Criteria ID: 5.2 | Point: 5 |
Criteria ID: 5.3 | Screen design
- The technical quality of the screen pages is characterized by clear resolution, uniform luminance and good contrasts.
- Text and images on the screen pages are functionally and aesthetically related.
- Each screen page is self-contained with a coherent content.
- Viewing time and processing time for a screen page can be freely selected.
- The screen design appeals to the user rationally and emotionally. It is a unit in detail and as a whole.
Criteria ID: 5.3 | Point: 5 |
Criteria ID: 5.4 | Visual design
- xt presentations are clearly structured and emphasize essential information.
- Graphics, images, symbols and colors are comprehensible, meaningful, aesthetically pleasing, motivating and produced to a high standard. They have a close functional connection with the educational intentions.
- ey are characterized by clear lines, shapes, contrasts and comprehensibility.
- Sensible use of visual elements such as color design emphasizes learning content, facilitates learning processes and motivates the target group.
- The animations and videos are understandable, meaningful and motivating. The animation and video sequences used are necessary for the presentation and understanding of the learning content and provide lasting support. Animations and videos are appropriate for the target group and motivate the addressees.
- Language in its phonetic and written form is standardized and correct in the didactic digital media product.
- The linguistic forms of expression and the style of the language are appropriate and motivating.
- The textual form of expression (spelling, grammar and punctuation) is error-free.
- xts are clearly structured and emphasize important information.
Criteria ID: 5.4 | Point: 5 |
Criteria ID: 5.5 | Auditive Gestaltung
Die akustischen Elemente des didaktischen digitalen Medienprodukts wie Sprache, Musik, T ne, Ger usche u.a. sind sinnvoll, verst ndlich und motivierend
- Die auditive Gestaltung unterst tzt die Aneignung des Lerninhaltes und die Interaktion.
- Auditive Elemente haben eine einwandfreie Qualit t und werden angemessen verwendet.
- Ton- und Lautst rke k nnen ver ndert werden und wirken f r die Zielgruppe motivierend.
Criteria ID: 5.5 | Point: 5 |
Criteria ID: 5.6 | Design basics
- Iconography (optional)
- Scalability, expandability
- Design, grid, structure, responsive design
- Performance, resources
- Interaction concepts
Criteria ID: 5.6 | Point: 5 |
Area 6 | Technology, organization and innovation
Criteria ID: 6.1 | Self-explanation and reliability
- The media product works reliably, error-free, quickly and without interruption.
- All specified functions work without problems, especially loading, saving, printing and exiting.
- The media product is largely resistant to operating errors. Operating errors are corrected by visual or audible warnings. Operating errors are largely ignored.
Criteria ID: 6.1 | Point: 5 |
Criteria ID: 6.2 | Clarity and flexibility
- The content menu is clearly and logically structured.
- The control elements are used consistently and uniformly. The user can always recognize which part they are in.
- User instructions and explanations for beginners and novices can be canceled and skipped at any time.
- The media product enables a wide range of selection options and application forms.
- The range of commands, terms and symbols are clear, straightforward and appropriate for the target group.
- Users can edit the media product according to their wishes and interests with regard to content, difficulty and aids. A sufficient number of options are available and easy to access.
Criteria ID: 6.2 | Point: 5 |
Criteria ID: 6.3 | Navigation and control
- The learning control options are flexible, such as influencing the speed, selection and sequence of work steps, handling and difficulty of the tasks, setting the learning time.
- The navigation and orientation options are simple and easy to use.
- The user can easily switch between the various displays with familiar or recognizable control symbols.
Criteria ID: 6.3 | Point: 5 |
Criteria ID: 6.4 | Adaptability
- The adjustment of the time response (e.g. setting the reaction times according to the user’s requirements) is ensured by the media product.
- The media product makes it possible to adapt the type and scope of information (e.g. separate and combined selection of text or audio information) to the user’s performance.
- Adaptation of the help system (e.g. variable offer of help) is made possible by the media product.
Criteria ID: 6.4 | Point: 5 |
Criteria ID: 6.5 | Technical functionality
- The media product is compatible with various hardware and software.
- Use of the mouse and keyboard is convenient, sensible and self-explanatory.
- Saving and printing all important results is simple, convenient and takes place in a form suitable for the respective target group.
Criteria ID: 6.5 | Point: 5 |
Criteria ID: 6.6 | Product information and help
- The product description and operating instructions contain all the information required to understand and use the media product. They are comprehensible, unambiguous, logical and clearly structured.
- Necessary information for initializing or installing the media product is given accurately and correctly.
- Necessary hardware information and system requirements are presented in an appropriate and user-friendly manner.
- There is a well-functioning support and consulting service for the media product (hotline, e-mail, tutorial, etc.).
Criteria ID: 6.6 | Point: 5 |
Criteria ID: 6.7 | Innovations
- Has an innovative concept been created?
- Has an innovative solution been created?
- Does the product have a recognizable innovative potential to be marketable?
Criteria ID: 6.7 | Point: 5 |