The Walddörfer-Gymnasium (WdG) in Hamburg is a secondary school with reform pedagogical roots. For the last ten years, the focus of the pedagogical work has been on the development of a learning culture based on self-determined learning as well as on resonance.

In this context, self-determined learning means that the students are encouraged to reflect their own learning decisions consciously and purposefully. In addition to this, the concept of a “resonant learning culture”, after Rosa (2018), describes a form of learning, in which the students get in touch with the world in an interactive, reflected and multi-sensual way. The quality of the relationship between the students and the world is influentially shaped by the school and the classroom structures. It is not the curriculum but rather the variety of experiences students make there in educational content-related and social ways that determine how they position themselves to different topics, subjects, teachers, classmates or other excerpts of the world (Rosa, 2018: 403f.). Based on this approach, the WdG has started to design digital and analog learning environments which facilitate educators’ and students’  abilities to experience the world in  a vibrant, “resonant” way.

In order to implement and encourage these aims effectively, the WdG uses three different but interlinked pedagogical working fields: the “Studienzeit” (study time), the “Kabinettsystem” (individualised learning space) and “Digital Learning” assisted by a learning management system (LMS).

During the Studienzeit, the students have 60 minutes a day for self-determined and self-regulated learning. The results of the Studienzeit tasks are presented by the students  during regular class sessions and thus integrated into the respective lesson plans. During those sessions, students receive feedback on their Studienzeit results - either by their teacher, peers or both.

 Based on the assumptions of Malaguzzi, namely that the “Environment is the Third Teacher”, the Kabinettsystem was implemented to support different classroom and learning concepts. Therefore, every teacher has his own learning room, which can be arranged according to individual methodical and didactical preferences. The decision on how to organize and use the learning room is often a consensus on ideas by teachers and students. For example, some learning rooms are arranged in a traditional style, others follow ideas of democratized or personalized learning spaces and still others are arranged like ateliers to support experimental and self-determined learning processes in open dialogues between the students, the teachers and the material.

These two milestones were complemented by the implementation of an LMS in 2016. The aim was to enrich the established analog pedagogical structures of self-determined learning and a resonant learning culture with a digital dimension.

Using LMS in learning contexts opens a perspective on two research fields, which include the consistency of didactics and architecture of learning rooms in a “resonant learning culture”. Considering the assumptions of Günther/Schiefner-Rohs (2017) on the conception of digital learning environments, the following research questions were asked:

1. Which standards in didactic and design must be accomplished to construct digital learning environments that...

• support a less hierarchical and more “resonant” interaction between students and educators?
• enable individual, subject- oriented and self-determined learning?
• engage students in collaborative learning?
• encourage students to have experiences of self-efficacy?
• promote new forms of student engagement and participation?
• ensure the interplay between content and form?
• initiate multiple modes of teaching and learning to direct the educational content in a way that the students can learn without finding the experience off-putting and unexciting
• 2.Which principles in didactic and design must be used to...

• generate an interlink between digital and analog learning environments?
• ensure a mutual enrichment of digital and analog learning environments?

In the school year 2018/19, within an intervention study, digital learning environments were designed by teachers and used in their classes. The design of these digital learning environments is based on the presented theoretical principles and research questions. At the end of the school year, all students will be interviewed with a questionnaire. The students will be asked to report their experiences with digital learning environments, the interlinking between digital and analog learning environments and their suggestions for even more sustainable learning in digital and analog forms. In addition to the questionnaire-based survey, interviews with participating teachers on their experiences will be conducted. First quantitative and qualitative results of this evaluation are presented in our presentation.

The results of the intervention study will show, which effects have already been reached within the implementation of the LMS. Furthermore the results will show, which working fields have to be focused in the next stage. The experiences of the Walddörfer Gymnasium can be transferred to other schools, which want to implement "Digital Learning".

•Günther, D.; Schiefner-Rohs, M. (2017): Mediale (Bildungs-)Räume in der Schule: Herausforderung mimetischer Konzeptionen. In: Pietraß, M.; Fromme, J., Grell, P., Hug, T. (Hrsg.): Jahrbuch Medienpädagogik 14. Der digitale Raum. Medienpädagogische Konzeptionen und Perspektiven. Wiesbaden: Springer VS, S. 177-195. •Rosa, H. (2018): Resonanz. Eine Soziologie der Weltbeziehung. Berlin: Suhrkamp.