According to the curriculum of the Master's Program in Primary Education at the Free University of Bozen/Bolzano, the second year of study is designed to enable students to deepen their knowledge in the areas of general didactics and the fundamentals of teaching and learning. In order to facilitate the student’s learning processes, the seminar concept described below takes up the given module planning, transfers it to teaching, and differentiates it in particular to the context of the potential future working environments. The aim is to demonstrate the interdependence of theory and practice and to allow students to develop an action-oriented approach in concrete everyday situations through tangible tasks against the background of the current state of scientific theory and research. At the same time, the academic studies focus on uncertainty, openness of interpretation, conflicts of norms, and crises in pedagogical action and thus promotes the competence to act for non-standardizable moments in everyday working life. The seminar-concept developed and tested in 2018 enables experiential learning and reflective learning (cf. Kirschhock 2008). In its introductory stage, it shows explicit parallels to the first structuring level for teaching drafts according to Klafki (1964) and corresponds to the content and thematic analysis of the development of multimodal teaching and learning materials (Arnold & Koch-Priewe 2010). By selecting one from the materials of the EduSpace learning workshop and describing it with the help of the nine fields of the Universal Design of Learning Guidelines, the students immediately apply the factual knowledge previously acquired through text work and reflect together in small groups on their abilities via linguistic summary. The non-linear procedure of perceiving, classifying, judging and expecting is sufficient, but not absolutely necessary, for learning to be possible and for a highly specialized expertise to emerge from this ability (Neuweg 2000). In the next work stage, the students develop more independence in their field of activity by expanding the selected material medially. The aim is to offer different media and presentation formats in order to promote learning through perception and discovery. In the paper, we explain the combination of this seminar concept with successfully personalized learning process (Haas 2006). Based on evaluation results using the diamond ranking method (Rockett & Percival 2002, p. 99) we found connections between the seminar concept and the learning space, the content and expertise of personalized learning space and process.

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