摘要：For the prevention of targeted violence, and for the prevention of crises, the qualification and establishment of school crisis prevention teams is nationally recommended in Germany. In some German states (e. g. Hesse) this is even made mandatory by the respective provincial Ministry of Education. The KomPass project met this recommendation through an innovative approach in one of its qualification programmes in which knowledge is not mediated to the future crisis team members in traditional classroom events, but rather through the online learning portal KomPass. This online portal is nestled in a blended learning environment which provides for the combination of classroom and online phases. In these phases, the future crisis team members are supervised by certified “KomPass coaches”. KomPass is an excellent example of this type of learning in further education, as the developed portal and qualification programmes are now successfully used in this setting. This article reports on the instructional design of one component of the KomPass project, the blended learning qualification programme for (future) members of crisis teams at schools which concludes with a certification.
其他摘要：For the prevention of targeted violence, and for the prevention of crises, the qualification and establishment of school crisis prevention teams is nationally recommended in Germany. In some German states (e. g. Hesse) this is even made mandatory by the respective provincial Ministry of Education. The KomPass project met this recommendation through an innovative approach in one of its qualification programmes in which knowledge is not mediated to the future crisis team members in traditional classroom events, but rather through the online learning portal KomPass. This online portal is nestled in a blended learning environment which provides for the combination of classroom and online phases. In these phases, the future crisis team members are supervised by certified “KomPass coaches”. KomPass is an excellent example of this type of learning in further education, as the developed portal and qualification programmes are now successfully used in this setting.
This article reports on the instructional design of one component of the KomPass project, the blended learning qualification programme for (future) members of crisis teams at schools which concludes with a certification.
