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Project ID: 1040

Learning is Personal! A Learning-Logbook for School

Person to contact: Gerhilde Meissl-Egghart
submitted on: 03.11.2015
Budget: € 9.184,-
Funding deadline: 29.02.2016
Country/Region: Austria/Vienna
Type: Publication
Issue: Education & training


Learning is individual. The Open Learning Association helps to find and leverage from human potential: With a modern learning-logbook individualization becomes practical in school.

Project address

Meytensg. 35 / 6
1130 Wien

The Project is online. It's impact is in the classrooms and working locations of it's users: Teacher, pupils, parents and after school tutors.
  • Date of planned start: 01.01.2016
  • Date of planned end: 01.07.2016

Brief project description

Changing the schooling paradigm

We help to discover, support and render usable the potential of each individual – especially in the context of school. Since its foundation in 2007 the organisation ( works on this vision of an education for the 21st century. It is for this reason that we created a learning diary App calles “Learning is Personal” (LIP, It is being implemented in some Austrian schools since 2012, so far involving 600 students. This App makes it possible for teachers and students to intuitively and quickly document activities in a class room and by doing that it makes learning “visible”. The documented observations are connected with competence models which give the teacher the opportunity to answer all pedagogical questions immediately (Learning Analytics).

A learning logbook as learning companion 

The LIP App accompanies students through their every day learning. It shows on what (subject), how (methods), for how long and with who the student works. That way we support teachers in estimating the effects of learning activities on an individual level. John Hattie referred to this reflection as one of the main ingredients for a successful school. (The only one more important, according to J.H., is the image the student has of him-/herself. But the later is not easily influenced by the school system.)

In everyday education the LIP App makes an individualisation by the teacher feasible, without wasting time and energy. Teachers that have been using the LIP App over the last years report furthermore that it has proven to be a “great help in planning classes” and “very useful in the exchange with parents and children, with productive results”.

NEW: The "individual school book“ for optimizing learning results

We want to go a step further now: the support of individual learning tasks based on the learner’s own competence profile. You can imagine this as a personalized playlist of tasks or weekly studying plans. The aim is for teachers to be supported through the automatic suggestion of learning materials. 

Finding the material that fits without searching: Based on the collective experiences of all LIP-users the program searches for and suggests the material that has the highest potential for positive results. Over time all users can therefore profit from the experiences and developed solutions to challenges of all users. At the moment this is still wishfull thinking but with enough data it could easily become reality! Also now the App already supports the designing and implementing of individualised learning activities. 

We create individual learning material that can be used online and offline (printed). With the second option any technical problems can be solved with a Plan B. This collection of materials is the heart of our individual school book.

When using these sources the results of the tasks can be handed in through the LIP-App. This is how we support the correction process and at the same time receive important insights in the impact of individual learning activities.

 ... which will only be possible with your help!

Your support is so important because we need your feedback and input to be able to support your educational style in the best way possible, using the individual school book. Most of the (product) development will be covered by our own resources and other funds but that is not enough for concrete individual adjustments: we are missing 9 184 Euros. Help us reach this sum, as a contribution to modern education!

As you can tell from the description of the project the individual school book will function better the bigger the community of its users is. That is why we not only ask you financial support, but also hope to soon see you among the users of the learning diary and later the individual school book, and we encourage you to tell your colleagues about the project.

We offer

Starting of now we offer the LIP learning diary free of charge as a web service and app – for all teachers and students for the rest of their lives.

Since the insights on individual learning processes and needs are the precondition for individual education we offer the supporters of this projects a variety of proposals, so that you personally and your organisation can profit optimally.

With this offer we make the individualization of education feasible. The individual school book can be deducted from the educational material each teacher can choose for 2016/17 (Schulbuchaktion). We are convinced that with this project we are supporting our schools in entering the 21st century and we are improving our educational system.


Credits: This project is partially sponsored by

Proof of project conclusion

Users and supporters can follow the developments of the individual school book and with that also their investments online (during the project implementation time and after). The individual school book and the connected internet platform are online and accessible for you.

The financial accounting including copies of invoice statements and foto-documentation including online-reporting is submitted to


Who we are and what we do

The organisation Verein Offenes Lernen (Open Learning Association, was founded 2007 to support the discovering of each learner’s potentials and to research modern learning contexts.

Austrian school classes are becoming more and more inhomogenous. With that rises the need to take into account the situation of each individual student. These raised requirements are not met with equally rising resources. The situation can be managed by making personal potentials visible and resources reclaimable, as is shown by John Hattie in his study “visible learning”. In this sense Verein Offenes Lernen considers itself a research organisation working for students and teachers.

The LIP App was first developed during a research project funded by the EU through the FP7 program. The project was called NEXT-TELL (“Next Generation Teaching, Education and Learning for Life”) and focused on generating constructive feedback for students based on electronically collected data. Throughout the project the team observed that electronic teaching materials not are rare in schools’ everyday activities, but also that teachers have a strong need for support in documenting all kinds of learning activities.

For the last three years the is being implemented in classrooms by an increasing number of teachers – currently in the whole spectrum of obligatory schools from the kindergarten to the middle school.

Since 2013 Verein Offenes Lernen enjoys tax exemption status for donors in Austria.

Learning is Personal - current implementation in schools

LIP has currently 2 main functionalities: the learning logbook and the data analytics module. The learning logbooks allows easy and intuitive capturing of observations, while the analytics module uses the collected data for in-depth data mining. Many more applications are still in our minds - the individual schoolbook being the first one to realize.

How is LIP used in school's daily life?


  • for documenting what's currently going on
  • as overview- and communication-tool: with collegues, students, parents - because each involved person only sees a small part of the whole puzzle at at time
  • for reflecting learning progres - with student/collegues/parents
  • for planning next steps
  • for preparing talks with parents
  • for reflecting the own "teaching performance"
  • for finding answers to pedagogical questions, e.g. which learning activity was most successful for a special student? How intensive did a student engage with a certain topic - and how does this relative to his/her competencies?



NEW coming with this project is the individual school book – and its implications for the education of our youth

The inhomogeneity is rising and individualisation in education is necessary to be able to use the personal potential of each person. This way we can meet the constantly rising requirements of a globalised world.

New will be the school book , which changes from a fixed package to a dynamic collection that complies with the user.

Is is not just complying with the individual user in a passive manner, but also actively by giving feedback on the impact of a learning activities and creating a collective experience for all users.

Which content does the individual schoolbook provide?

From the collective expertise of all LIP-users those activities are selected that are most promising for the individual student (according to his/her competencies and personal profile).

There are various sources of material:


  • classical teaching material (online and offline)
  • "Open Educational Resources" (OER)
  • self-made material (own and from collegues)

Pedagogical use

According to the educational researcher John Hattie not those topics that dominate the public discussion are essential (e.g. John Hatties TEDx presentation). Among the many important influences one of the main is the reflection of the teacher on the impact of his/ her own teaching. The learning logbook is an appropriate tool for that. Another is to neither overburden nor bore the student. For this we wish to create the individual school book.

European Value

Through individualising education borders are bein illiminated. We wish to use what the student already brings to the classroom – mother tongue, interests, strengths etc. The aim is to support equally Austrians and refugees. When we reach our goal the background will not matter anymore. To incorporate the yearly educational programs is one of the easier tasks in this project.

Global challenges

The educational systems of central Europe in the international comparison are costly but with little impact. Only about 50 % of the teaching shows an effect in the students – in the usage of learning resources the impact is not much better. Each percent that we and the individual school book can raise this number by has a direct and sustainable impact on the competitiveness of our youth and our future society. 

Competitiveness of our Youth

Especially in central Europe education is inherited, and so are the connected chances on the labour market. With the individualization we wish to create experiences of success and individual academic achievements. The feedback provided to the teacher and the learner through the learning diary and the individual school book supports a higher quality of education. The biggest successes we expect in the spheres that are currently the most difficult in education: the diversity of levels in knowledge and social backgrounds.

Legal framework and protection of data

The Verein Offenes Lernen conducts scientific research for the development of the European and Austrian educational system in general and its users in the specific.

According to Austrian law we have the right to work with data made anonymous. The law sees an automatic agreement of the individual. For this reason we make data anonymous already in the first steps of the documentation.

The safed data is the same a teacher would have to anyway document because of his/ her obligation to document. How detailed this takes place depends on how much the user consideres useful.

We recommend to not use the learning diary itself as a basis for grading as this would lead to the risk that the truth in the information and with that also the uselfulness of the learning diary would sink. Exams and tests should be documented and stored differently.

Data is made anonymous in a way that makes the view „out“ is possible („How am I doing in comparison with the others?”), but not the one “in” (“Who is the best?”). Also without the view “in” the LIP-App secures quality also on the school level because developments over time can be made visible, and teachers and students can share their access (“In this I am the best!”) with others (e.g. parents).





  • Total budget
    € 19.700,-
  • - Own resources
    € 11.500,-
  • Funding target
    € 8.200,-
  • + Handling fee
    € 984,-
  • Target budget
    € 9.184,-
  • Funding threshold
    € 0,-
  • partial amount A (will be transferred if financing was successful)
    € 4.200,-
  • partial amount B (will be transferred after receipt of the interim report)
    € 3.000,-
  • Delivery date interim report
  • partial amount C (will be transferred after receipt of the complete project conclusion report; at least 10 % of the target budget)
    € 1.000,-
  • Delivery date final report
  • Project risks
    We intend to support the teacher in the classroom. To reduce the risk of building something that does not work in real classroom situations we want to include teachers right from the beginning of the project. Therefore we are using this crowd-funding campaign as a strategic tool to reduce risk.

    We also want to stay financially independent from system legacy. We intend to support teachers to better "bottom up" contribute to modernization of our educational system.
  • Budget planning
    With this project we intend to finance 5 full-time equivalent month of professional development.
    Working packages are:
    1.) Content Enablement matching with competency models
    to support the material pilot teachers are actually using in class
    effort: 1,5PM
    2.)Experience design and field test
    support on site and remote
    effort: 2PM
    3.) Effect Analytics (Learning Analytics)
    effort: 1,5PM
    (More details are available in the German version of this document). 


Links & Downloads





Final report

Final report in general

“From Learning Logbook to Individual School Book” hat vier weitere Schritte in Richtung individuelles Lernen und individuelle Förderung an den österreichischen Schulen ermöglicht:

1. Individuelles (e-)Schulbuch: Mit dem Bildungsverlag Lemberger haben wir eine erste Version geschaffen - . Dieses ermöglicht die Einbettung individiueller Inhalte in ein gedrucktes (bzw. als eBook vorhandenes) Buch, und zwar: Inhalte anderer Bücher; eigene Inhalte von Schüler*innen und Lehrer*innen; multimediale Medien; soziale Medien.

2. Datenbank mit Beispielen: In dieser haben wir Beispiele aus etlichen Büchern extrahiert und in elektronischer Form aufbereitet sowie mit Meta-Information (z.B. Kompetenzen) angereichert. Diese bildet die Basis für weitere Funktionen. Sowohl die Erschließung als auch die Umsetzung weiterer Funktionenwerden von uns kontinuierlich fortgesetzt.

3. "Abgabe-App": Eine elektronische Erweiterung der Beispiele des gedruckten Buches um Funktionen wie automatische Übersetzungen, Internet-Ressourcen, Hinweisen, und einer Abgabe-Funktion. Diese setzt auf der bereits bestehenden LIP-App und der Beispiel-Datenbank auf.

4. Datenauswertung: Die mittels Abgabe-App erfassten Daten werden nach unterschiedlichen Kriterien (z.B. Kompetenzen) ausgewertet und den Nutzer*innen zur Verfügung gestellt.


Im Namen der zukünftigen Nutzer*innen bedanken wir uns bei Spender*innen und Zeitspender*innen U. Batik, M. Berthold, B. Blasche-Hadek, R.B. Botti, P. Christian, K. P. Debus, W. Egghart, P. Fischer, K. Führer, S. Gramlinger, K. Hammermüller, M. Hammermüller, G. Hammermüller, S. Hammermüller, K. Himpsl-Gutermann, B. Hübel-Fleischmann, G. Jasch, E. Knapp, T. Koenraad, S. Lücke, P. Martensson, H. Meissl, G. Meissl-Egghart, Montessori Dorfschule MuWi, A. Nölscher, B. Pieber, P. Pointner, J. Sass, R. Schmid, S. Schneider, C. Schneider, P. Sta. Maria, I. Teufel, T. Uher, N. Vanecek, M. Winkler, V. Weidinger, Team „Leas Box“ und dem Team von



Which sociopolitical purpose has the project fulfilled?

Es uns gelungen, ein System zu schaffen, durch das die Dokumentation über die Arbeiten der Schüler "nebenbei" und vor allem durch die Schüler selbst, erfolgt. Die dabei entstehenden Daten ermöglichen Auswertungen, die den Lehrer*innen helfen, die Individualität ihrer Schüler*innen im Unterricht besser zu berücksichtigen.

Die Dokumentation erfolgt für Beispiele, die entweder aus einem Buch heraus erschlossen wurden, oder, individuell von der Lehrkraft definiert werden, womit das elektronisch zur Verfügung stehende Material dann eine Art individiuelles e-Schulbuch ist.

Wenn sich derartige Systeme im täglichen Unterricht bewähren, dann führt das über kurz oder lang zwangsläufig zu einer Änderung der Unterrichtskultur und zu einem Umdenken der Gesellschaft über das Bildungssystem. Wir wollen dazu beitragen, dass jedem Kind zugestanden wird, sein Potential zu entfalten und damit die Voraussetzungen zu einem glücklichen und ausgeglichenen Erwachsenenleben zu schaffen.



What were the reactions of others to this project?

Feedback haben wir erhalten von Nutzer*innen (Lehrer*innen und Schüler*innen während der Pilottests), Spender*innen und auf diversen Veranstaltungen, etwa der jährlichen "Roadshow", auf der der Bildungsverlag Lemberger seine Neuerungen vorstellt.

Lehrer*innen aus Neuen Mittelschulen begrüßen besonders, dass sie das System bei der Erledigung ihrer Dokumentationspflichten unterstützt. Darüber hinaus sehen sie, dass das System Freiarbeitsphasen effektiver werden lässt, weil die Schüler*innen unmittelbar Hilfestellung und Feedback erhalten und Lehrer*innen besser den Überblick bewahren, wer was bereits gemacht hat / verstanden hat.

Auch einige der für uns "kleineren" Features, wie etwa die von google-translater automatisch erzeugte Übersetzung von Angabetexten, haben viel Begeisterung ausgelöst - vor allem bei Lehrer*innen in multikulturellen Klassen.

Die Schüler*innen sind dem System von Anfang an sehr aufgeschlossen gegenüber gestanden.

For what was the donated money spent?

Wie im Budget beschrieben, ist es uns um die Finanzierung von Arbeitszeit im Ausmaß von 5 Personenmonaten (Vollkosten / Vollzeitäquivalent) für die Aufgaben der inhaltlichen Erschließung, des Experience Design / Feld-Testens (an der PH Wien und NMS Mautern) und der Wirkungsforschung / Learning Analytics gegangen.

Dafür wurden 19 700 EUR budgetiert. Drei Personen haben am Projekt gearbeitet: DI Klaus Hammermüller, DI Gerhilde Meissl-Egghart und MMag.a Valerie Weidinger.

Das Auszahlungsjournal der Lohnverrechnung für die Monate Februar 2016 bis Juni 2016 legen wir als pdf bei. Die Gesamtsumme der in diesen 5 Monaten ausgezahlten Löhnen beträgt 19 929,39 EUR.

Donate time

Please enter the hours you want to donate for the tasks.

Donate time

Still required: 29 Hours
Help with the linking of competencies to educational (open) materials
Still required: 26 Hours
Help with testing the application

Assigned subjects