within the DeLFI/HDI Conference 2018 at the Goethe University Frankfurt/Main (Workshop day: Monday, 10.09.2018)


This page is also available as PDF (German).

[Translate to Englisch:] Logo Gesellschaft für Informatik (Konferenzausrichter: Fachgruppe E-Learning)

Important dates

  • 26.06. Extended Deadline for submission of contributions (abstracts 2-3pages only) via the conftool of DeLFI 2018
  • UPDATE: 09.07. Feedback to submission about acceptance/rejection
  • 20.07. Submission deadline for the Camera Ready version of the accepted contributions

submission types, submission process and proceedings publication

Contributions to the workshop can be submitted as abstracts in the first step (2-3 pages). The final version needs to be in LNI format as Workshop Full Paper (6-8 pages). These should include current research, usually early work-in-progress, or practical contributions (case studies) with evaluation in the field of digital competence/qualification certificates.

The contributions will be reviewed by the workshop programme committee.

Publication of all accepted papers is planned as CEUR workshop volume together with the other DeLFI workshops. 

If your contributions is in German, it must have a German title and abstract as well as an English title and abstract (=2 abstracts). If it is pure English, only one title and abstract (English) is fine.

Workshop language is German and English. If purely English-language contributions are submitted, the moderation takes place locally--if necessary--in English. Remote video connections are possible for all authors who are unable to attend in Frankfurt in person.

Submit your contributions via the Conftool of the DeLFI 2018 at https://www.conftool.net/delfi-hdi-2018/

The author guidelines can be found here.
Please use the LNI MS Word Template.

Writing a contribution: idea, notes, section writing

The use of digital technologies promotes greater permeability of the education system and greater transparency in the certification of acquired competences and/or qualifications. If, on the one hand, more and more learning scenarios are implemented digitally, blended learning and also pure online learning offers are established, it is a major disadvantage for institutions, teachers and learners if competence/qualification certificates continue to be issued exclusively as paper-based or electronic documents. Paper-based and/or electronic (e.g. scan, PDF) proofs pose a challenge for machine processing and do not allow connection to the "semantic web". For classical evidence, manual interpretation steps are necessary to determine to what extent someone fulfils the competence/qualification requirements for a subsequent module, course or job. Because of the growing diversity of learners and the world of work, simple testimonies are no longer enough.

In addition, informal, non-formal and self-directed digital learning is becoming increasingly important. The individual learning is not proven by classical certificates. An alternative is necessary and should also be created on the basis of EU recommendations for the validation of non-formal and informal learning. This is where digital evidence has a special significance: it enables validation and recognition of learning outcomes also from non-formal, informal and digital learning contexts. Several European projects and initiatives have already developed approaches, e.g. Open Badge Network, European Badge Alliance, ReOpen, Open Virtual Mobility.

The use of digital competence/qualification certificates is also discussed at national levels, e.g. the working group "Recognition and crediting of digital teaching formats" at the Higher Education Forum on Digitisation. However, discussions and examples at the national level show that the use of digital proofs has so far progressed only slowly and that there is still a great need for solution development and information on possible applications.

Digital credentials based on open, metadata-based standards such as open badges or block certifications to certify acquired skills and/or qualifications are flexible enough to validate and recognise success in all forms of learning. Digital, metadata-enabled verification formats can also be combined with semantic technologies in order to (partially) automatically recognize and relate competencies and compare competence/qualification profiles. To do this across domain boundaries (including so-called soft skills) and across languages is a challenge that computer science, especially the disciplines of graph theory, semantic technologies and machine learning, are taking on. Interdisciplinary cooperation with researchers on digital tools for competence tests (assessment) and didacticians promotes this research.

The aim of the workshop is to bring together researchers from the participating disciplines on the subject of digital credentials in order to shed interdisciplinary light on the limits and possibilities. These include, among others, actors in the following thematic areas

  • Machine Learning/AI for determining the similarity of competence profiles
  • Digital certificates (e.g. public-key certificates)
  • Mozilla Open Badges
  • Block certs
  • Semantic technologies for competence modelling
  • Competence catalogues and their cross-references
  • Graph algorithms and graph databases
  • Matching of qualification profiles and requirement profiles
  • Method for (semi-)automatic competence assessment

The workshop will present and discuss a practicable combination of technologies that can complement (and replace in the long term) traditional competency/qualification certificates with the aim of

  1. Validation and recognition of non-formal, informal and digital learning , 
  2. improving the permeability of the education system (primary, secondary, tertiary), and  
  3. to contribute to increasing employability and mobility.


(preliminary planning)
duration: approx. 8 h (full day workshop)





Welcome, Goal of the Workshop, Keynote on Digital Evidence People: Ilona Buchem & Johannes Konert


Plenary activity: For which question(s) would you like to find an answer during the workshop? Format: Collection on presentation cards, read aloud, discussion if necessary Objective: During the lectures, these questions can be addressed in the respective discussion




expert presentations of the accepted submissions' author
6x 15 min. + each 5 min. discussion ( using the collected questions as backup)


Pause (approx. longer, if lunch break is here)


?Plenary activity: WorldCafé with 3 tables on "Technologies, educational processes, framework conditions and politics Key questions: 1 Which technologies can be combined appropriately? What is still unsolved? 2 Which training processes meet (almost) all requirements for an assignment? Where are dig. Proof of competence already in use? Where/why not? 3. which basic conditions support the use of dig. Proof of competence? What are the remaining hurdles (legal, political, administrative) 


result presentation of each WorldCafè 20 Min.


Coordination in plenum of the 60min before end.




Open time, the content of which is planned for clarification of questions / discussion or small groups within the framework of the workshop with the participants. (Experience shows that in workshops/sessions there are always focal points of the discussion, which often cannot be taken up sufficiently, since there is only 5 minutes after contributions. For this and for the continuation of the WorldCafe results, this buffer time should be usable for interested participants.


final round Resorting to the questions from the beginning. What was (not) answered? Flash 30sec in turn to the workshop result and concrete own next step.

Interactive workshop with dialogs in small working groups (licence: UCD School of Medicine CC-SA-BY)

organization team (alphapetical order)
We are looking forward to your submission. Please do not hesitate to contact us in case of questions.




see above the organization team or here.