Innovation in Learning Design Within the Zone of Proximal Implementation: Developing Technology-Enhanced Learning Scenarios for Cancer Professionals

Feb 28, 2026·
Taibe Kulaksiz
,
Jana Steinbacher
Marco Kalz
Marco Kalz
· 1 min read
Abstract
Technology-enhanced learning (TEL) is a domain-dependent field of expertise, and it is a challenge to transfer the intellectual richness of TEL research to new fields of application and to develop targeted educational formats. In our current research project, we faced the challenge of developing TEL scenarios for an inter-specialty training program for European cancer professionals, including different medical specialties and allied healthcare staff. Our goal was to provide innovations within the zone of proximal implementation with a realistic change to be implemented in educational practice. In this paper, we propose and report on a three-step requirements and design process called LICASA (Literature review, Curriculum analysis, Stakeholder analysis), which we implemented to follow a systematic approach in collaboration with domain experts for the grounded development of TEL scenarios. This three-step process consists of (1) a systematic literature review, (2) an analysis of an underlying competence model and estimation of instructional complexity, and (3) a survey-based study in which the current skills and experiences of the target group are analyzed. The motivation and theoretical background behind the development of the LICASA framework are reported. An exemplary application of LICASA in the current project is provided, conclusions are drawn, and challenges are identified.
Type
Publication
Technol. Knowl. Learn.. Springer Science, Business Media LLC
publications publications

Kulaksız, T., Steinbacher, J. & Kalz, M. (2026). Innovation in Learning Design Within the Zone of Proximal Implementation: Developing Technology-Enhanced Learning Scenarios for Cancer Professionals. Technology. Knowledge and Learning.https://doi.org/10.1007/s13187-023-02329-1

TEL Oncology Cancer Education Medical Education Cancer Care Professionals Learning Design LICASA
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.