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{{T}}

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= ABI - Linearen und visuellen Text verknüpfen =

'''Mini-description:''' Check whether a visual '''confirms, complements, contrasts with or reframes''' the linear source. Build every claim with evidence from '''both''' media.

'''Target group:''' Englisch als fortgeführte Fremdsprache, Kursstufe Baden-Württemberg, gemeinsamer [[Basisfach|BF]]-/[[Leistungsfach|LF]]-Kurs. English first. Niveau: B2, in Teilen C1 als Lernorientierung – präzise, aber nicht künstlich schwierig.

[[Datei:Visual communication NGLI.jpg|500px|rahmenlos|center]]

'''Media warm-up:''' Look at the image for 30 seconds. What do you notice first? What is written, drawn, framed or made salient? Then ask: '''How does the visual organise meaning differently from a paragraph?'''

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= Einleitung =

In an Abitur analysis, a visual is not decoration. It is a second text. Your job is to connect it to the linear source and explain what changes when both are read together.

Use this compact relation test:

{| class="wikitable"
! Relation
! Core question
! Useful sentence starter
|-
| '''confirms'''
| Does the visual support the same claim or impression?
| The visual confirms the text's claim that ...
|-
| '''complements'''
| Does it add relevant information, evidence or perspective?
| The visual complements the text by adding ...
|-
| '''contrasts'''
| Does it challenge, complicate or contradict the text?
| The visual contrasts with the text because ...
|-
| '''reframes'''
| Does it shift the focus, perspective or scale of the issue?
| The visual reframes the issue from ... to ...
|}

'''Rule:''' Never stop at “the image supports the text”. Name the relation, cite concrete evidence from both sources and explain its significance.

{{#ev:youtube| https://www.youtube.com/watch?v=AD7N-1Mj-DU |500|center}}

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== I-can goals ==

# '''I can''' identify the main claim, tone and relevant evidence in a linear text.
# '''I can''' describe and analyse composition, scale, perspective, symbolism, captions and salience in a visual.
# '''I can''' decide whether the visual confirms, complements, contrasts with or reframes the text.
# '''I can''' support one analytical claim with evidence from both media.
# '''I can''' check source, date, context and limitations before using a visual as evidence.
# '''I can''' speak and write about the relationship clearly at B2 level and use selected C1 language when it improves precision.

{{BR}}
== Abi-Check Baden-Württemberg 2027 ==

'''Checked: 02 October 2026.''' The current official 2027 requirements are the reference point, not commercial preparation books.

For '''LF''', the 2027 written examination may connect a linear source with discontinuous material such as images, cartoons, posters, diagrams, tables or charts. Depending on the task, visual features such as '''composition, proportion, scale, symbolism, perspective, captions, headings''' and '''slogans''' can be relevant.

For '''BF''', this MOOC trains the same text-and-media competence in a more guided form. The 2027 regulations require course assessment across listening, reading, analysis, mediation and different writing tasks; the Abitur examination itself is oral in the basis subject.

The 2027 focus is '''On the Move: Migration and Cross-Cultural Encounters'''. BF and LF work with the same focus, with level-appropriate differences in breadth, depth and complexity. This MOOC does '''not''' reproduce complete required texts or copyrighted film sequences.

Official check:
# [https://km.baden-wuerttemberg.de/de/schule/gymnasium/termine-und-informationen-zum-abitur Ministerium für Kultus Baden-Württemberg: Termine und Informationen zum Abitur]
# [https://km.baden-wuerttemberg.de/fileadmin/redaktion/m-km/intern/PDF/Dateien/Gymnasium/Dokumente_Abitur/Abitur_2027/Facherlass_2027_Stand_09.09.2025.pdf Facherlass Abitur 2027]
# [https://www.bildungsplaene-bw.de/BP2016BW_ALLG_GYM_E1_IK_11-12-LF_04 Bildungsplan Englisch: Text- und Medienkompetenz LF]
# [https://www.bildungsplaene-bw.de/,Lde/BP2016BW_ALLG_GYM_BFOE_IK_11-12-BF_04 Bildungsplan Englisch: Text- und Medienkompetenz BF]
# [https://www.iqb.hu-berlin.de/abitur/dokumente/englisch IQB: Operatoren Englisch ab Abiturjahrgang 2027]

{{BR}}
== BF and LF in one course ==

{| class="wikitable"
! BF – guided, exemplary
! LF – broader, deeper, more independent
|-
| one manageable text-visual pair
| more complex or multiple materials
|-
| relation grid and sentence starters
| independent choice and justification of analytical focus
|-
| one clear piece of evidence from each medium
| several pieces of evidence weighed against each other
|-
| focus on accurate AFB I/II and selected transfer
| stronger AFB II/III, ambiguity, limitations and framing
|-
| shorter speaking and writing products
| sustained, more nuanced material integration
|}

'''Differentiation is not “easy English versus hard English”.''' It concerns material complexity, independence, depth and the amount of linking you do.

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= Vorwissen aktivieren =

Before using any help, answer in English:

# What is the difference between '''description''' and '''analysis'''?
# Which visual features can influence meaning?
# What makes a source trustworthy enough to use?
# When can a chart mislead without containing a false number?

[[Datei:Web search literacy (digital literacy).png|500px|rahmenlos|center]]

'''Quick check:''' Name one visible warning sign, one source-checking action and one reason why search results are not evidence by themselves.

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= Listening and Viewing =

{{#ev:youtube| https://www.youtube.com/watch?v=RqgAfu9IdyM |500|center}}

'''Viewing task:''' Watch once for gist. On the second viewing, note only three things: what is represented, how the viewer is positioned, and how the image guides attention. Then explain one effect in your own words.

'''Help ladder:''' context first → word family → visual clue → English explanation → monolingual dictionary → bilingual dictionary or brief German help.

{{#ev:youtube| https://www.youtube.com/watch?v=E91bGT9BjYk |500|center}}

'''Graph check:''' While viewing, collect evidence for this claim: “A graph can be numerically correct and still visually misleading.” Do not copy the video wording; note the mechanism and one example.

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= Reading =

Read this short course text. It is original practice material, not an Abitur Pflichttext.

'''Linear source:''' “Visuals can make complex information accessible quickly. Yet every visual selects, groups and foregrounds information. A chart chooses scales and categories; a photograph chooses a frame; an infographic combines wording, hierarchy and design. Therefore, readers should not ask only what a visual shows, but also how its design and context shape the message.”

Now connect it to this visual:

[[Datei:Fake News Image.jpg|500px|rahmenlos|center]]

'''Task:''' Does the infographic mainly confirm, complement, contrast with or reframe the linear source? Choose one primary relation. Use one detail from the paragraph and one visible detail from the infographic. A different answer can be valid if the evidence is stronger.

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= Kontextwortschatz =

{| class="wikitable"
! Word
! English meaning
! Word family or useful pattern
|-
| '''claim'''
| an idea presented as true or persuasive
| claim – counterclaim – to claim
|-
| '''evidence'''
| material used to support an interpretation
| evidence – evident – evidently
|-
| '''to depict'''
| to show or represent visually
| depiction – depicted
|-
| '''to foreground'''
| to make something especially prominent
| foreground – background
|-
| '''framing'''
| the way a topic or image is presented and bounded
| frame – framing – reframing
|-
| '''salience'''
| visual prominence; what attracts attention
| salient – salience
|-
| '''to qualify'''
| to limit or make a claim more precise
| qualification – qualified
|-
| '''to corroborate'''
| to support a claim with additional evidence
| corroboration – corroborative
|}

'''B2 core:''' claim, evidence, depict, foreground, frame, contrast, source, scale.
'''C1 stretch:''' qualify, corroborate, nuance, juxtaposition, implication. Use them only when they make your analysis more precise.

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= Analyse =

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== The six-step LINK method ==

{| class="wikitable"
! Step
! What you do
! Short prompt
|-
| '''Locate'''
| identify source, author or creator, date, genre and task
| Who made this, when and for whom?
|-
| '''Identify'''
| state the linear text's relevant claim
| What exactly does the text say?
|-
| '''Notice'''
| select two or three visual features
| What is shown and how?
|-
| '''Key relation'''
| classify the connection
| confirm, complement, contrast or reframe?
|-
| '''Know your evidence'''
| use precise evidence from both media
| Where is the proof in each source?
|-
| '''Explain significance'''
| connect the relation to purpose, effect or interpretation
| So what changes when both are read together?
|}

{{BR}}
== Visual evidence bank ==

Do not name devices mechanically. Explain their function.

{| class="wikitable"
! Feature
! Ask
! Analytical move
|-
| composition
| What is placed where?
| links layout to hierarchy or argument
|-
| scale
| What appears large, small, compressed or expanded?
| tests emphasis and possible distortion
|-
| perspective
| From whose position do we see?
| explains distance, power or involvement
|-
| symbolism
| What stands for a wider idea?
| connects image detail and context
|-
| salience
| What attracts attention first?
| explains prominence and viewer guidance
|-
| caption or heading
| How do words steer the image?
| links verbal and visual framing
|-
| data selection
| What is included or omitted?
| evaluates scope and limitations
|}

[[Datei:20220629 Public estimates of scientific consensus on climate change - horizontal bar chart.svg|500px|rahmenlos|center]]

'''Micro-analysis:''' Describe only what the chart shows before interpreting it. Then check title, categories, scale, source information and date. Finally, formulate one sentence that distinguishes '''observation''' from '''inference'''.

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== Sentence frames that actually link ==

'''BF support:''' “The article argues that ... . This is confirmed by the visual, where ... . Together, both sources suggest ... .”

'''BF alternative:''' “While the text focuses on ... , the visual adds ... . It therefore complements the text by ... .”

'''LF extension:''' “Whereas the linear source foregrounds ... , the visual shifts attention to ... . This reframing changes the issue from ... to ... and thereby ... .”

'''LF qualification:''' “The visual appears to corroborate the claim that ... ; however, its date, scale or selection of categories limits how far this support can be taken.”

{{BR}}
== Four relations: fast diagnostic ==

{| class="wikitable"
! If the visual ...
! relation
|-
| gives similar evidence for the same point
| '''confirms'''
|-
| supplies a missing dimension or additional evidence
| '''complements'''
|-
| challenges the claim, tone or implied conclusion
| '''contrasts'''
|-
| changes the lens, level, actor or scale of the discussion
| '''reframes'''
|}

A visual can do more than one thing. In an exam response, identify the '''dominant''' relation for the aspect named in the task and mention a secondary relation only if it matters.

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= Source and data literacy =

[[Datei:Fishing for Information Research Infographic.png|500px|rahmenlos|center]]

Before treating a visual as evidence, check '''creator, source, date, dataset, labels, units, scale, omissions''' and whether the visual is current enough for the task.

[[Datei:Share of Migrants in the world 2015-en.svg|500px|rahmenlos|center]]

'''2027 transfer warning:''' This map uses '''2015''' data. It can train source criticism or historical comparison, but it should not be presented as a current picture of migration in 2026 or 2027. Date awareness is part of analysis.

[[Datei:Disinformation vs Misinformation.svg|500px|rahmenlos|center]]

'''Verification habit:''' A polished visual is not automatically reliable. Verify the underlying source before using the visual to support your own claim.

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= Speaking =

'''60-second pair task:''' Person A states the main claim of a linear source. Person B explains the visual relation using one concrete detail. Switch roles. End with one joint sentence beginning: “Taken together, the two sources ...”

'''BF:''' use the relation table and one evidence pair.
'''LF:''' add a limitation, ambiguity or alternative reading.

Recordings are '''optional'''. If you record yourself, keep the file private unless you have actively chosen to share it. Do not upload classmates, voices, faces or personal data without explicit consent.

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= Writing =

Use the '''E-E-L-S chain''' for one analytical paragraph:

{| class="wikitable"
! Move
! Function
|-
| '''Evidence from text'''
| identify the relevant claim, wording or argument
|-
| '''Evidence from visual'''
| identify a specific visual or data feature
|-
| '''Link'''
| name and justify confirm, complement, contrast or reframe
|-
| '''Significance'''
| explain effect, purpose or wider implication
|}

'''Self-check:''' If one source could be removed and your paragraph would still work, you have probably not linked the media closely enough.

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= Mediation =

Optional practice: A German classmate asks what matters when comparing an English article with an infographic. Give a short English explanation for an exchange student. Do not translate sentence by sentence. Select the useful points: relation, evidence from both media, source/date check and significance.

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= Hilfen =

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== Help ladder ==

Use support in this order:

# Re-read the task and identify the exact aspect.
# Use context and word formation.
# Inspect the visual for labels, hierarchy, repeated symbols and contrasts.
# Paraphrase the unknown idea in simple English.
# Use a monolingual learner's dictionary.
# Use the bilingual dictionary or a short German explanation only if needed.

This keeps English as the working language while still allowing precise support.

{{BR}}
== BF scaffold ==

Fill the four slots before writing:

{| class="wikitable"
! Text
! Visual
! Relation
! Significance
|-
| The text claims ...
| The visual shows ...
| This confirms, complements, contrasts or reframes because ...
| Together, they suggest ...
|}

{{BR}}
== LF scaffold ==

Before writing, decide which evidence is strongest, which material has limits and whether the visual changes the interpretation of the linear text. You may reject a first interpretation after checking source, context or scale.

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= Feedback und Fehleranalyse =

{| class="wikitable"
! Frequent problem
! Why it weakens the analysis
! Repair move
|-
| “The image supports the text.”
| relation is vague
| name the exact relation and aspect
|-
| long description of colours or objects
| no function is explained
| connect feature → effect → claim
|-
| evidence only from the visual
| no media link
| add a matching or conflicting text detail
|-
| graph number copied without scale check
| data may be misread
| verify axis, unit, baseline and category
|-
| current claim based on old visual
| context is invalid
| state the date and limit the inference
|-
| sophisticated vocabulary with unclear meaning
| precision decreases
| prefer a simpler accurate phrase
|}

'''Feedback code:''' T = text evidence missing; V = visual evidence missing; L = link unclear; S = significance missing; C = context/source issue.

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= KI, Quellen und Eigenständigkeit =

Your analysis and writing must remain your own work. AI is optional and not required for this course.

If a school-approved AI tool is used, use it '''after''' your own first analysis, for example to ask for language feedback or alternative questions. Check every factual claim, quotation, source and interpretation against the original material and reliable references. Keep a short record of what the tool changed.

Do not paste complete copyrighted Pflichttexte, protected film sequences, personal data or private recordings into external systems. No unannounced uploads, no external AI access on behalf of others, and no AI-generated substitute essay.

[[Datei:Fake News Image.jpg|450px|rahmenlos|center]]

{{BR}}
= Transfer zum Abiturjahrgang 2027 =

For the 2027 focus '''On the Move: Migration and Cross-Cultural Encounters''', the same linking skill can be used with a literary or non-literary passage and a map, photograph, poster, chart or other discontinuous source. Work only with lawfully provided excerpts and materials.

'''Transfer prompt:''' A linear source presents migration mainly as an individual experience. A statistical visual presents population-level patterns. Does the visual complement the personal perspective or reframe the issue from individual to structural? Your answer depends on the actual evidence and source context.

'''BF:''' one passage + one visual + guided relation grid.
'''LF:''' compare several dimensions, qualify claims and evaluate the material's limitations.

{{BR}}
= Abi-Check =

Before you finish an analysis, ask:

# Did I answer the operator and the exact aspect?
# Did I identify the linear source's relevant claim?
# Did I analyse, not merely describe, the visual?
# Did I use evidence from both media?
# Did I name and justify the relation?
# Did I check source, date, scale and context?
# Did I explain why the relation matters?
# Is my English clear, precise and appropriate rather than artificially complex?

{{BR}}
= Folgekurs =

Continue with [[ABI - Nicht-fiktionale Texte analysieren]], [[ABI - Diagramme und Statistiken analysieren]], [[ABI - Hörverstehen]], [[ABI - Mediation]], [[ABI - Comment und Article schreiben]] and [[ABI - Kommunikationsprüfung Englisch]].

{{BR}}
= Interaktive Aufgaben =

{{BR}}
== Quiz: Teste Dein Wissen ==

{{MC}}

'''Which relation applies when a visual adds relevant information without challenging the text?'''
(complements)
(!contrasts)
(!reframes)
(!repeats)

{{E}}
<br>

{{MC}}

'''Which relation applies when the visual challenges the claim made in the linear text?'''
(contrasts)
(!confirms)
(!complements)
(!summarises)

{{E}}
<br>

{{MC}}

'''Which relation applies when the visual shifts the focus from an individual case to a wider structural perspective?'''
(reframes)
(!confirms)
(!quotes)
(!copies)

{{E}}
<br>

{{MC}}

'''What is essential for a strong text-visual analysis?'''
(Evidence from both media)
(!A long image description)
(!Only advanced vocabulary)
(!A personal opinion without evidence)

{{E}}
<br>

{{MC}}

'''Which feature belongs to visual analysis?'''
(composition)
(!past perfect)
(!rhyme scheme)
(!paragraph indentation)

{{E}}
<br>

{{MC}}

'''What should you check before interpreting a graph?'''
(Scale and labels)
(!Only the colours)
(!Only the title)
(!Only the largest number)

{{E}}
<br>

{{MC}}

'''Why does the date of a visual matter?'''
(It limits what can be claimed as current)
(!It automatically proves reliability)
(!It replaces source checking)
(!It determines the author's intention)

{{E}}
<br>

{{MC}}

'''What mainly distinguishes BF and LF work in this course?'''
(Complexity depth breadth and independence)
(!Different basic grammar rules)
(!Different meanings of evidence)
(!Different definitions of a visual)

{{E}}
<br>

{{MC}}

'''What is a responsible use of AI in this course?'''
(Check AI suggestions against original sources)
(!Submit an AI essay as your own)
(!Upload private recordings without consent)
(!Trust invented references)

{{E}}
<br>

{{MC}}

'''What may an LF analysis in the 2027 Baden-Württemberg format additionally refer to?'''
(A discontinuous text linked to the linear text)
(!Only a vocabulary list)
(!Only a translated paragraph)
(!Only a memorised interpretation)

{{E}}
<br>

{{BR}}
== Memory ==

<div class="memo-quiz">
{|
|-
| Confirm || Supports the same claim
|-
| Complement || Adds a relevant dimension
|-
| Contrast || Challenges the text
|-
| Reframe || Shifts the perspective
|-
| Salience || Visual prominence
|-
| Caption || Words attached to a visual
|-
| Scale || Relative size or axis range
|}
{{E}}
<br>

{{BR}}
== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Ordne die richtigen Begriffe zu.
! Thema
|-
| '''Source and date'''
| Context check
|-
| '''Claim and wording'''
| Linear evidence
|-
| '''Composition and scale'''
| Visual evidence
|-
| '''Confirm or reframe'''
| Relation
|-
| '''Purpose and effect'''
| Significance

|}
{{E}}

<br>
...
<br />

{{BR}}
== Kreuzworträtsel ==

<div class="kreuzwort-quiz">
{|
|-
| Evidence || What must support an analytical claim in both media?
|-
| Framing || What term describes how an issue is presented within selected boundaries?
|-
| Caption || What is a short piece of text attached to an image called?
|-
| Salience || What term means visual prominence?
|-
| Contrast || Which relation challenges a claim or impression?
|-
| Perspective || What term describes the viewing position or point of view?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=ABI+Linearen+und+visuellen+Text+verknüpfen </iframe>

{{BR}}
== Lückentext ==

<quiz display=simple>
{'''Vervollständige den Text.'''<br>
|type="{}"}
A strong comparison begins with the relevant { claim } in the linear text. A visual that supports the same point can { confirm } it. A visual that adds new information can { complement } the text. A visual that challenges the text can { contrast } with it. A visual that shifts the focus can { reframe } the issue. Visual evidence may include { composition } and scale. A convincing paragraph uses evidence from { both } media. Before interpreting a visual, you should check its { source }. A strong paragraph ends by explaining the { significance } of the relationship. When language support is needed, try a monolingual { dictionary } before German help.
</quiz>

<br>

{{BR}}
= Offene Aufgaben =

{{BR}}
=== Leicht ===

# [[Relation sortieren]]: Find four lawfully usable visuals and label each possible connection to a short text as confirm, complement, contrast or reframe. Justify each label in one sentence.
# [[Evidence pair]]: Choose one short article paragraph and one infographic. Mark one precise piece of evidence in each and connect them with one analytical sentence.
# [[Visual vocabulary card]]: Create a small English card for composition, scale, perspective, salience and caption. Add one self-made example for each term.
# [[Source check]]: Take one Wikimedia Commons visual and record creator, date, licence, source and one limitation of using it as evidence.

{{BR}}
=== Standard ===

# [[One-minute analysis]]: Give a one-minute English explanation of how a visual changes the reading of a short linear source. Recording is optional and private.
# [[Graph detective]]: Find a chart with a clear source and explain how scale, categories and labels influence interpretation. Do not claim more than the data show.
# [[Reframe challenge]]: Pair a short text about an individual experience with a statistical or spatial visual and explain whether the visual reframes the issue.
# [[Peer feedback with EELS]]: Exchange a short analytical paragraph and give feedback on Evidence from text, Evidence from visual, Link and Significance.

{{BR}}
=== Schwer ===

# [[Competing readings]]: Develop two plausible interpretations of the same text-visual pair, then decide which has stronger evidence and explain why.
# [[Material dossier]]: Build a small OER dossier with one linear text and two visuals on one topic. Annotate source, date, licence and the function of each item.
# [[BF-LF adaptation]]: Design a BF version and an LF version of the same material-based task. Keep the topic constant but vary complexity, independence and depth.
# [[Abi mini-task]]: Create an original practice task in English that asks learners to analyse a linear source and one discontinuous source. Provide only an outline of expected evidence, not a model essay.

{{:Offene Aufgabe - MOOC erstellen}}

{{BR}}
= Lernkontrolle =

# [[Transferanalyse]]: Given a short text and an unfamiliar visual, explain the dominant relation and support it with one precise piece of evidence from each medium.
# [[Quellenkritik]]: A visual strongly appears to support a text but is ten years older. Explain how this affects the strength and wording of your conclusion.
# [[Reframing erkennen]]: Show how a photograph, map or chart can shift a topic from personal experience to structural context without directly contradicting the text.
# [[Fehlerdiagnose]]: Improve this weak claim: “The image supports the text because both are about migration.” Identify what evidence and analytical step are missing.
# [[Materialauswahl]]: Choose between two possible visuals for the same article. Explain which one creates the more productive analytical relationship without ranking political positions or inventing data.
# [[BF-LF-Transfer]]: Solve the same text-visual task first with the BF scaffold and then explain what additional analytical depth an LF response would require.

{{BR}}
= Lernnachweis =

For a successful learning record, demonstrate that you can:
# identify a relevant claim in a linear English source;
# analyse selected visual features rather than only describe them;
# distinguish confirm, complement, contrast and reframe;
# combine evidence from both media in one coherent argument;
# check creator, source, date, scale, labels and limitations;
# write or speak clearly at B2 level and use C1 language selectively where it adds precision;
# adapt the depth of analysis appropriately for BF or LF;
# document any AI assistance and verify all AI-generated factual or source claims;
# work with lawful materials and protect private data and recordings.

<br>
<br>

{{BR}}
= OERs zum Thema =

<iframe> https://en.m.wikipedia.org/wiki/Visual_literacy </iframe>

<iframe> https://de.m.wikipedia.org/wiki/Medienkompetenz </iframe>

[[Datei:Media literacy good article.pdf|500px|rahmenlos|center]]

'''OER note:''' Wikimedia Commons file pages provide author and licence information. Before reusing a file outside MOOCwiki, check its individual licence conditions.

<br>

{{BR}}
= Verknüpfte Lernbereiche =

{| align=center
{{:D-Tab}}
'''[[ABI - Linearen und visuellen Text verknüpfen]]'''
# [[Text- und Medienkompetenz]]
# [[Visual Literacy]]
# [[Nicht-fiktionale Textanalyse]]
# [[Diagrammanalyse]]
# [[Medienkompetenz]]
# [[Argumentation]]
# [[Sprachmittlung]]
# [[Abitur Englisch]]
|}

[[Kategorie:Englisch]]
[[Kategorie:Abitur]]
[[Kategorie:Kursstufe]]
[[Kategorie:Baden-Württemberg]]
[[Kategorie:Basisfach]]
[[Kategorie:Leistungsfach]]
[[Kategorie:Textanalyse]]
[[Kategorie:Medienkompetenz]]
[[Kategorie:Visual Literacy]]
[[Kategorie:Klasse 11-13]]

{{BR}}
= aiMOOC-Projekte =
[[Kategorie:AI_MOOC]] [[Kategorie:GPT aiMOOC]]
{{MT}}

ABI - Linearen und visuellen Text verknüpfen - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt