dipFund

Objectives

Digital tools have the potential to positively influence the quality of teaching and schooling.

dipFund has the following objectives:

Low-threshold support for the development of teaching and/or school innovations and for gathering insights.
Promotion of the exchange of insights from innovations within the dip community and between schools.
Identification of innovations with potential for long-term implementation in everyday school life.

General conditions

An annual budget for personnel and material resources is to be made available to individuals employed at an upper secondary institution in the canton of Bern (currently: CHF 50,000.- and 20% annual workload). The available funds will be divided among the approved projects. There will be one project call per year and, consequently, one submission date for project applications. If funds remain, there is the possibility of a second call for projects in the same year.

The first dipFund project funding took place in the summer of 2025. Further information on the next round will follow shortly.

Further details on the framework conditions can be found in the dipFund concept: DE | FR

Funding Criteria

To be eligible for funding, all projects must meet certain criteria:

Relevance: Projects must address a specific need in teaching or everyday school life
Novelty: Projects should enable new approaches or further develop existing ones.
Transferability: During implementation, projects are reviewed to determine their potential for transfer to other schools, subjects, or grades.
Sustainability: Projects are reviewed during implementation to determine their long-term usability.
Security: Projects meet current digital security requirements.

Further information on the funding criteria can be found in the dipFund concept: DE | FR

Application and selection process

Communicate a rough project outline to the dip coordination team: The objectives and planned measures of the project are described in broad terms in an email to the dip coordination team.
Pre-selection by the dip coordination team (including feedback): The dip coordination team decides whether the project meets the dipFund criteria and provides feedback.
Preliminary project application & feasibility assessment: Applicants inform the school management(s) of the dip coordination team’s decision and, if the decision is positive, fill out the detailed project application form (DE | FR) and send it to the coordination team for final review.
Feedback on the project application & allocation of resources: Based on the submitted project application, the dip coordination team reviews the formal criteria of the application and informs the applicants accordingly.
Implementation of the project: The teachers implement the project in accordance with the application.
Project presentation: Teachers prepare written final documentation and present the project at a dip event.
Final evaluation and optional upscaling of the project: Teachers evaluate the project together with the dip coordination team. If there is potential for continuation, a discussion with the school management and the MBA Digitalboard can be initiated.

dipFund I Projects

Moodle@ceff

The project aims to use Moodle as the central educational platform at ceff and to replace the current fragmentation of digital tools with a uniform, clear, and learner-centred environment. The goal is to create an interactive dashboard for students, teachers, and school administrators that integrates learning objectives, resources, schedules, assessments, and individual support. Teachers from all areas will work together to develop standardised lesson plans that are adapted to the specific characteristics of ceff, in the spirit of mutuality and active pedagogy. The project also envisages the automation of course creation, the integration of artificial intelligence tools and sustainable user support (power users, coaching, further training). The model is designed for sustainability, can be transferred to other schools, and is supported by internal technical developments. It fits into the pedagogical foundation of the ceff and meets the requirements for quality, inclusivity, and ease of use. In addition, it will be used in all areas of the ceff, meaning that more than 1’500 students will benefit from the new platform.

AI learning lab for creative professions and training

Creative professions are facing another fundamental transformation with the advent of generative artificial intelligence (AI). In order to promote a reflective, creative approach to AI among young designers while responsibly addressing ethical, legal, and educational issues, the Bern and Biel School of Design is planning an AI learning lab. It will serve as a protected learning space and didactic innovation platform where learners and teachers can experiment, reflect and try out new forms of design practice together. The aim is to build relevant future skills in the creative, reflective use of AI – with a clear focus on human-in-the-lead approaches and the aspiration to accompany and shape the dynamic change in the design professions. The lab is becoming the driving force behind the learning organisation that is the school, connecting internal and external stakeholders and creating sustainable momentum and transfers for the dip community through OER (Open Educational Resources), workshops and exchange formats.

Virtual building culture – an immersive experience of human history

The project at the IDM vocational training centre uses mixed reality (MR) to bring important historical buildings and cultural contexts to life in an interactive way. Learners use MR glasses to explore digital spaces in which virtual models – such as the Colosseum – can be projected into real space and actively manipulated. Pop-up notes and AI avatars provide accompanying explanations on architecture, history and society. The combination of physical environment and digital knowledge creates a deeper, more exploratory learning experience. In addition to architecture, history and art, the project also offers interdisciplinary approaches – e.g. to politics, religion, ethics and media education. Building culture is not only conveyed as architectural heritage, but also made tangible as an expression of social identity. MR-supported learning scenarios thus promote a reflective and contemporary approach to cultural education – with a focus on active participation, critical thinking and spatial experience.

Blended learning to prepare learners for the “QV”

The project aims to develop a blended learning course for learners who are completing a year of work experience as part of the EFZ Commercial Employee (with or without vocational baccalaureate) training programme. These learners are not at school during this time, but still need to prepare for the qualification procedure in accordance with the 2023 Education Ordinance (BiVo). The project offers an interactive digital platform, combined with attendance days, to boost learners’ motivation and provide them with efficient support until the qualification procedure (QV). Three schools are collaborating on this project: ESC La Neuveville, ESC Bienne and ceff Commerce. The model developed is designed to be transferable to other vocational schools in the commercial sector.