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The basis for individual students' instructional support by teachers is an individual diagnosis of one's learning advances and difficulties. Even though sophisticated diagnostic tools exist, it remains an open question how diagnosis and learning can be merged into a consistent pedagogical method to support both teachers and students with feedback about the learning process. We propose a model for integration of peer assessment functionality for learning into a computer-based Adaptive Diagnostic Learning Environment to solve central problems of classroom diagnostic assessment, adaptive learning and knowledge transfer between peers in a classroom environment. The addressed issues, the approach and our evaluation setup are explained.

Research in learning and competence development shows the benefits of peer support and access to peers' solutions for learning and understanding. We propose a concept for task-focused knowledge exchange in a learner network using a digital learning environment that supports creation of ad-hoc (sub)communities by matching learning opportunities. Structural results from Social Network Analysis (SNA) are incorporated in the derived models of community-based learning in (sub)communities. The approach, research questions and the planned evaluation setup are described.