Abstract
Informal learning is playing an increasingly important role in the professional development of teachers (Eraut 2004). Acquired knowledge and job-specific skills alone are no longer sufficient as a prerequisite for employment to be able to guarantee the implementation of new teaching/learning approaches and the assurance of the quality of the events (Finsterwald et al. 2013). This study represents a design-oriented, media-didactic perspective and deals with the question of how far social media offer a possibility to initiate and promote informal learning.
