Abstract
A current Project of the German Federal State of Thuringia aims at bundling the various AI teaching activities of the involved universities that includes besides technological also social issues. On their way to meet the project objectives, the authors aim at utilizing such unique opportunity to consider the various successful experiences in teaching several AI content issues of the project members to revisit a formerly developed concept of semi-formally representing didactic knowledge and making it a subject of Knowledge Engineering technologies such as consistency issues as well as chances to validate learning paths and refine them based on the validation results. Ideas towards this objective and first results are sketched in this paper.
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