In fulfilling one of their key tasks, university instructors develop vast amounts of teaching and learning concepts and materials every semester, using human, time, and financial resources. Until now, little importance has been attached to teaching-related knowledge management, i.e., the systematic, synergetic, and sustainable use of knowledge in the context of academic teaching. Consequently, we aimed at developing a theory-based and easy-to-use reflection tool which enables educators in (higher) education to observe and evaluate their own practices of teaching-related knowledge management. In this talk, we describe the theoretical foundation, the development, the structure, and essential application possibilities of the tool LeWiMa. It aims at helping instructors systematically reflect on their teaching-related knowledge management, to identify their potential for improvement, qualification as well as training needs, and to take demand-oriented measures which might enable them to teach more efficiently, systematically, and, sustainably in the medium term and long term.
