Digitization goes along with the change from analogue media formats and communications to (permanent) digital mediatisation. Particularly this leads to changing roles and representation of the human actors involved in education and research towards databased representations of all actors. Since this has not been modelled theoretically yet, it can be assumed that such a modelling, as a media-didactic theory, can enable a new perspective of insightful epistemological character - especially for complex ethical issues in AI. Empirically driven the paper presents knowledge entries developed along the case of the ComplexEthics project, focusing on media-didactic preparation and media-technical implementation. Respectively, we first compare our current understanding of three possible dimensions of orientation (media theory - technology design - actor roles) to be developed, arising from didactic core questions. As well the changing roles and databased representations of human actors who are involved in education and research are considered in a comparative way. Core elements of the media didactic design on which the approach is based, are highlighted in order to illuminate its background and to transform the theory toward the media-technological implementation. Then we summarize the functions of the orientation toolkit from a content perspective in order to illuminate the subject areas around ethics of AI, focusing on digital interactions of research.