HFDcon 2024

Sian Bayne is Professor of Digital Education at the University of Edinburgh, where she is Director of the Centre for Research in Digital Education and leads on Education Futures in her role as Assistant Principal. Her research is critical and interdisciplinary, currently focused on higher education futures and utopia. She is one of the authors of The Manifesto for Teaching Online, gives regular keynotes on the future of digital and higher education and publishes widely.

More information about her work is available on her web site at: http://sianbayne.net

Keynote: “Higher education and its (speculative) futures”

This talk will consider the future of higher education in the context of rapid technological, social and climate change. It will consider what kinds of futures we might wish to make possible within our institutions, using a set of new, research-informed scenarios for the future of higher education developed at the University of Edinburgh. These imagine what universities might look like in the context of general artificial intelligence, climate crisis, cognitive enhancement, changing human-machine relationships, unbundling and ennui. The keynote will offer space for colleagues to imagine preferable futures for our university in these contexts, and to consider what might be required to build them.

This workshop sheds light on the requirements for digital refresher courses in the introductory phase of studies and discusses the challenges of reaching students with increased support needs digitally. We will analyse why digital offerings are often used by high-achieving students and work with the participants to develop solutions for target group-sensitive, adaptive e-learning.

Speakers:

Elena Schmitt has been the local project coordinator of beVinuS.nrw at TU Dortmund University since 2023. In the project, she acts as an interface between the academic staff of the faculties, evaluation, administration and technology within TU Dortmund University and the project network.
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Sandy Schammler is a research assistant at RWTH Aachen University and has been coordinating the beVinuS.nrw project locally since March 2023. She also supervises online self-assessments for students and works on other educational projects. She is currently doing her doctorate on soft skills such as growth mindset, grit and resilience in the context of academic success.
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Even though almost two years have passed since the release of a free version of ‘ChatGPT’, there are still many questions for both teachers and students, for example:

– Can I use AI writing tools for my teaching/studies?
– Do I have to label AI-generated texts and if so, how?
– What happens to my data when I use an AI writing tool?
– What data are the AI writing tool’s answers based on?

– …

These questions, some of which are still unanswered, pose major challenges for universities, so action is needed. Many university members would therefore like guidelines that offer them orientation. But are such guidelines even useful? Do guidelines not perhaps restrict the freedom of teaching or are they backward-looking? And if guidelines do make sense, what content should they have? Who is responsible for drafting the guidelines and how should they be organised so that they are widely accepted?

These and other questions will be discussed in the workshop. Practical examples will be discussed and the development process of an AI guideline from Hamm-Lippstadt University of Applied Sciences will be presented.

Speakers:

Henrike Heckmann is a research assistant and works at the ORCA.nrw network office, Hamm-Lippstadt University of Applied Sciences, Center for Knowledge Management. Her main areas of work are: E-learning, open educational resources and generative AI in higher education.
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Ute Schlüter-Köchling is a research assistant at the Hamm-Lippstadt University of Applied Sciences, Center for Knowledge Management. Her main areas of work are: Scientific work and writing, library and generative AI in the university.
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Sustainable and future-orientated action is needed more than ever.Universities have a key role to play in empowering students to take such action and assume a creative role. How can this be achieved? We will explore this question together in the workshop and jointly develop teaching-learning scenarios including specific tasks that are suitable for acquiring sustainability skills in the sense of the competence framework for sustainable development by Brundiers et al. (2021). We will pay particular attention to implementation options in the context of online self-learning programmes.

We will bring ideas for methods and implementation options from our own online learning programme ‘SDG Campus’, present them for discussion and will work out our own ideas and tasks with you in small groups to create a pool of implementation examples. By focussing on overarching skills (not specialist knowledge), these can be transferred to different subjects.

Speakers:

Verena Eickhoff is a research assistant at the Institute for Technical Education and University Didactics at TU Hamburg. There she works on the SDG Campus/Open T-Shape for Sustainable Development project, focusing on media didactics and the further development of the learning platform.
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Annett Lehmann is a research assistant at the Institute for Technical Education and University Didactics at TU Hamburg, where she is responsible for the coordination, networking and media didactics of the SDG Campus/Open T-Shape for Sustainable Development project.

Dr. Sören Schütt-Sayed is a senior engineer at the Institute for Technical Education and University Didactics at Hamburg University of Technology, where he conducts research primarily in the field of “sustainable development” in university didactics and industrial-technical vocational training.
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Digitalisation and internationalisation have been considered more closely together as cross-cutting issues for some time now. The workshop will focus on how this is reflected at institutional level in the form of strategic orientations and what implications this has for international, digital teaching.

Speakers:

Prof. Dr. Svenja Bedenlier is Professor of Education with a focus on digitalization in higher education and adult education at Friedrich-Alexander-Universität Erlangen-Nürnberg and spokesperson for the Institute for Learning Innovation, the central support unit for digital teaching at FAU.
As an educational scientist, Svenja Bedenlier researches the use of digital media in higher education teaching, the interface of higher education digitization and internationalization processes and the use of research syntheses on media didactic issues. She is co-editor of the journal die hochschullehre, a member of the editorial board of the Nordic Journal of Systematic Reviews in Education and head of the M.A. Learning Design-Digital Transformation in Education.
(Photo: FAU/Anna Tiessen)

Dr. Tanja Tillmanns is a teacher and qualitative researcher with a curiosity for posthuman/poststructural pedagogy and philosophy in education. Her main research interest is teaching and learning in the higher education context. In this context, her research interests include sustainability, emotions, AI and digitalization in education, and ageing workforces in the workplace. In teaching, she supervises student research projects and covers topics such as business ethics, sustainability, human resource management and organizational psychology.
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The session is jointly organised by the projects KI:edu.nrw, KI-connect.nrw and OpenSource-KI.nrw.

The workshop will first address the possibilities for universities to provide their own generative AI (e.g. institutional access to ChatGPT) and the current state of implementation in Germany – also in cross-university cooperation.

Based on practical experience with these options, we will then problematize the extent to which the chosen path actually meets the needs of university members and whether the real need justifies the effort required to provide them. To this end, we will incorporate the experiences and assessments of the participants in interactive phases.

Speakers:

Robert Queckenberg coordinates the consortium project KI:edu.nrw at the Center for Science Didactics at Ruhr-Universität Bochum, which is funded by the Ministry of Culture and Science of the State of North Rhine-Westphalia and deals with the topics of learning analytics and AI in higher education from a didactic, technical and ethical perspective and organizes Learning AID, the largest annual conference on these topics in the German-speaking world.
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Tim Trappen designs and implements local infrastructure for the operation of open source AI models in the project “Open Source-KI.nrw” at the Ruhr University Bochum, and also programs associated APIs and AI applications, e.g. a RAG-based chatbot for the LMS Moodle and ILIAS. His research in the field of German linguistics focuses on the application of machine and deep learning as well as biases in AI systems.
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Voucher not yet redeemed Silke Müller Antonia Dittmann Expired Nico-Alexander Witt Many teachers are currently facing the challenge of acquiring sufficient expertise in the field of artificial intelligence to integrate it into their teaching on the one hand, and providing students with up-to-date and appealing course materials on the other.

In this workshop, practical examples from Humboldt-Universität zu Berlin and DHBW Heilbronn as part of the AI Campus Hub Baden-Württemberg will be used to demonstrate various possibilities for further education and the curation and integration of OER from AI Campus in a keynote speech. In the practical part of the workshop, participants will then have the opportunity to curate relevant courses for themselves using the course offerings on AI Campus.

We will show how teachers can find relevant course modules from the wide range on offer at AI Campus and integrate them into their own learning environment. We show which technical and infrastructural requirements are needed for this and which didactic scenarios are possible for integration. Working in groups, participants practise the individual steps from finding relevant learning units to integrating them into their own learning environment and discuss the results. The aim is to enable teachers to independently integrate content from the AI Campus courses into their teaching in a didactically appealing way. By using these curated course units, teachers are relieved of the burden of creating and updating corresponding learning units themselves.

Speakers:

Dr. Britta Lintfert manages various AI projects at DHBW Heilbronn in the field of educational research. In the research project AI Campus Hub Baden-Württemberg, she is responsible for the development of needs-based blended learning units to promote AI in teaching. Dr. Britta Lintfert holds a doctorate in linguistics.
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Tabea Reisdorf works on the AI Campus 2.0 project at the Career Center and Academic Continuing Education department at Humboldt-Universität zu Berlin, focusing on the integration of AI self-learning content in teaching and micro-degrees. She studied German Linguistics, Educational Science and German as a Foreign Language at Humboldt-Universität zu Berlin.
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Our didactic onboarding for new lecturers presents us at the Technical University of Munich (TUM) with the exciting challenge of reaching around 1,000 lecturers at various locations every year. To meet this challenge, we use a resource-saving online blended learning format and technical innovations such as learning paths and AI for the onboarding course. The workshop will shed light on key questions regarding learning success, acceptance, scalability and use of resources.

Speakers:

After studying education and technology education at the University of Stuttgart, Amélie Prebeck initially worked as a research assistant in higher education didactics at the Universities of Stuttgart and Düsseldorf; at the same time, she completed additional training as a systemic consultant. Since 2010, she has also been developing subject-related (e.g. for engineers) and interdisciplinary consulting services in university didactics as a freelance expert. In 2015, she moved to ProLehre, where she heads the “University Didactics Training Programs” team. This team is primarily responsible for the conception, organization, quality assurance and further development of the continuing education programme for university lecturers. The offer ranges from courses on good teaching and learning, advising to testing and is very diverse in terms of formats: Presence vs. online courses; groups vs. individual counseling, coaching vs. expert discussion. She is also part of the “Onboarding for new lecturers” project team.
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Fiona Hellmundt studied Engineering Sciences (B.Sc.) and Radiation Biology (M.Sc.) at TUM. After her studies, she worked in the training department of a chemical company, where she led practical and theoretical training courses. Fiona Hellmundt has been working for ProLehre | Medien und Didaktik in the Continuing Education team since March 2022. Her activities include the conception, organization, quality assurance and further development of the continuing education program as well as the further qualification of teachers through face-to-face and online courses. She is also part of the “Onboarding for new lecturers” project team.
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The workshop will focus on the question of how the large number of good examples of innovative forms of examination at universities in the DACH region can bring about sustainable changes to the university examination culture.

The ‘Prüfung hoch III Drei’ project (funded by the Stifterverband) has been supporting 19 fellows from universities across Germany for three years in the development of innovative examination scenarios. The focus is on both technical issues, such as the development of third-party applications for competency-based examination scenarios, and didactic approaches that promote learning, such as e-portfolios or storytelling approaches. The discussion about artificial intelligence in education has reignited the discourse on examinations and examination culture. Students criticise the unrealistic nature of many examinations, while teachers criticise the high cost of corrections and feedback.

The workshop presents the learnings from the projects of the “Prüfung hoch III Drei” fellows. Together with the participants and based on these results, we will interactively work out which contributions can be made at different levels of action (political framework conditions, university strategies, faculty development, degree program planning, module structure, course design, student participation) at universities in order to systematically promote examination innovations and change the examination culture in the long term. To this end, the findings from “Prüfung hoch III Drei” and university change processes are used as a framework to interactively identify best practices and barriers with the participants and to derive measures and fields of action.

Speakers:

Johannes Schleiss is a doctoral student in the Artificial Intelligence Lab at Otto von Guericke University Magdeburg and conducts research in the field of applied and digital training concepts for artificial intelligence (AI) and the use of AI technologies in education. He is coordinating the development of a new AI Engineering degree program, which is a unique cooperative study program at five universities in Saxony-Anhalt. He is also an Associate Research Fellow at AI Campus – the learning platform for artificial intelligence, a PrüfungHochDrei Fellow for innovative examination formats and a former DigitalChangeMaker. Since July 2024, Johannes has been working as a Future Scout for Generative AI in Higher Education at the Stifterverband. In 2024, he also completed a research stay at the Harvard Graduate School of Education.
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Dr Matthias Bandtel has been Managing Director of the University Network Digitalization of Teaching Baden-Württemberg (HND-BW) since 2020. Previously, he led teaching-learning projects on data literacy education and future skills at Mannheim University of Applied Sciences. He has worked in social and media science research and teaching at the universities of Mannheim, Wuppertal and Marburg. Matthias Bandtel is a Fellow of the Stifterverband for Teaching Innovations and Support Services in Digital Higher Education (2024). As part of the Stifterverband anniversary initiative “Wirkung hoch 100”, he was honored as a pioneer for the education, science and innovation system (2021). He has received an award from the City of Mannheim for civic engagement in teaching and learning (2020). He was nominated for the Baden-Württemberg State Teaching Prize (2019) and is the winner of the Albert and Anneliese Konanz Teaching Prize (2017). He is one of the winners of the Data Literacy Education Competition organized by the Stifterverband and the Heinz Nixdorf Foundation (2018).
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This workshop offers an initial introduction to the use of reflection portfolios for university lecturers. Participants will learn how to systematically reflect on, document and continuously develop their teaching practice based on the “Reflection portfolio for future-oriented teaching” created by the HFD community. The workshop promotes exchange with colleagues and the identification of individual training needs.

Speakers:

Prof. Dr. Henrik Dindas is Professor of University Didactics and in-house advisor to the Rectorate at the FOM University of Applied Sciences for Economics & Management in Essen, Germany, where he also heads the Competence Center for Didactics (KCD). He also works as a freelance consultant and systemic coach for higher education didactics(www.hd-coaching.de) and has more than 10 years of experience in the fields of higher education didactics, university development, quality management and evaluation, e.g. as deputy chairman for international accreditation audits. He has teaching and coaching experience at various universities in Germany and the USA, and his research focuses on the interaction and communication between professional and practical teaching and learning experiences of students and teachers.
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Wanda Möller is a research associate at Freie Universität Berlin, educational researcher in the field of future-oriented teaching professionalism, AI and futures literacy in education
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Dr. Julia Weitzel holds a doctorate in educational science and is a certified coach and university didactician. She has been working independently in the higher education and cultural sector since 2012. Her focus is on feedback that promotes learning, dialogical interim evaluations, teaching coaching and teaching portfolios.
Website: www.julia-weitzel.de or get to know me better here.

Nicole Chaudhuri works in the field of higher education development at the SRH University of Applied Sciences Heidelberg. Among other things, she works on and in concepts for the support and further education of university lecturers. By promoting exchange, networking, intercollegial commitment and self-directed further education, she aims to develop alternatives to traditional content-oriented training and education concepts. She is also involved in the “CORE Future Skills” project at the SRH university locations, the main aim of which is to implement future-relevant skills in the curricula. She sees both areas of activity united in the idea of the “university as a learning organization”.
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Virtual exchange formats such as COIL (Collaborative Online International Learning) give teachers the opportunity to make their courses more inclusive, diverse and intercultural and to supplement them with innovative teaching and learning methods. At the same time, they enable teachers and students to network internationally and further develop their digital and collaborative skills. However, challenges can arise that can reduce the enjoyment of a COIL or impair its success.

In this workshop, we want to identify these challenges together with the participants on the basis of critical incidents and discuss how we can counter them. The aim is to raise awareness of potential inequalities in the digital space and develop strategies to successfully counter them.

Speakers:

Erica Callery is COIL (Collaborative Online International Learning) Coordinator at the Berlin School of Economics and Law. As part of the BeCOIL joint project of nine Berlin universities, she is pursuing the goal of establishing COIL/Virtual Exchange in Berlin and supporting teachers and students in the COIL/Virtual Exchange process. In doing so, she draws on extensive experience in the fields of science, project management, teaching and marketing/communication in Asia and Europe.
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Tanja Schochow is COIL (Collaborative Online International Learning) Coordinator at the Technical University of Berlin. As part of the BeCOIL joint project of nine Berlin universities, she is pursuing the goal of establishing COIL/Virtual Exchange in Berlin and supporting teachers and students in the COIL/Virtual Exchange process.
Her expertise includes the promotion of digital teaching and learning environments and the organization of international student collaboration.
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Anne Hübinger is COIL (Collaborative Online International Learning) Coordinator at the Alice Salomon University of Applied Sciences Berlin. As part of the BeCOIL joint project of nine Berlin universities, she aims to establish COIL/Virtual Exchange in Berlin and to support teachers and students in the COIL/Virtual Exchange process. Its focus is on providing international experience for students who have fewer opportunities to study abroad and on utilizing the benefits of international virtual exchange for professions in social work and healthcare.
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In this workshop, we will show how a makerspace can be used practically and successfully as a third place to promote digital skills. A third place is a space outside the home and workplace that enables social interaction and collaborative learning. The focus is on how such a space can be successfully planned, set up and, above all, kept alive in the long term.

These findings are based on our extensive experience and the successful realisations at the University of Stuttgart. A total of over 7,200 visits since the opening in April 2022 (until 17 July 2024) and 1,700 device instructions (laser cutter, 3D printer, embroidery machine, etc.) ensure a vital operation with a lot of collaborative working and learning.

The development and maintenance of such a space requires careful consideration of the users’ needs and continuous adjustments. The content includes key success factors, such as the importance of openness as an active component, as well as the concepts of equity, diversity and inclusivity.

Speakers:

Merve Yilmaz is a research assistant at the TIK of the University of Stuttgart in the “New Media in Research and Teaching” department. In her work, she is significantly involved in the university’s Makerspace as well as in the project “Fill-Forschend im Labor Lernen”, which tests the integration of virtual reality (VR) and augmented reality (AR) in laboratory practicals. With a Master’s degree in Digital Humanities and a Bachelor’s degree in History of Science and Technology and Philosophy, she has extensive interdisciplinary skills. She is particularly interested in the interface between technology and the humanities.
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Dipl.-Ing. Sannah König is Head of Media Production and Makerspace at the TIK of the University of Stuttgart. Before joining the Computer Center at the University of Stuttgart, she spent eight years setting up and operating an early warning and advice system to support students in critical study situations. This system made a significant contribution to improving academic success and promoting individual study progress. With her background as an environmental engineer, she brings a unique combination of technical expertise and pedagogical commitment to her role. Her passion for education and technology, as well as her ability to lead forward-thinking projects, make her a driving force in the development of modern learning environments.
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In our BMBF-funded research project “Toolbox Datenkompetenz” (TBDK), we have developed a learning and infrastructure platform that also offers learning materials and a practice room for university teaching (free of charge): https://beta.toolboxdatenkompetenz.de/. We now want to further develop the platform so that it not only provides a wide range of learning material, but also offers guidance in the broad field of data literacy.

In a first step, we want to create target group-based personas in our workshop in order to then, in a second step, examine the question of which areas of competence are relevant for the personas and at what level of competence. The workshop will start with a 15-minute input, during which we will introduce the toolbox platform and the underlying data literacy framework, as well as the question and structure of the workshop.

Speakers:

Dr. Rebekka Gersbach works at the Competence Center Artificially Human Intelligent (KMI) at the Institute for Applied Computer Science (InfAI) e.V. at the University of Leipzig. She is coordinator and research assistant in the project Toolbox Data Literacy, focusing on data ethics and target group orientation.
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René Barth works at the Competence Center Artificially Human Intelligent (KMI) of the Institute for Applied Computer Science (InfAI) e.V. at the University of Leipzig. He is a research associate in the Toolbox Datenkompetenz (TBDK) project, focusing on digital didactics, assessment, game-based learning and gamification, and a member of Games & XR Mitteldeutschland e.V.
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In recent years, various digital teaching projects have been funded at German universities. Against the backdrop of the experience gained during the coronavirus pandemic, digital teaching has received a significant boost in innovation and a number of new structures and content have been established at many locations to improve digital teaching. However, what has been achieved also raises new questions – irrespective of individual project goals: How can students be motivated to expand their digital skills, what support do teachers want for digital teaching and how can the various tools be used together?

Representatives from the three Lower Saxony joint projects Co³Learn, Futur.A and SOUVER@N want to explore these and other questions together with the participants in the workshop as part of a collegial case consultation. With regard to the sustainable design of digital teaching, the aim is also to explore the possibilities of cross-location exchange and cross-project cooperation, which will prove to be just as important for the employees in the projects as for teachers, students and service staff as a whole.

Speakers:

Dr. Marianne Behrends
Dr. Marianne Behrends heads the Digital Teaching working group at the Peter L. Reichertz Institute for Medical Informatics at TU Braunschweig and Hannover Medical School. Her research topics include the teaching of digital skills in medical education and the integration of digital learning opportunities in healthcare professions. In the project Souver@n – souveränes digitales Lehren und Lernen und Niedersachsen (Souver@n – sovereign digital teaching and learning and Lower Saxony), she is responsible for the development and establishment of an e-tutor training course at the MHH.

Selin Dirlik is an educational scientist (M.A. specializing in adult education/further education) and has been working at the Peter L. Reichertz Institute for Medical Informatics at the TU Braunschweig and the Hannover Medical School since 2021. In the project Souver@n – souveränes digitales Lehren und Lernen und Niedersachsen she is working on the development and establishment of an e-tutor training course, the recording of needs and the collection of materials. Contact: Dirlik.Selin@mh-hannover.de

Dr. Aleksandra Bartkowiak is a veterinarian and research associate at the Center for E-Learning, Didactics and Educational Research at the University of Veterinary Medicine Hannover Foundation. In the Souver@n – souveränes digitales Lehren und Lernen und Niedersachsen project, she is working on the development and establishment of an e-tutor training course, the collection of best practice examples and on the topics of OER and digital barriers. Contact: aleksandra.bartkowiak@tiho-hannover.de

Dr. Henrike Neubauer
is a physicist and has been working as a media didactician in the Digital Learning and Teaching team at the University of Göttingen and for the Co³Learn project since November 2021.

Anna Scarcella is a linguist and communication scientist (M.A., specializing in intercultural and institutional communication) and has been working as a media didactician for the Co3Learn project at the Project House of the Technical University of Braunschweig since October 2021. Contact: a.scarcella@tu-braunschweig.de

Thessa Hackbarth has a Master of Education (vocational school teaching) and is a research assistant at Hanover University of Applied Sciences and Arts. In the project Futur.A – Future Skills.Applied she is responsible for support and configuration of the cross-university networking platform Academic Cloud Hub and is working on the development of a self-learning platform and the design of self-learning courses for student acquisition of future skills. Contact: Thessa.hackbarth@hs-hannover.de

Stefanie Mensching is an educational scientist (M.A.) and research assistant at Hannover University of Applied Sciences and Arts. In the Futur.A – Future Skills.Applied project, she is responsible for support and configuration of the cross-university networking platform Academic Cloud Hub and is working on the development of a self-learning platform and the design of self-learning courses for student acquisition of future skills. Contact: Stefanie.mensching@hs-hannover.de

Digital labs enable students to experiment at any time and from any location. In the workshop, technical and didactic solutions for the development and integration of digital labs will be presented and then transferred to participants’ lab ideas.

Speakers:

Tobias R. Ortelt is the coordinator for digital teaching at TU Dortmund University. He has been involved in the development of digital labs for more than 10 years. He has been the spokesperson for the Community Working Group “Digital Labs” since 2018.
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Prof. Dominik May is a university professor for the didactics of technology at the Faculty of Mechanical Engineering and Safety Engineering at the University of Wuppertal. As part of his research activities, he investigates how technical and engineering concepts can be taught most effectively in order to promote students’ understanding, skills and competencies.

At our university, we use the term ‘hybrid teaching’ to describe synchronised teaching in which students can take part both virtually and on site. ‘Hybrid’ means more or something different than “presence plus online” in the sense of traditional face-to-face teaching, where students are connected online. ‘Hybrid’ means that the existing is combined in such a way that something new is created (Battilana Lee 2014) – in other words, teaching that merges the physical and virtual space into a hybrid space. On a didactic level, this means that both groups, on-site and online, are required for the teaching concept to work. Both groups are equally involved in the course, although not necessarily in the same way (cf. Wang Huang 2018).

The demand for an equivalent learning experience is high and requires a revision of existing teaching concepts (Raes, Detienne, Windey Depaepe 2020). Nevertheless, many lecturers are taking the plunge and offering their courses in a hybrid format. The motivation for this is often to offer students greater flexibility in their studies: Students with health restrictions, additional burdens or unfavourable life circumstances, for example, should be able to participate in courses more easily.

If hybrid teaching is consistently designed with activating didactics, the hybrid learning environment can be a tool for more participation. In the workshop, we want to present our didactic implementation aid, discuss application scenarios with the participants and work on the idea of ‘good hybrid teaching’.

Speakers:

Dr. Barbara Meissner is part of the Teaching and Skills Development team at Nuremberg Institute of Technology Georg Simon Ohm (“die Ohm”) and has been working in the Didactics department at the Ohm for around 10 years. As a project manager for community and innovation development, she currently develops teaching innovations together with teachers and students and accompanies their didactic implementation. In addition to hybrid teaching, her main focus is on teaching in STEM subjects.
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Dr. Stefanie Gandt heads the Teaching and Skills Development team in the Teaching Innovations department and is project manager of the STARFISH project – digital transformation of university teaching (Stiftung Innovation in der Hochschullehre) at Nuremberg Institute of Technology Georg Simon Ohm. She has also been a lecturer in qualitative social research for ten years and enjoys trying out and evaluating the teaching innovations developed with her team directly in her courses.
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Jakob Vöckler is a consultant for the use of media in teaching. He supports teachers in the creation of digital teaching materials and the implementation of courses. In addition to consulting, he develops media technology solutions for hybrid scenarios and applications for the further development of digital teaching.
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In the interactive workshop, we simulate a hybrid event with all its challenges and work together to develop and discuss solutions for a successful event for online and offline participants alike.

Speakers:

Sandra Richter originally studied business administration and later trained as a coach for modern working environments and as a speaker. She has been involved in various projects at universities since 2009. Since 2019, she has focused on digital and hybrid courses and digital learning platforms and has trained lecturers in these areas. Since 2021, she has also been working as a communication trainer and moderator outside the university sector and organizes her own events – online, offline or hybrid. Since March 2023, she has been working part-time as a research assistant in the BediRa project “Relationship work in the digital space – promoting reflective professionalism through a concept for digital teaching” at the Protestant University of Applied Sciences Dresden.
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Fun and games for the whole team – in the form of a simulation game, we work through the process of implementing AI in university teaching. In particular, we look at hurdles and ways in which these can be successfully overcome. We not only shed light on organizational processes, but also on communication challenges and how these can be overcome.

Speakers:

The workshop will be conducted by Dr. Annabell Bils, Anna Hinzmann, Ferdal Özcelik, Alexander Sperl, Sandra Kirschbaum and Christina Lüdeke. They work at the Center for Learning and Innovation and at the CATALPA research center (both at the FernUniversität in Hagen). project manager: Alexander Sperl (ZLI)

Dr. Annabell Bils is Managing Director and Head of the Teaching-Learning Innovations Division at the Center for Learning and Innovation at the FernUniversität in Hagen. Together with her team, it is important to her to be as service-oriented as possible for lecturers and to take care of internal processes. Networking with the faculties and cooperation with interfaces in the administration and the Centre for Digitalization and IT are therefore important. Thanks to her many years of work at FernUni, the teacher is very well connected. She previously worked as a project manager for university strategy and digitalization in the rectorate staff, as a course coordinator and as a chair representative for the Department of Educational Technology. At the University of Duisburg-Essen, she had a stopover as a postdoc at the Faculty of Education at the Chair of Media Didactics and Knowledge Management after completing her doctorate at the FernUniversität.
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Sandra Kirschbaum
Sandra Kirschbaum is a science communicator at CATALPA – Center of Advanced Technology for Assisted Learning and Predictive Analytics. In her role, she not only works to make the research topics surrounding the “real-world laboratory for university research” accessible to a broad audience, but is also jointly responsible for the positioning and identity building of the research center. For successful communication, it is not only important to be visible to the outside world, but above all that what is said is also lived within the organization. She previously worked as a freelance consultant in internal and external corporate communications. After studying Communication Studies at the University of Twente, she completed a traineeship at the JP|KOM agency.
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The workshop raises awareness of barriers in both analogue and digital spaces and provides participants with tools (including AI tools) that they can use to remove or at least minimise some barriers. As examples, we bring along the Bambi (Barrier-free Media in Education) and DigiTeLL (Digital Teaching and Learning Lab) projects. Bambi aims to improve digital accessibility in audiovisual teaching and learning content at Goethe University Frankfurt am Main using innovative technologies and linking them to future-oriented learning scenarios. DigiTeLL is concerned with the collaborative development of digital, low-barrier and diversity-sensitive learning designs that are made available as OER across all disciplines.

In the workshop, participants have the opportunity to approach the topic through various tasks and inputs. We also create the space to test (AI) tools and then discuss the potentials and challenges.

Speakers:

Sabrina Zeaiter is project manager for digitalization (studies & teaching) at Goethe University Frankfurt. She is also responsible for the digital strategy process and the areas of AI, future skills and OER. Previously, Ms. Zeaiter was the overall project coordinator of the StIL-funded development project DigiTeLL, as well as the BMBF-funded research project RoboPraX incl. Robotikum.
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Louis Dunkel works as a research assistant at studiumdigitale, where he focuses on the development of accessible media using artificial intelligence. In addition to his philosophy studies, he has gained extensive practical experience in media production. He has worked in both the production and post-production of videos, podcasts and 360-degree content.
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Dare to discover the creative potential of generative AI for your teaching and activate the critical thinking of your students!

In this practical workshop, you will learn about didactic possibilities for using generative AI systems in your courses in the social sciences, education, social work and other fields.

Together with other committed lecturers, design initial ideas in which AI systems enable creativity, idea generation and individual feedback for your students. We will discuss not only the opportunities but also the challenges of incorporating generative AI into teaching.

Speakers:

Prof. Dr. Nina Weimann-Sandig has not only been a professor of empirical social research and sociology since 2016, but also a university didactics officer at ehs Dresden. For three years now, she has been leading the university development project BediRa (funded by the Foundation for Innovation in University Teaching), which deals with the design of relationships in the university context. While the digitalization of teaching and the use of digital tools has changed traditional teaching and learning relationships at universities, another point is increasingly becoming the focus of our project: through the use of generative AI, professors and lecturers must develop and rethink their role as knowledge mediators. How this can happen and where the challenges lie is a central field of work in the BediRa project.
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The workshop provides an insight into the formulation of prompts that can be used to construct and control different bots in the university environment. Following brief instructions, participants can test existing bots and familiarise themselves with their interaction capabilities, functions and application variants.

By disclosing the prompts and their blueprints and basic elements, participants can create their own bots that correspond to their priorities and functionalities. The workshop is based on ChatGPT4.

Speakers:

Prof. Dr. Barbara Schnieders (CBS): I am a critical AI enthusiast with a passion for instructional design and many years of experience in heterogeneous teaching-learning settings at universities and in professional development.

As a professor of economics at CBS International Business School, I can bring my fascination for economic relationships and innovative technologies into my teaching.

My path has taken me through various educational institutions and departments. From the University of Cologne to the University of Glasgow to the University of Duisburg Essen, and from economics to media didactics and instructional design. This diversity is also reflected in my teaching: I love bringing students from different backgrounds together and supporting them in a dynamic learning environment. Gladly with bots.
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Prof Christine Gläser (HAW Hamburg) and Diana Lucas-Drogan (HNE Eberswalde) designed a participatory process method box as a transfer product within the Community of Practice of ‘future-oriented learning spaces’ founded by the Stifterverband. In the workshop, we would like to try out the ethnographically designed method game for phase O ‘learning space architecture’ with you.

The game corresponds to a participatory game negotiation and supports future space changers in their role as moderators and in the application of methodological skills through to the development of a collaborative needs scenario for a new learning space architecture.

Speakers:

Diana Lucas-Drogan (Critical Planning Practice, Mapping Artist; Photo: Matthias Neumann)
As a trained architect Diana works on the intersection between critical education, art, feminist planning culture and curating. In the last years she worked in the public service and led the communal office for urban planning / economic development and building law in Waren (Müritz). In her academic career she taught at the TU Berlin in the master and bachelor program and was a longtime lecturer at the Chair of Prof. Dr.Tatjana Schneider. At the moment she is leading the funded project “Digital Innovation and Learning Lab” at the HNE Eberswalde and positions hybrid learning environments and tests action based lectures and pedagogies. As a member of metroZones (Center for urban Affairs) she researches and produces urban discourse in various formats (publication, exhibition, public talks). In 2021 metroZones curated the exhibition “Mapping Along.Margins of Conflicts” with an intense supplementary program at the Kunstraum Bethanien. Her textile mappings are exhibited at ngbK-Art in the Underground (“Skin of Hellersdorf”), HKW (“Connecting Spaces -digital, urban and trans-local relations and strategies”), Art Biennial GORKI (Herbstsalon 2 “Berlin Field Recodings. Mappings along the Refugee Complex”), HAU (City as Byte), Venice Biennial 2021 (MZ “We have nothing to lose bit our supply chains”). She was the urban curator of “WERTstadt – performative Urbanism”, Kunstverein Ludwigshafen.

Instagram: lucasvandrogan; Website: www.dianalucasdrogan.com

Christine Gläser has been Professor of Information Services at HAW Hamburg since 2008. Current teaching and research focus: University learning space, library ethnography, research data management, information and data literacy.
Contact: christine.glaeser@haw-hamburg.de

From individualised learning support to personal feedback at the click of a button: The new generation of AI-based chatbots also harbours great potential for higher education. However, new digital skills are needed to confidently manage the dialogue with a chatbot based on a large language model (LLM). The ability to formulate the input for an LLM in such a way that the system delivers the desired output with the highest possible probability – known as prompt engineering or prompt design – is therefore increasingly becoming the focus of educational research.

This is where our workshop comes in. It combines a practice-oriented introduction to the topic of prompt engineering with reflections on the challenges that arise for the use of LLM-based chatbots in higher education, particularly with regard to technology acceptance by teachers and learners. In addition, workshop participants will learn a way to develop prompt engineering tools that they can flexibly adapt to their own teaching/learning routines.

Speakers:

Kathrin Schelling is a research assistant at the Ostwestfalen-Lippe University of Applied Sciences. She is involved in the accompanying educational research in the HAnS joint project. Against the background of her own teaching practice, she is currently working intensively on the question of how AI-based chatbots can be integrated into university teaching in order to support both learners and teachers. Together with her colleague Stefanie Go, she has therefore designed prompting workshops for teachers.
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Stefanie Go is a research assistant at the Ostwestfalen-Lippe University of Applied Sciences (TH OWL) and Bielefeld University. As part of her dissertation, she is investigating how AI-based learning technologies can be successfully integrated into teaching/learning processes in higher education. She is particularly interested in the opportunities for participation that AI could open up for teachers and learners. With this in mind, she and her colleague Kathrin Schelling designed prompting workshops for teachers.
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In this futuring workshop, we will discuss the results of a sprint process lasting several months, in which a group of DigitalChangeMaker members developed student positions and demands for dealing with AI at universities in four fields of action: (1) Attitude and participation, (2) Regulations for learning and testing, (3) Digital participation and (4) Qualification.

The aim of the workshop is to develop bold visions and scenarios for the future in the four subject areas together with the participants from across the various status groups, which can have an inspiring effect and support vision-led processes at universities. With the help of futures thinking methods, the participants will be guided by a team from Hochschulforum Digitalisierung and the DigitalChangeMakers. The aim is to develop creative and innovative ideas and tangible futures that can have a positive impact on the use of AI in the university context.

Speakers:

Katharina Westphal is studying history, Catholic theology and educational science at the Ruhr University Bochum (RUB). There she works at the Center for Science Didactics in the field of eLearning, where she advises and supports both teachers and students on all aspects of e-learning. As a DigitalChangeMaker, she is particularly interested in the topics of AI, future skills, digital teaching/learning concepts and student participation.
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Greet Stichel comes from near Berlin. During her studies in economics at the University of Greifswald (Baltic Sea), she worked successfully in the field of university teaching and research. She has also gained experience in the real estate industry as well as in the media and journalism sector. She is currently working towards a doctorate and is committed to digital concepts in teaching.
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Dr. Yasmin Djabarian (HFD) is Team Leader Innovation and Internationalization in the programme area “Digital Transformation & Innovative Learning Spaces” at the Stifterverband. Here she is responsible for programs for sustainable higher education by strengthening student participation and co-creative collaboration processes (e.g. as part of the AI sprint of the DigitalChangeMakers).
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