On September 25, 2025, I will be giving a keynote at the Day of Digital Education in Regensburg. The title: Examinations and AI: From Symptom to System Question.
More about the Day of Digital Education 2025 can be found on the event website.
→ Website
I will reflect in more detail here in the coming days on my today’s presentation on AI, data protection and examinations – and I will also do so at the keynote in Regensburg. But here’s a preview of what I’ll be talking about in Regensburg.
The starting question is simple and disturbing at the same time: How do we motivate …
Read More →Earlier today, we published Annemarie’s story Twists and Turns: A Non-linear Lecture. The story is an authentic account of my experiment in using Twine to create interactive, non-linear lectures where students make choices that determine the session’s direction, solving cybersecurity problems embedded in a workplace narrative.
Her account captures both the planned elements and an unplanned moment that turned out to be surprisingly engaging - when I genuinely couldn’t solve an SQL injection problem and had to work through documentation with my students. That wasn’t …
Read More →A novel approach in my computer science courses that’s yielding fascinating results: Taking inspiration from Richard Feynman’s teaching techniques, I’ve integrated Claude (the LLM) as a “confused learner” into my classroom dynamics.
The setup is simple but effective: Claude plays the role of a student who has only superficially engaged with the course material. During plenary sessions, my students and I collaborate to address Claude’s questions, which often contain misconceptions or confused understanding.
Here’s a glimpse from a recent session on web …
Read More →A BR24 article discusses our Bamberg AI guidelines for teaching. It also quotes a user: “You would have to … raise the standards so that the effort in post-processing is also evaluated.” – Good impulse – but I think this is too short-sighted.
Tool ≠ Access. Today o3 is the best tool – tomorrow maybe Gemini ULTRA. Several times per semester a new “calculator model” comes to market and whoever switches potentially has to work less and gets a better grade. Most educators cannot keep up with this development (not because they don’t want to, but because this …
Read More →Initiatives like the new LMU Students App show: Students are better at creating digital tools than universities. This shows a systemic challenge.
Universities have no expertise in building apps; they’d rather outsource app development to companies – whose commercial interests compete with the rather boring core features. The resulting apps frequently miss the mark, incorporating recruiting features or advertisements. At Universität Bamberg, we have resisted the urge to cooperate with such app vendors.
We do recognize the untapped potential in our student body. However, student …
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