Online workshop series on Teaching Innovation for Arqus teachers

Artificial intelligence is changing university teaching – but how can it be used effectively? In this series of online workshops, experts from Arqus universities shared their experiences and challenges in using AI in teaching.

The first session of the series took place on 28 November at 14:00 CET on Zoom. You can watch it here.

The “AI in Teaching & Learning: International Perspectives and Best Practices” workshops consisted of 90-minute online sessions, in which experts from European universities shared insights into the use of AI-supported applications and presented best practices. This workshop series aimed to explore and discuss both the opportunities and challenges that AI brings to the future of teaching.

The first session of the series featured three talks on three different topics:

1) Paulius Jurcys and Goda Strikaitė-Latušinskaja (Vilnius University): “Personal AI Twins in legal education: Lessons in AI literacy, documentation, and creative thinking”.

2) Taegan Holmes (University of Lyon 1): “GenAI for textual revision in French as a second language”.

3) Gregor Roth and Erik Winter (Leipzig University): “Transforming legal studies through AI-assisted learning”.

Paul Jurcys and Goda Strikaitė-Latušinskaja are lecturers at Vilnius University’s Law Faculty, where they teach Data Privacy Law. Their small experiment to integrate gen-AI tools was featured in the OpenAI Global AI Faculty project.

In their presentation, they reported on a pioneering experiment in which two lecturers integrated AI “knowledge twins”—conversational doubles trained on their own materials—into a data protection law course. Rather than replacing instructors, the twins enhance learning through on-demand expertise, reduce student anxiety, and foster critical, creative engagement.

The results of this experiment show how thoughtful AI augmentation can advance human-centred, ethically aware education.

Erik Winter is a team member of ChatLEO, an AI project enhancing legal education at the University of Leipzig. He previously worked as a research assistant at the chair of Elisa Hoven, at the Criminological Research Institute of Lower Saxony (KfN), and with Gregor Roth. His work combines law, technology, and education with a focus on innovation in legal learning.

In his talk, Erik Winter presented ChatLEO, exploring how this AI project works by linking questions to precise lecture segments and materials. ChatLEO demonstrates how intelligent systems can make learning more accessible, efficient, and interdisciplinary.

Taegan Holmes is a contractual doctoral student at Université Lumière Lyon 2 in France and a member of the ICAR laboratory. Alongside her studies, she teaches at Lyon 2 and has a Bachelor’s and a Master’s from the University of Ottawa. She has work experience as a teaching assistant, a research assistant, a private tutor, a test item writer and a language professor.

Her presentation focused specifically on ChatGPT and its application for textual revision in the context of French as a Second Language at the undergraduate level. She dived into learning outcomes, used cases, and explored some critical ethical considerations. The aim of this presentation was to underline the affordances as well as the limitations of using GenAI during the revision process.

The second session of the series took place on 12 December at 14:00 CET on Zoom. You can watch it here. It featured three talks on three different topics:

1) “AI literacy for a conscious use in the learning process”, by Marina Bertolini (University of Padua):

The spread of chatbots and other artificial intelligence tools has greatly influenced the way students approach courses and seek help in studying various subjects. Similarly, activities such as assignments, homework and active learning are now carried out differently than before. The literacy approach aims to encourage students from the very beginning to reflect and have an open discussion about how AI tools integrate with the learning activities of each course.

2) “Developing a Chatbot for Process Modelling Learning: contributions for active learning in engineering education”, by Erik Lopes (University of Minho).

This presentation outlined the development and implementation of a generative AI chatbot designed to support learning in process modelling and BPMN. Created using low-code tools, the chatbot was tested with students and professionals to assess its ability to simulate real interactions, enhance engagement, and reduce teaching workload. The discussion highlighted its development process, user feedback, limitations, and future opportunities in higher education.

3) “Whose intelligence? Students’ critical usage of artificial agents in project-based learning. A case from Education”, by Juliana Raffaghelli (University of Padua).

This case presented a teaching practice designed to foster students’ critical and creative engagement with generative artificial intelligence (Gen-AI) within project-based learning. Implemented in the Bachelor’s Programme in Education at the University of Padua (2023–2025), the activity invited 23 students (2023), 12 students (2024) and 15 students (2025) to explore how AI tools can support the design of assessment instruments and evaluation interventions in education while raising ethical and professional questions.

Through guided prompting, collaborative debates on academic integrity and privacy, and co-creation of materials using AI systems, students learned to recognise both the potential and the limitations of artificial agents. The practice enabled a shift from initial enthusiasm to reflective critique, nurturing awareness of bias, transparency, and epistemic justice. Positioned within the broader debate on “learning with and about AI,” this case illustrates how higher education can cultivate future educators’ autonomy, ethical sensitivity, and capacity to navigate intelligent technologies in meaningful ways.

The third session of the series took place on 19 December at 14:00 CET on Zoom. You can watch it here. It featured four talks on four different topics:

1) “Compositional co-creation in the age of Generative AI: exploring the role of AI in the writing process”, by Adrian Kirwan (Maynooth University)

This presentation discussed the introduction of Generative AI into a second-year writing module to aid students in developing Critical AI literacies and fluency. It focused on student use of AI to co-create a podcast and through this process explore the affordances and limitations of these technologies. It investigated current student perceptions of these technologies and the significant positive impact that effective teaching and learning strategies can have on these.

2) “Using AI in Research and Innovation in Education for Learning Disabilities”, by Conny Melzer. (Leipzig University)

This contribution explored the use of generative AI in academic research within the field of educational sciences, illustrated through examples from the research field of learning disabilities. It highlighted opportunities such as improved text comprehension, support for structuring academic work, and the development of research questions and outlines. At the same time, challenges related to data protection, academic integrity, and authorship were addressed, alongside institutional guidelines developed at our Faculty of Educational Sciences.

3) “Creativity Meets Technology: Using AI to Design Engaging Tasks in Teaching German at Vilnius University”, by Diana Sileikaite-Kaishauri Virginija and Masiulionytė (Vilnius University)

GenAI transformed the educational landscape, empowering educators to create new teaching materials tailored to their specific classroom needs (Mollick & Mollick, 2024). It provided unique opportunities for university teachers and students alike to foster creative thinking, a core skill that is increasingly important (WEF 2025: 37). In this presentation, we shared our experience using GenAI to create engaging tasks for our German-related courses.

4) “CAR — Compare, Abduce, Report: Designing AI-Enhanced Tasks that Surface Human Judgment”, by Andrea Menini (University of Padua).

CAR— Compare: place human work alongside AI outputs across text, lecture, and multimedia. Abduce: weigh competing explanations and infer the best-supported position, going beyond stated outcomes. Report: document process, sources, errors, and transfer. Three AI-human-centred mini-cases showed how to structure tasks that surface human judgment and provide concise design rules and assessment cues.

The fourth session took place on 15 January at 14:00 CET on Zoom. You can watch it here. It featured four different talks:

1) “Behind the scenes of genAI: Unmasking bias, hallucination, and AI slop in language learning” by Elke Höfler (University of Graz)

Artificial intelligence has become a constant companion in language learning – from automated translations to AI-generated feedback. Yet, with this convenience comes new responsibility.

In this talk, the speaker explored how language teacher education can foster critical awareness of AI, presenting three examples from language teacher education that invite future teachers to reflect critically on the promises and pitfalls of AI.

Through these examples, students were able to discuss how bias shapes output, how hallucinations distort meaning, and how “AI slop” affects linguistic accuracy and authenticity. By analysing their own interactions with AI tools, they learned to move from blind trust to informed awareness.

The aim was to empower pre-service teachers to guide their future learners not only in using AI, but also in understanding it as a cultural, linguistic, and cognitive phenomenon that reshapes what it means to learn and to communicate.

2) Custom GPT for formative feedback in undergraduate physics lab reports, by Arin Mizouri (Durham University). 

This talk focused on a study at Durham Physics that developed a prompt-engineered, course-aligned GPT to provide formative feedback on first-year lab reports.

The speaker summarised the initial student survey, highlighting low confidence in writing, showed how the model was constrained with rubrics and exemplars, and presented evaluation data from 15 students on its usefulness and accuracy.

3) From manuscript to machine partner: AI as a co-author in graduate scholarship, by Alexander Godulla (Leipzig University)

This talk explored how generative AI reshapes the production of academic books and conferences at the Master’s level.

The speaker examined AI as a co-author, research assistant, and editorial tool, showing how it can support literature work, argument development, design of scholarly formats, and the creation of high-quality academic outputs.

4) Making chemistry machine-readable and creating datasets for improved GenAI chatbot performance in undergrad organic chemistry, by Sebastian Tassoti (University of Graz)

For higher chemistry, it is not surprising that GenAI chatbots do not have a lot of training data so it becomes crucial how you prompt the bot.

In this talk, the speaker presented evidence and the design of an intervention done with 45 students in Graz and New York City that focused on how to make organic chemistry machine-readable and how to write a prompt that trains an LLM to improve performance and use it to predict reactions with higher accuracy.

Elke Höfler is an assistant professor for Educational Technology and Design and language teaching at the University of Graz (Austria). Her research focuses on artificial intelligence, literature didactics, social media and reading didactics, among other topics. She is an educational blogger and co-founder of an educational network called #EduPnx.

Arin Mizouri is an Assistant Professor of Physics at Durham University, working on practical uses of generative AI in higher education. She has designed course-aligned custom GPTs to support student learning using evidence from student evaluations, providing formative feedback on lab reports, and creating tutor-style GPTs that guide learners rather than give solutions. Her teaching foregrounds accessibility, inclusive practice, and active learning.

Alexander Godulla is Professor of Empirical Communication and Media Research at Leipzig University. His work covers AI in media, deepfakes, digital journalism, strategic communication, and international photojournalism. He publishes widely, co-edits a handbook on AI-driven media disruption, and co-leads a research project on the effects of deepfakes.

Sebastian Tassoti is a Senior Lecturer in Chemistry Education at the University of Graz. He is a chemist by training and started working on chemistry education in his post-doc. Currently, he has several research projects on the use of GenAI in higher chemistry education settings. He does empirical research on students’ use of GenAI chatbots, with a focus on how productive use of such chatbots can be achieved.

The fifth and last session of this series took place on 21 January at 14:00 CET on Zoom. You can watch it here. It featured three talks on three different topics:

1) Specification of an AI-assisted medical device: A methodological and critical design approach, by Cédric Ray-Garreau (University of Lyon 1)

His talk reported on a third-year biomedical engineering project focused on the specification of an innovative AI-assisted medical device that aims to produce structured requirements document based on clinical needs, functional analysis, and technical constraints.

He focused on the critical use of generative artificial intelligence tools, including their limitations, ethical implications, and environmental impact in the design process.

2) Teaching generative AI through direct tool integration, by Augustas Vaitkevičius (Vilnius University).

The speaker presented a teaching initiative in which students interact with generative AI through structured programmatic access using Google Gemini AI Studio and Ollama.

The talk highlighted how AI tools are connected, configured, and controlled, and how this initiative supports technical literacy, critical thinking, and responsible use beyond chat-based interfaces.

3) Don’t miss the cue! How AI can improve students’ ability in history taking and differential diagnosis, by Giulia Mormando and  Rebecca Zini (University of Padua)

The speakers explored the use of AI to create training tools. They specifically focused on how generative AI can be used to improve students’ skills in history taking and differential diagnosis when confronted with thoracic pain.

They debated the pros and cons of bot-human interaction when training medical examination skills, and explored some of the best resources available for AI beginners

About the speakers

Cédric Ray-Garreau is an associate Professor (HDR) at the University of Lyon 1, he conducts research in biomedical instrumentation, imaging and AI for health. He has authored 46 peer-reviewed publications, supervised 13 PhD theses and coordinated several funded projects. Currently, he holds leadership roles in educational R&D and institutional innovation, and actively contributes to research training and knowledge dissemination.

Augustas Vaitkevičius is a physicist and lecturer at Vilnius University, where he teaches computer literacy, focusing on programming and AI literacy for physicists, combining hands-on technical skills with critical reflection on AI tools, ethics, and academic practice. His teaching emphasizes practical use, transparency, and student autonomy.

Giulia Mormando is an emergency medicine consultant, PhD, and researcher at the Department of Medicine (DIMED), at the University of Padua, where she is responsible of the project for training through simulation of the Emergency Medicine Residency Program. She is fully trained as a trainer and facilitator in simulation. Currently, she serves as Secretary of the Italian Society for Simulation in Medicine (SIMMED) and collaborates with several national and international simulation centers.

Rebecca Zini graduated from the University of Padua in 2019. In 2021, she began her training as an A & E resident, joining the medical simulation faculty in her second year. Her field of interest includes AI-facilitated medical simulation, CRM and non-technichal skills training.

Date: 12 December 2025
Time: 9:00 – 13:00 CEST
Format: Online
Trainer: Elisabeth Weber (BOKU University)
Target Audience: Teachers, academic and administrative staff
Organised by: Arqus European University Alliance & University of Graz

More information here.

Participants explored how to prepare and conduct didactically sound self-study settings that help students take ownership of their learning (even in the age of AI), learning how to intertwine self-study successfully and attendance phases to support students before, during, and after class.

The workshop worked in various interactive settings using a variety of teaching and learning methods ranging from individual reflection to pair and group work, discussions, and short theoretical input sessions.

Date: 20 November 2025
Time: 14:00 – 16:00 CET
Format: Online
Trainer: Jon Wright
Target Audience: Teachers, academic and administrative staff
Organised by: Arqus European University Alliance & University of Graz

More information here.

Most educators are in the habit of providing students with some kind of feedback on their work and contributions in class. However, there is a big difference between giving feedback on what has happened and making it useful and relevant as a tool for improving students’ performance in future learning activities.

Feedforward adds key elements to traditional feedback so it is future-oriented and an active element in improving students’ performance.

This session explained what feedforward is and underlined why it is a vital companion to feedback, showing participants how to incorporate feedback when teaching in any subject.

Date: 25 September 2025
Time: 14:00 – 16:00 CET
Format: Online
Trainer: Jon Wright
Target Audience: Teachers, academic and administrative staff
Organised by: Arqus European University Alliance & University of Graz

More information here.

Learning is a social process. Cooperation and collaboration in classes can boost student engagement and retention of input and are thus important in improving learning outcomes.

This practical session explained how and why, and at the same time gave participants personal experience of a variety of activities that promote effective student-to-student collaboration. The activities could be used in classes of all disciplines and with groups of any size.

Date: 9 July 2025
Time: 9:00 – 12:00 CEST
Format: Online
Trainer: Lisa Scheer (University of Graz)
Target Audience: Teachers, academic and administrative staff
Organised by: Arqus European University Alliance & University of Graz

More information here.

This session offered a hands-on introduction to the teaching portfolio – a reflective document in which instructors present their teaching philosophy, methods, experiences and goals. Teaching portfolios are valuable tools for professional growth and play an increasingly important role in academic application processes.

The workshop was led by Dr Lisa Scheer, Competence Center for University Teaching, at the University of Graz.

This workshop provided an introduction to the forms and functions of the teaching portfolio and its key components. Writing and reflection exercises complement the input.

The teaching portfolio is a document in which instructors present themselves, their teaching methods and practices, general reflections on teaching and learning, as well as future goals. It can thus be a valuable tool for reflective teaching practices, which are necessary for the professionalisation of instructors. In addition, teaching portfolios can be useful in academic application processes.

The workshop explored the structure, purpose, and benefits of teaching portfolios. Participants also took part in writing and reflection exercises to begin or continue developing their own portfolios.

By the end of the session, participants had a clear understanding of what a teaching portfolio can include and how it can support their development as educators. They were also equipped with the tools and confidence to begin working independently on their own portfolio.

Trainer: Stefan Nowicki (University of Wrocław)
Target Audience: Teachers, academic and administrative staff
Organised by: Arqus European University Alliance & University of Wrocław

Part 1 – Build your story

Date: 16 June 2025
Time: 10:00 -12:15
Format: online

Participants learnt the fundamentals of Minecraft Education. This workshop was designed for educators who are interested in developing interactive, game-based learning environments, and learn to design and construct their own maps for educational activities.

More information here.

Part 2 – Create interactions

Date: 23 June 2025
Time: 10:00 -12:15
Format: online

Participants advanced to a second, more interactive session focused on enhancing their skills within the Minecraft Education environment. This workshop focused on advanced techniques for engaging students through in-game interactivity. Participants learnt to develop NPC dialogues, use levers and buttons to trigger events, and were introduced to redstone circuits.

More information here.

Date: 4 June 2025
Time: 14:00-16:00 CEST
Format: online

More information here

As higher education continues to move towards more student-centred assessment approaches, the workshop will introduce participants to the concept of Assessment for Learning. The workshop is led by Dr Mathilde Roger, Associate Professor at Durham University. The session will present findings from two research studies and offer practical recommendations for integrating formative and peer feedback into teaching practice.

Date: 16 May 2025
Time: 09:00 to 12:00 CEST
Format: online

More information here.

Frano Petar Rismondo and Erika Unterpertinger from the Center for Teaching and Learning (CTL) at the University of Vienna will address the practical aspects of integrating AI-related tools and methodologies into the classroom. Arqus educators are encouraged to participate in this workshop, which aims to support teaching staff in responding to the challenges Artificial Intelligence brings to academia.

Date: 6 May 2025
Time: 14:00-15:30 CEST
Format: online

Trainer: Juan Pablo Parra Torres (University of Lyon 1)
Target Audience: Teachers, academic and administrative staff
Organised by: Arqus European University Alliance & University of Lyon 1

More information here. 

Summary:
This hands-on training session invited educators to rethink video content as a key component of inclusive pedagogy and offered tools to help them meet the needs of a diverse student body. This training workshop was rooted in the principles of Universal Design for Learning and digital accessibility and based on a fully online Moodle course titled “Designing inclusive educational videos”. It aimed to support educators in using video as a powerful, inclusive tool to enrich the learning experience.

Workshop Focus:
Steps towards a more inclusive learning environment by integrating digital tools into its pedagogical strategies.

Educational videos are increasingly recognised for their ability to engage students through diverse representations and formats. They can adapt to individual learning needs and support different ways of understanding, expressing, and participating in academic content. This workshop provided practical guidance on scripting and designing video content that is not only engaging but also accessible to all learners.

Learning Objectives:

• To explore the benefits of educational videos for inclusive teaching
• To learn best practices for writing scripts with inclusivity in mind
• To gain insight into accessibility criteria and UDL principles for effective video design

Date: 26 February 2025
Time: 14:00–15:00 CET
Format: Online (via MS Teams)
Trainer: Assistant Professor Dr. Nerijus Černiauskas (Vilnius University Business School)
Target Audience: Teachers, academic and administrative staff
Organised by: Arqus European University Alliance & Vilnius University

More information here.

Summary:
In this workshop, Assistant Professor Dr. Nerijus Černiauskas shared the structure and pedagogical insights of a practice-based course taught at Vilnius University Business School. The session demonstrated how students engage with real-world business challenges, working in teams to address problems posed by industry partners.

Workshop Focus:
Participants gained an in-depth look at course planning, deliverables, learning outcomes, and feedback from all stakeholders – students, instructors, and companies. The session also included a Q&A to foster discussion about scaling or adapting similar formats.

Learning Objectives:

• To introduce key elements of practice-based course design
• To demonstrate how to involve external partners in student learning
• To evaluate how real-life challenges support student development
• To reflect on the mutual benefits of academic-industry collaboration

Outcome:
Educators left with practical examples and recommendations for integrating experiential, project-based learning into business and non-business curricula. The workshop inspired attendees to rethink how student engagement with authentic problems can enhance employability and motivation.

Date: 17 February 2025
Format: Online
Target Audience: Teachers and educators
Organised by: University of Graz (as part of the “Hacking Innovative Pedagogy – Digital Education Rewilded” project)

More information here. 

Summary:
This innovative workshop introduced participants to a new framework for digital pedagogy emerging from the University of Graz research project “Hacking Innovative Pedagogy – Digital Education Rewilded.” It encouraged educators to rethink how technology supports teaching, with an emphasis on well-being, diversity, and creativity in digital learning spaces.

Workshop Focus:
The session explored the design and implementation of a Massive Open Online Course (MOOC) built around the HIP (Hacking Innovative Pedagogy) framework. Participants engaged with open-access digital teaching tools, examined sample learning activities, and reflected on how to make digital learning more responsive and human-centered.

Learning Objectives:

• To explore open-access tools for reviewing and improving one’s teaching
• To design digital teaching activities that support diverse learner needs
• To reflect on the role of well-being in educational design
• To discover new, inspirational activities rooted in pedagogical values

Outcome:
Participants were empowered to reimagine digital teaching beyond standard tools and formats. The workshop highlighted the balance between innovation and inclusion, helping educators take practical steps toward rewilding their teaching.

Date: 3–4 February 2025
Format: Online
Trainer: Tyll Zybura (Unconditional Teaching)
Target Audience: Teachers from Arqus universities
Organised by: Leipzig University in collaboration with Arqus Alliance

More information here.

Summary:
This two-part interactive workshop focused on building relationship-rich, student-centered teaching practices. Designed for educators at all levels, the sessions offered practical strategies for creating positive classroom dynamics and fostering deep student engagement.

Workshop Focus:
The workshop included two themed sessions:

• Session 1 – Starting Your Session (3 February, 16:00 CET):
  Participants learned three key methods to begin classes effectively: building rapport, activating prior knowledge, and introducing new material with clarity and relevance.
• Session 2 – Building Partnerships of Learning (4 February, 13:00 CET):
  This session focused on creating collaborative learning environments by understanding student needs, supporting research-minded engagement, and empowering students as academic contributors.

Learning Objectives:

• To establish student-centred habits for engaging course openings
• To create inclusive, empowering classroom environments
• To foster trust and collaboration between students and teachers
• To integrate relationship-focused strategies into everyday teaching

Outcome:
With a strong emphasis on interaction and personalised feedback, participants walked away with hands-on techniques to enhance their presence in the classroom, build stronger partnerships with students, and apply habits that promote sustained teaching quality.

Date: 12 December 2024
Time: 14:00–17:00 CET
Format: Online
Trainers: Nadine Linschinger and Barbora Orlická (University of Graz)
Target Audience: University educators and digital course designers
Organised by: Arqus European University Alliance
More information here.

Summary:
This session was the second and final part of a two-day workshop on MOOC (Massive Open Online Course) creation in higher education. Building on the introductory session, this practical training provided participants with tools and guidance to design, develop, and implement their own MOOCs, with a focus on digital content creation and learner engagement.

Workshop Focus:
The session took participants through the development pipeline, including defining the structure, crafting learning experiences, integrating assessments, and producing content. Key aspects also included accessibility, scalability, and maintaining interactivity in large-scale online formats.

Learning Objectives:

• To understand the full MOOC development process from concept to implementation
• To build a structured outline for a course using instructional design principles
• To evaluate strategies for fostering engagement and providing meaningful feedback
• To initiate the creation of learning materials such as video, audio, text, and quizzes

Outcome:
By the end of the session, participants were prepared to take concrete steps toward launching their own MOOCs, supported by sound pedagogy and practical digital tools. The workshop also promoted long-term digital innovation across Arqus institutions.

Date: 11 December 2024
Format: Online
Trainer: Prof. Robert O’Dowd (Universidad de León, Spain)
Target Audience: Educators in all academic fields (STEM, Humanities, Social Sciences)
Organised by: Arqus European University Alliance
More information here.

Summary:
This was the third and final session in the Arqus workshop series on Virtual Exchange and Blended Mobility in University Education. It focused on helping educators understand how to integrate and assess student work in international collaborative learning experiences. The workshop emphasised methods to ensure meaningful intercultural engagement while maintaining academic rigour.

Workshop Focus:
Through guided discussion and expert input, participants explored assessment strategies specific to Virtual Exchange and Blended Mobility. Prof. Robert O’Dowd, an international expert in this field, demonstrated how to design rubrics, integrate collaborative tasks into existing course structures, and build sustainable partnerships for VE projects across institutions.

Learning Objectives:

• To develop meaningful assessment tools for collaborative intercultural learning
• To explore methods of integrating VE and Blended Mobility into formal curricula
• To identify common barriers and solutions in partnership-based teaching
• To reflect on the benefits and risks of global virtual engagement

Outcome:
Participants left the session equipped to design, evaluate, and embed intercultural digital experiences into their teaching practice. The workshop reinforced the value of adding a global dimension to university education through flexible, scalable digital methods.

Date: 11 December 2024
Time: 14:00–16:00 CET
Format: Online
Trainers: Nadine Linschinger and Barbora Orlická (University of Graz)
Target Audience: University educators and digital course designers
Organised by: Arqus European University Alliance

More information here.

Summary:
This was the first session of a two-part Arqus workshop designed to introduce educators to the development of Massive Open Online Courses (MOOCs). With a strong focus on instructional design, the workshop aimed to equip participants with foundational knowledge and practical tools to conceptualise and structure effective online learning experiences for large audiences.

Workshop Focus:
Participants explored key concepts such as course purpose, content planning, assessment design, and learner engagement strategies. The session included guidance on preparing outlines and organising digital learning materials, serving as a launchpad for future MOOC creation efforts.

Learning Objectives:

• To understand the role and potential of MOOCs in higher education
• To identify components of effective instructional design for MOOCs
• To plan and structure a MOOC course outline
• To explore methods for keeping learners engaged in large-scale online formats
• To begin developing digital learning materials, such as videos, quizzes, and readings

Outcome:
Educators concluded the workshop with a solid understanding of MOOC fundamentals and a clear roadmap to begin developing their own courses. The training also fostered reflection on accessibility, scalability, and learner support in open online education.

Date: 4 December 2024
Time: 17:00–19:00 CET
Format: Online
Trainer: Prof. Robert O’Dowd (Universidad de León, Spain)
Target Audience: Educators from all academic fields
Organised by: Arqus European University Alliance

More information here.

Summary:
This workshop, the second in the “Virtual Exchange and Blended Mobility in University Education” series, focused on designing effective tasks for online collaboration. Participants explored various communication tools suitable for facilitating Virtual Exchange (VE) and Blended Mobility projects, aiming to enhance students’ intercultural and collaborative competencies.

Workshop Focus:
The session provided practical guidance on creating tasks that promote meaningful online collaboration among students from different cultural and academic backgrounds. Emphasis was placed on selecting appropriate digital tools to support these collaborative activities, ensuring alignment with learning objectives and accessibility considerations.

Learning Objectives:

• To understand the principles of task design for online collaborative learning
• To identify and evaluate communication tools that facilitate Virtual Exchange and Blended Mobility
• To develop strategies for integrating collaborative tasks into existing curricula
• To anticipate and address challenges in online intercultural collaboration

Outcome:
Educators left the workshop equipped with actionable strategies and resources to implement collaborative online learning tasks in their courses. They gained insights into fostering student engagement and intercultural dialogue through thoughtfully designed activities supported by suitable digital tools.

Date: 27 November 2024
Format: Online
Trainer: Prof. Robert O’Dowd (Universidad de León, Spain)
Target Audience: Educators from all academic fields
Organised by: Arqus European University Alliance
More information here.

Summary:
This workshop launched a new Arqus series focused on Virtual Exchange (VE) and Blended Mobility, two methodologies designed to internationalise learning through digital and physical collaboration. Led by Prof. Robert O’Dowd, the session introduced educators to tools and strategies for integrating intercultural, international teamwork into their courses.

Workshop Focus:
The session explained the fundamentals of VE (online intercultural collaboration between students in different countries) and Blended Mobility (combining virtual learning with short-term physical exchange). Participants examined practical examples across disciplines and learned how to incorporate these models into existing or new course designs.

Learning Objectives:

• To understand the principles and goals of VE and Blended Mobility
• To explore interdisciplinary case studies in international virtual collaboration
• To learn how to structure and guide intercultural learning experiences
• To reflect on the pedagogical impact and logistical challenges of hybrid mobility

Outcome:
Educators left the workshop with greater confidence in designing and leading globally networked learning environments, using both digital platforms and short-term mobility tools. The session laid the groundwork for future integration of Arqus-supported cross-border education.

Date: 27 November 2024
Time: 10:00–12:00 CET
Format: Online
Trainers: Rui M. Lima (University of Minho) and Diana Mesquita (Universidade Católica Portuguesa)
Target Audience: Teachers
Organised by: University of Minho (as part of the PBL4COLLABTT project)

Watch the workshop on YouTube

More information here.

Summary:
This hands-on workshop introduced participants to the principles and practice of Problem-Based Learning (PBL), an active-learning method that fosters student autonomy, critical thinking, and interdisciplinary collaboration. The session formed part of the PBL4COLLABTT project aimed at enhancing digital collaborative teacher training.

Workshop Focus:
The trainers guided attendees through a conceptual and practical exploration of PBL—from understanding the theoretical framework to applying it in real classroom scenarios. Participants examined how to design open-ended, problem-driven tasks and reflect on their role as facilitators rather than content deliverers.

Learning Objectives:

• To clarify the pedagogical foundations of PBL
• To explore strategies for implementing PBL in a range of academic contexts
• To foster a mindset of facilitation over instruction
• To exchange experiences on collaborative and inquiry-based learning designs

Outcome:
Attendees were equipped with a flexible framework for introducing PBL into their own courses. The workshop helped educators develop confidence in creating student-centred, inquiry-based learning environments, even in digitally mediated settings.

Date: 26 November 2024
Time: 14:00–15:30 CET
Format: Online
Trainer: Assoc. Prof. Dr. Liudmila Arcimavičienė (Vilnius University)
Target Audience: University teachers
Organised by: Vilnius University
More information here.

Summary:
This workshop introduced participants to academic debate as an innovative and interactive teaching method that promotes critical thinking, research skills, structured argumentation, leadership, and teamwork. Designed by Vilnius University, the session presented debate not merely as a speaking activity, but as a pedagogical strategy to cultivate research-based academic competencies.

Workshop Focus:
Participants were guided through the structure, objectives, and assessment strategies of a structured academic debate. They learned how to build debate activities around academic texts, encourage student-led engagement, and evaluate both content and delivery using peer-review and instructor feedback. A highlight of the workshop was a live student debate on the motion “Climate denialism should be criminalised during election campaigns.”

Learning Objectives:

• To explore debate as a tool for enhancing academic communication and argumentation
• To examine how to embed research, analysis, and teamwork in student-led discussions
• To demonstrate teaching aids and worksheets to guide debate preparation
• To consider innovative formats such as flipped classrooms and debate competitions

Outcome:
Attendees gained practical tools for incorporating academic debate into their courses and assessment strategies. The workshop empowered educators to foster research culture and student voice in both large and small classroom settings.

Date: 15 November 2024
Time: 10:00–12:00 CET
Format: Online
Trainer: Rui Oliveira (University of Minho)
Target Audience: University teachers
Organised by: Arqus European University Alliance
More information here. 

Summary:
One of the persistent challenges in higher education is encouraging students to engage deeply with recommended readings—whether handbooks, academic articles, or textbook chapters. In this workshop, participants explored how interactive, collaborative reading platforms, specifically Perusall, can transform passive reading into an active social learning experience.

Workshop Focus:
Educators experienced Perusall from the student perspective: registering in a fictional course, reading assigned material, and interacting via comments and questions. The session also showcased analytical data outputs, explored potential teaching scenarios, and discussed precautions and best practices when using digital social reading tools in academic contexts.

Learning Objectives:

• To explore common issues in student engagement with course reading materials
• To demonstrate how Perusall supports social and collaborative reading
• To experience first-hand the functionality and interface of Perusall
• To critically evaluate its impact on student learning and teaching workflow

Outcome:
Participants gained not only technical familiarity with Perusall, but also practical ideas for integrating interactive reading tasks into their own course design. The session emphasised balancing technology with pedagogy to enhance reflective reading and conceptual understanding.

Date: 12 November 2024
Time: 10:00–12:00 CET
Format: Online
Trainers: Sandra Hummel (University of Graz) and Mana-Teresa Donner (Dresden University of Technology)
Target Audience: University teachers
Organised by: Arqus European University Alliance
More information here.

Summary:
This forward-looking workshop addressed how intelligent technologies—particularly artificial intelligence—are reshaping teaching practices and academic skillsets. Hosted online and organised by the University of Graz, it provided a critical lens on how AI can both enhance and threaten educational value creation.

Workshop Focus:
Participants discussed the dual dynamic of AI in academia: the potential for skill transformation through enriched digital teaching, and the risk of deskilling when over-relying on automation. Through case studies and guided discussions, the workshop explored approaches for responsibly integrating AI in course design, instruction, and learning environments.

Learning Objectives:

• To develop strategies for incorporating AI to enrich teaching and learning
• To critically evaluate AI’s effect on essential academic and pedagogical skills
• To reflect on the evolving role of educators in AI-mediated classrooms
• To position AI tools as complements, not replacements, for human instruction

Outcome:
Educators left with a better understanding of how to navigate the balance between automation and human-driven pedagogy. They also gained confidence in exploring AI-supported teaching innovations while safeguarding the integrity of core academic competencies.

Date: 27 September 2024
Time: 9:00–12:00 CEST
Format: Online
Trainer: Lisa Scheer (University of Graz)
Target Audience: Academics, researchers, admin staff, PhD students, teachers
Organised by: Arqus European University Alliance
More information here.

Summary:
This practical and reflective workshop introduced participants to the concept and structure of the teaching portfolio—a professional document that presents a teacher’s pedagogical philosophy, practices, and aspirations. It focused on how such a portfolio supports both teaching improvement and career development in higher education.

Workshop Focus:
The session outlined the main functions of a teaching portfolio, including its role in self-assessment, promotion, and academic job applications. Through examples and writing exercises, participants explored how to document their teaching, reflect on classroom experience, and articulate future goals.

Learning Objectives:

• To describe the core components and functions of a teaching portfolio
• To evaluate how reflective teaching documentation supports professional growth
• To begin drafting a personalised teaching portfolio
• To explore its uses in both internal and external academic processes

Outcome:
By the end of the session, participants had a strong conceptual and practical foundation for developing their own portfolio. They also understood how portfolios contribute to the professionalisation of academic teaching.

Date: 18 September 2024
Format: Online
Trainers: Evert Binnard (KU Leuven)and Marco Toffanin (University of Padua)
Target Audience: Academics, researchers, admin staff, PhD students, and university students
Organised by: Arqus European University Alliance
More information here.

Summary:
This interactive session showcased a real-world example of student-generated podcasting as a pedagogical tool. Drawing from experiences at KU Leuven and the University of Padua, the trainers presented podcasting as an engaging, student-led method of creating meaningful content while fostering ownership and creativity in the learning process.

Workshop Focus:
Participants explored how podcasting projects can be integrated into academic settings, including guidance on design, technical tools, and pedagogical strategies. Emphasis was placed on how podcast creation supports active learning, media literacy, and communication skills. The session also reflected on how educators can support students in taking charge of the learning process through content creation.

Learning Objectives:

• To understand the educational value of student-generated content
• To learn how to design and facilitate podcasting assignments
• To explore the benefits of media-based learning for student engagement
• To draw inspiration from real academic case studies

Outcome:
Attendees gained inspiration and strategies for incorporating podcasts as a form of assessment or collaborative learning in their own courses. The workshop highlighted how digital storytelling can empower students and deepen content understanding.

Date: 25 June 2024
Format: Online
Trainers: Sandra Hummel (University of Graz), Mana-Teresa Donner (Dresden University of Technology)
Target Audience: Academics, researchers, and teachers
Organised by: Arqus European University Alliance
More information here.

Summary:
This highly reflective workshop explored the contradictory effects of artificial intelligence (AI) on academic practice. On one hand, AI raises concerns about deskilling, potentially reducing the need for certain traditional academic roles. On the other hand, it opens space for upskilling, offering new ways to enhance teaching, learning, and academic development.

Workshop Focus:
Participants engaged in case-based discussions and collaborative activities to understand both the threats and opportunities that AI presents. The facilitators guided educators through a balanced examination of how AI might shift roles, reshape pedagogies, and change how knowledge is accessed and produced in academia.

Learning Objectives:

• To critically assess the risks of skill erosion due to AI in educational contexts
• To identify areas where AI can support new skill acquisition and improved teaching methods
• To empower educators to respond proactively to technological change
• To promote informed, ethical use of AI in higher education

Outcome:
The session equipped participants with tools to respond strategically to AI’s dual nature. By the end of the workshop, attendees had a nuanced understanding of AI’s place in education, along with clear pathways to adapt, upskill, and innovate within their own institutions.

Date: 28 May 2024
Format: Online
Trainers: Sílvia Araújo and Rui Lima (University of Minho)
Target Audience: Academics, researchers, and teachers
Organised by: Arqus European University Alliance
More information here.

Summary:
This second edition of the highly requested workshop on Generative AI revisited how AI tools can empower teaching and learning. Offering a peer-to-peer approach from non-expert educators to other teachers, the workshop presented a practical model for using Generative AI across different teaching contexts.

Workshop Focus:
Participants were introduced to a four-dimensional framework for applying AI in teaching:

• Summarising complex content
• Extracting key insights
• Transforming materials for different audiences
• Expanding learning through creativity

The trainers emphasised productivity gains, pedagogical innovation, and ethical mindfulness when applying AI in education. Participants also engaged in reflective discussion on AI’s opportunities and limitations.

Learning Objectives:

• To explore concrete examples of how teachers can use AI tools in course development
• To build confidence among non-technical educators in experimenting with AI
• To foster innovation without compromising pedagogical soundness
• To reflect on ethical concerns, including bias, privacy, and academic integrity

Outcome:
Educators left the workshop equipped with accessible strategies for enhancing their teaching with AI, while maintaining critical awareness of its impact on pedagogy and assessment.

Date: 20 May 2024
Format: Online
Trainer: Elsa Costa e Silva (University of Minho)
Target Audience: Academics, researchers, and university teachers
Organised by: Arqus European University Alliance
More information here.

Summary:
This workshop introduced the concept of Communities of Practice (CoPs) as powerful tools for supporting pedagogical innovation and fostering meaningful collaboration among educators. Participants explored how CoPs help reduce isolation, increase knowledge sharing, and create lasting professional networks that benefit both teaching staff and students.

Workshop Focus:
Based on the widely recognised definition by Wenger, McDermott, and Snyder (2002), the session described CoPs as “groups of people who share a concern, a set of problems, or a passion about a topic and who deepen their knowledge and expertise in this area by interacting on an ongoing basis.” The workshop examined how such communities can be created, sustained, and scaled across institutions.

Learning Objectives:

• To define the core principles and functions of Communities of Practice.
• To explore how CoPs foster professional development and innovation in higher education.
• To provide practical strategies for building and facilitating CoPs in a university setting.
• To reflect on collaboration as a catalyst for transformative teaching practices.

Outcome:
Participants gained clarity on how to establish or join CoPs within their institutions or networks. The workshop highlighted CoPs as a vital structure for promoting peer learning, experimentation, and long-term educational quality.

Date: 2 May 2024
Format: Online
Trainer: Beatriz Kogler (University of Graz)
Target Audience: Academics, researchers, and university teachers
Organised by: Arqus European University Alliance

More information here.

Summary:
This workshop focused on a central challenge for 21st-century higher education: aligning teaching with the development of “future skills”. As technology reshapes the world of work and learning, universities must equip students not only with academic knowledge but also with skills like critical thinking, collaboration, creativity, adaptability, and communication—sometimes called the 4Cs or 7Cs of modern learning.

Workshop Focus:
Led by Beatriz Kogler (University of Graz), the workshop examined what “future skills” mean in practice and how higher education institutions can promote them effectively. Through plenary discussions and peer learning activities, participants explored the roles teachers and institutions play in developing student competencies that prepare them for fast-paced, tech-driven environments. Special attention was given to integrating these skills in existing curricula and assessing them meaningfully.

Learning Objectives:

• To clarify what future skills are and why they matter in higher education.
• To examine institutional and pedagogical strategies for embedding them in teaching.
• To engage in peer exchange on practical implementation examples.
• To reflect critically on the feasibility and value of such efforts at the university level.

Outcome:
Participants gained actionable insights into designing courses that balance disciplinary knowledge with skill-building. The workshop emphasised peer exchange and provided space for educators to learn from each other’s methods and challenges in fostering future-ready learners.

Date: 23 February 2024
Format: Online
Target Audience: Academics, researchers, and teachers
Organised by: Arqus European University Alliance
More information here.

Summary:
The seventh workshop in the Arqus Teaching Innovation Series explored the power of analytical dialogue and the pedagogical importance of questioning techniques. Held online on 23 February 2024, the session invited educators to critically examine how structured dialogue and open-ended inquiry can be used to promote deeper thinking and engagement in the classroom.

Workshop Focus:
Facilitators demonstrated the role of effective questioning in shaping student learning experiences. Participants discussed strategies to encourage students to formulate their own questions, reflect on their reasoning, and actively engage in dialogue with peers and instructors. The session provided tools for fostering analytical conversation in diverse teaching contexts.

Learning Objectives:

• To understand the cognitive and motivational impact of teacher questioning.
• To explore practical methods for initiating and sustaining analytical dialogue.
• To support the development of student questioning skills.
• To reflect on how dialogue shapes collaborative learning environments.

Outcome:
Attendees left the workshop with actionable techniques to create more intellectually stimulating learning environments. The emphasis on purposeful questioning encouraged a shift from teacher-centred delivery to interactive, reflective pedagogies.

Date: 1 February 2024
Format: Online
Target Audience: Academics, researchers, and university teachers
Organised by: Arqus European University Alliance
More information here.

Summary:
Kicking off the second round of the Arqus Online Workshop Series on Teaching Innovation, this session focused on one of higher education’s most pressing challenges: preparing students for a rapidly evolving world. The workshop explored how to teach future skills, including critical thinking, adaptability, and collaborative problem-solving—skills needed for success in 21st-century workplaces and civic life.

Workshop Focus:
Participants were introduced to various frameworks for identifying and integrating future skills into their teaching practice. The session examined how to reframe course design, assessments, and classroom interactions to support the development of competencies that extend beyond academic knowledge. Discussions also addressed cross-disciplinary learning, emotional intelligence, and digital literacy.

Learning Objectives:

• To define what constitutes “future skills” in a higher education context.
• To help educators embed these skills into teaching and assessment design.
• To promote active, student-centred learning environments that foster adaptability and lifelong learning.
• To provide examples of how future skills can be cultivated across disciplines.

Outcome:
By the end of the session, participants had a clearer understanding of how to align their teaching with the broader competencies students need in a dynamic, global society. The workshop also encouraged reflective practice and exchange of best practices among faculty members from different institutions.

Date: 30 November 2023
Format: Online
Target Audience: Academics, researchers, and teachers
Organised by: Arqus European University Alliance
More information here.

Summary:
The fifth event in the Arqus Online Workshop Series on Teaching Innovation focused on a theme of growing relevance: how to uphold academic integrity through thoughtful didactic measures. The session addressed practical challenges faced by educators in preventing academic misconduct, particularly in increasingly digital and hybrid learning environments.

Workshop Focus:
Educators were encouraged to go beyond surveillance-based approaches and explore preventative, design-oriented strategies that make cheating less appealing and academic honesty more meaningful. Emphasis was placed on creating assignments that foster original thought, building awareness of ethical practices, and using feedback as a tool for learning rather than solely evaluation.

Learning Objectives:

• To raise awareness of the factors that undermine academic integrity.
• To present didactic techniques that reinforce ethical student behaviour.
• To help educators rethink assessment design to minimise dishonesty.
• To create open dialogue around integrity in the learning environment.

Outcome:
Participants left the workshop equipped with a toolkit of didactic strategies they could apply in their own teaching to strengthen trust, fairness, and academic honesty in both digital and physical classrooms.

Date: 22 September 2023

Format: Online

Target Audience: Teachers, academics, and researchers

Organised by: Arqus European University Alliance

More information here.

Summary:

The third session of the Arqus Online Workshop Series on Teaching Innovation introduced participants to the “Explore First” pedagogical model, a method designed to place students at the centre of their learning by engaging them in active problem-solving before instruction.

Workshop Focus:

This model merges digital and face-to-face educational activities and encourages students to collaborate in small groups. By exploring a topic using their prior knowledge, students attempt to identify and discuss possible solutions to a given problem. Through this process, they not only grapple with the topic but also gain a deeper conceptual understanding.

Learning Objectives:

– To introduce the Explore First model and its educational philosophy.
– To demonstrate how prior knowledge and peer collaboration can deepen learning.
– To help educators apply this model in digital, blended, or traditional classrooms.
– To encourage critical thinking, reflection, and group-based exploration in teaching.

Outcome:

Participants gained a practical framework for integrating experience-driven, student-centred learning in their courses. The workshop also provided strategies to support active inquiry and deep engagement, applicable across disciplines and learning environments.

Date: 19 September 2023

Format: Online

Target Audience: University lecturers, academics, and researchers

Organised by: Arqus European University Alliance

More information here.

Summary:

As part of the Arqus Online Workshop Series on Teaching Innovation, this second session focused on the opportunities and practical applications of Generative Artificial Intelligence (AI) in teaching and learning. Held on 19 September 2023, the workshop created a collaborative environment for educators to explore how AI tools can support instructional innovation, improve productivity, and enhance student engagement.

Workshop Focus:

The session presented a teacher-to-teacher perspective, empowering instructors to discover how non-expert educators are already applying Generative AI in creative and impactful ways. The trainers introduced a simplified four-part model for using AI in education: summarising content, extracting essential information, transforming materials for diverse learners, and expanding learning with creative outputs.

Learning Objectives:

– To introduce educators to basic applications of Generative AI in teaching.
– To explore how AI can improve instructional design and learning materials.
– To stimulate dialogue on ethical considerations and academic integrity.
– To support non-technical educators in experimenting with AI-powered tools.

Outcome:

Participants left with a clearer understanding of how to begin integrating Generative AI into their own teaching practices. They also gained awareness of practical strategies and a peer-supported community to continue experimenting with innovation in education.

Date: 18 September 2023

Format: Online

Target Audience: University teachers, academics, and researchers

Organised by: Arqus European University Alliance

More information here.

Summary:

This online workshop marked the first session in the Arqus Online Workshop Series on Teaching Innovation, a series dedicated to empowering educators with forward-thinking pedagogical approaches. Held on 18 September 2023, the session focused on the theme “Peer Feedback”, encouraging participants to rethink assessment practices in higher education.

Workshop Focus:

The workshop explored the didactic potential of peer feedback and peer assessment as tools for deeper student engagement and learning. Rather than viewing students as passive recipients of grades, the session advocated for recognising learners as active agents in the assessment process. Peer feedback was presented not only as a pedagogical strategy but as a means of fostering critical reflection, autonomy, and collaborative learning.

Learning Objectives:

– To highlight how structured peer feedback enhances student learning.
– To increase awareness of student-centred assessment methods.
– To examine the shifting role of students from recipients to co-creators in the learning process.

Participation:

The workshop was limited to a maximum of 40 attendees to encourage interaction and dialogue among participants from across the Arqus Alliance universities.

Outcome:

Participants left the workshop with a deeper appreciation for formative assessment practices and practical approaches to integrating peer feedback into their own teaching contexts.