TEACH 4

21 Nov 2024, 08:30 → 22 Nov 2024, 17:15 Europe/Berlin

HIDA Hub

The fourth edition of the "Talking about Education Across Communities at Helmholtz" (TEACH) conference will take place on November 21-22, 2024 - live in Berlin!

The TEACH brings together those who are passionate about teaching. Teaching staff, teaching researchers, training coordinators and human resource developers come together to exchange teaching methods, best practices and experiences in teaching. The aim of the conference is to strengthen the teaching community within the Helmholtz Association and its partner institutions - because high-quality education is key for high-quality research. 

This year’s TEACH will be the first in-person conference. The program will consist of talks, hands-on workshops, a panel discussion and a bar camp, providing ample opportunity for in-depth exchange with colleagues. To kick-off the event, we invited a keynote speaker: Prof.Dr.Silke Schworm (Prof. for Educational Sciences at the Universität Regensburg) will give a talk on "Factors influencing cognitive learning processes in learning with digital media". You can find the abstract here. 

So, join us at this year's TEACH conference - we are looking forward to seeing you in Berlin.

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BarCamp Session

Have you missed the call for abstracts, but still would like to contribute to our conference? Then our BarCamp session on day 1, is what you are looking for (if you have never heard of BarCamps, have a look here or here)! BarCamps are participant-driven and the attendees decide the topics and shape the agenda. Here, we believe in the collective power of bright minds coming together to inspire and profit from each other. Bringing a topic to the BarCamp is for you if

• you have a question you need an answer to,
• you encounter a challenge you would like to discuss,
• you want to share and discuss an innovative thought/ idea / method

 

Your topics may, for instance, evolve around teaching practice, the field of tension between your daily work and capacity for teaching, different teaching settings or tools, and the like. Through the BarCamp, you determine the content of the event.

• No Pre-set Agenda: Rather than following a rigid schedule, we go with the flow: Topics are proposed and selected by you!
• Diverse Voices: Everyone has a voice. Share your passion, engage in dynamic discussions, and learn from peers.
• Networking: Connect with like-minded individuals. The next big idea might be a conversation away!

If you have a topic for the BarCamp session that you would like to discuss, there are two options:

      You bring the topic spontaneously on the spot to our BarCamp session

          You hand in your topic in advance. Please use the designated registration form to do so 

We are looking forward to your contributions!

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Registration

Registration will be open from May 1, 2024 until October 31, 2024.

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Date & Location:

November 21 - 22, 2024

HIDA Hub: Anna-Louisa-Karsch-Straße 2, 10178 Berlin

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Fees:

Registration is free of charge.  

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Thursday 21 November

1 Arrival & coffee / tea

2 Welcome

Speakers: Dr Anna-Lisa Doering (HIDA), Fredo Erxleben (Helmholtz-Zentrum Dresden-Rossendorf), Ines Schmahl (Forschungszentrum Jülich), Mirl Trösch (Geomar Helmholtz Research Center), Dr Stephanie Schworm (HIDA)

3 Keynote: Factors influencing cognitive learning processes in learning with digital media

The didactic design of digital teaching units requires a different approach than face-to-face teaching events, as the lecturer is not - at least not immediately - available to the learner.

Information that can easily be conveyed in person, e.g. through verbal additions, facial expressions, gestures and questions, must be anticipated and information must be made accessible in advance.

Apart from this, however, there are of course many fundamental similarities between well-designed digital teaching and well-designed face-to-face teaching.

Three central didactic components must be taken into account and should be included in every teaching unit:
1. Conveying the relevant learning content
2. Communicating with the learners
3. Offering task-related interaction

The focus of this presentation is on point 1, conveying the relevant learning content, when teaching in digital learning environments. Which premises of learning theories must be taken into account and which design guidelines can be derived from them?

Together we will try to discuss the application of these guidelines referring to examples from your own experiences.

Speaker: Prof. Silke Schworm (Universität Regensburg)

Factors influencing cognitive learning processes in learning with digital media

4 Icebreaker session

5 Modular structure of training courses in HPC at JSC

One of the major challenges in designing HPC related training courses conducted at Supercomputer Centres is to accommodate participants with diverse background and expertise level in HPC. This is in contrast to university lectures which are designed for students with similar knowledge base as they progress through the curriculum. The course structure should impart the knowledge of HPC basics to newcomers while augmenting the knowledge base of more experienced HPC users. A way to achieve this is by introducing a modular course structure.

The modularity concept is applied onto the scheduling of lectures, thematically grouping them into topical study units, as well as to hands-on exercises that are crucial in HPC and facilitate the internalisation of the learned content.

Furthermore, the modularity concept extends also to the course registration process. It comes with the advantage of allowing selective booking of course parts, which allows for efficient planning of the needed human resources on the instructors’ side. Ultimately, this leads to a setup where more student can be admitted to course parts relevant to them and thus profit from the offered training. This however comes at the drawback of increased organisational effort on the organisers’ side.

We showcase the implementation of modular structure in two running courses, namely ‘Introduction to parallel programming with MPI and OpenMP’ conducted on-site at JSC/FZJ and ‘Introduction to Supercomputing at JSC - Theory & Practice’ conducted online, and share our first hand experience conducting those modular training courses.

Clear communication of the modular structure and the associated difficulty levels was observed to lead to an increased ability amongst the participants to focus on course parts primarily relevant to them, as well as to higher levels of engagement during those course parts.

Speaker: Jolanta Zjupa (JSC/FZJ)

Jolanta_TEACH.pdf

6 Challenges in organizing courses experiences from Helmholtz Munich

The Core Facility Statistical Consulting has been running multiple courses in the areas of statistics, programming and reproducibility for several years. Our group started teaching (mostly in person) years before the start of the COVID-19 pandemic. As for most people, our format of working, and thus the way in which teaching was implemented, changed dramatically during this time. We managed a smooth transition from offline to online teaching and many of the implemented changes persist today. Now we are running courses in all different kinds of formats (online/offline/hybrid). In this poster, using our database, which contains data on more than 100 courses, we will describe the differences in attendance, covering no-shows and dropouts, depending on several aspects like the duration of a course and presentation mode (online vs offline). This poster is a follow-up to our last year’s presentation and displays the consequences of organizational changes implemented in the meantime.

Speaker: Elmar Spiegel (Helmholtz Zentrum München)

12:30 LUNCH BREAK

Workshops Part 1

7 Ingredients for a perfect Workshop: An Experience Exchange

There have been many workshops and knowledge transfer events in the last years within and around Helmholtz. In this workshop, my participants and I will pool our experiences from those to outline what makes workshops successful.

This will include tangible aspects such as organization, communication, didactic but also the question what the right "vibe" for a workshop is and how to achieve it.

Speaker: Fredo Erxleben (Helmholtz-Zentrum Dresden-Rossendorf)

8 Teaching information literacy in the age of AI - A report from Central Libraryat Forschungszentrum Jülich

Doing research means processing large amounts of information. We seek out information, evaluate, synthesize, and communicate it. AI tools promise to help us with these tasks. But can we trust them to actually make our work easier?
One of the core responsibilities of libraries is to teach information literacy. An increase in requests involving A.I. at the Central Library prompted us to explore available A.I. tools. This raised many questions: How do we teach appropriate use of AI tools? What needs to be considered, for example, concerning the privacy and reliability of the output? What are the strengths and weaknesses of A.I.? Will A.I. render traditional tools, workflows, and skills obsolete?
This workshop introduces our preliminary conclusions. We begin with a general introduction to the "Framework for Information Literacy for Higher Education". Then we will provide an overview of our current progress. In the second part of the workshop, participants will be able to explore our pedagogical materials and consider how to adapt them to their own needs. We will conclude with a plenum session where we will come together to discuss what worked and what can be improved.

Speakers: Ines Schmahl (Forschungszentrum Jülich), Monica Gonzalez-Marquez

TEACH4-Workshop-Information_Literacy-20241121.pdf

Workshops Part 2

9 Best Practices in Developing Cross-Domain Training Materials

A „Fundamentals of Scientific Metadata“ course has been developed and successfully implemented Within the Helmholtz Metadata Collaboration. Receiving positive feedback from the research community, the training material has been published (Gerlich et al, https://zenodo.org/doi/10.5281/zenodo.10091707) and is currently adapted for use in other domains like the research fields Matter and Health, resulting in a framework for adaption.
In this workshop, we will share our experiences and the lessons we have learned throughout this process. Participants will have the opportunity to engage in discussions and share their own experiences. Using brainstorming techniques and interactive tasks, we aim to collaboratively gain deeper insights into best practices for developing training materials tailored for researchersin different research fields. By the end of the workshop, attendees will have a better understanding of effective strategies for creating and adapting training content to meet diverse research needs

Speakers: Hamideh Haghiri (DKFZ), Dr Oezlem Oezkan (HMC)

presented-TEACH4_OOHH-07.11.2024.pdf

10 Workshop: Building an Academic Presence: Social Media Strategies for Educators

This workshop provides an introduction to the role of social media in academic communication for educators. Participants will explore different platforms, gaining insights into the specific functions of each for networking, disseminating courses, and fostering collaborations. The session will also address how to select appropriate platforms. Emphasizing the growing importance of digital visibility in academia, the workshop aims to equip participants with foundational knowledge to effectively manage their online presence.

Speaker: Laila Oudray

15:40 Coffee break

11 Bar Camp

Bar Camps are participant-driven and the attendees decide the topics and shape the agenda. Here, we believe in the collective power of bright minds coming together to inspire and profit from each other. Bringing a topic to the Bar Camp is for you if

• you have a question you need an answer to,
• you encounter a challenge you would like to discuss,
• you want to share an innovative solution you have found for a challenge you faced during your research.

Your topics may for instance evolve around teaching practice, the field of tension between your daily work and capacity for teaching, different teaching settings or tools, and the like.

• No Pre-set Agenda: Rather than following a rigid schedule, in this session we go with the flow. Topics are proposed and selected by you!
• Diverse Voices: Everyone has a voice. Share your passion, engage in dynamic discussions, and learn from peers.
• Networking: Connect with like-minded individuals. The next big idea might be a conversation away!

If you have a topic for the Bar Camp session that you would like to discuss, please follow the instructions on the main page. You may of course also bring topics spontaneously on the spot at our conference!

Speakers: Dr Anna-Lisa Doering (HIDA), Dr Stephanie Schworm (HIDA)

18:00 Dinner & Networking

Friday 22 November

12 Arrival & coffee / tea Day 2

13 Impulse talk: Podcasting as Teaching Material? An Experiment

In October 2022, with support of the Software Sustainability Institute (Great Britain), especially the Universe HPC Project, the ByteSized RSE Program has been established. The concept is composed of short online training courses, accompanied with a podcast episode on the same topic.

In this talk the program will be introduced in more detail, sharing the experiences that have been collected over more than two years.

Speaker: Peter Schmidt (Podcast "Code for Thought")

Code_for_Thought_Folien.pdf

14 Panel discussion "Teaching in the Digital Age"

Speakers: Dr Anna-Lisa Doering (HIDA), Dr Stephanie Schworm (HIDA)

15 FERN.Lab: Increasing scientific literacy of non-experts in the field of remote sensing and earth observation

Remote sensing and earth observation (EO) data has long been used outside of academia in the agriculture and forestry sectors for monitoring and forecasting activities. The last 5 years has also seen important financial sectors such as environmental liability insurance and environmental regulatory compliance adopt remote sensing data into their workflows. This is pushing remote sensing and EO data to the main stream. This rapid growth has resulted in a large knowledge gap for government agencies, NGOs and companies looking to use remote sensing data in their operations. The benefits of using the data are clear but many entities don’t know where to begin. The number of available sensors and the spatial and spectral resolution of those sensors can be overwhelming to non-experts and the handling and creation of actionable information from these data is not trivial. FERN.Lab, a working group dedicated to Knowledge and Technology Transfer of remote sensing research within the department of Geodesy at the Helmholtz-Zentrum Potsdam, Deutsches GeoForschungsZentrum (GFZ), is uniquely positioned to fill this knowledge and needs gap. A key competence of FERN.Lab is capacity building through the creation of training and teaching materials for non-expert audiences. FERN.Lab activities include supporting the creation of the FERN.Lern platform, a suite of German language materials (videos, handbooks, seminars and forums) that provide foundational information on remote sensing science and applications; the creation of topic-specific MOOCs; and product specific training for remote sensing tools for public agencies and NGOs. These activities are fundamental to increasing scientific literacy between research disciplines and the general public. Not only that, they are key to promoting best practices and standardization across sectors.

Speaker: Alison Beamish (GFZ Potsdam)

Alison_Beamish_FERN.Lab_TEACH.pdf

11:15 Coffee break

Workshops Part 3

16 Crafting documentation with Docusaurus, GitHub Pages, and CI/CD

In the digital age, effective documentation is essential for a variety of purposes, including teaching, software development, and personal projects. This workshop aims to equip participants with the skills to create and deploy online documentation using Docusaurus and GitHub Pages. This user-friendly solution does not require additional knowledge of programming languages or web design and encourages easy collaboration, though basic familiarity with GitHub and Markdown would be helpful.

Designed for students, software developers, researchers and teachers, this course is specially useful for educators in general. It allows them to create comprehensive course documentation, including lecture notes and hands-on guidelines, in an easily accessible and editable online format using the user-friendly Markdown Extended (MDX) format supported by Docusaurus.

The workshop begins with a short presentation that introduces the complete workflow and explains what is happenig behind the scene in the GitHub. It then includes an interactive hands-on session where participants will build and deploy their documentation projects from scratch, with step-by-step guidance. Participants will start by creating and setting up a GitHub account, then forking a prepared Docusaurus project template. They will familiarise themselves with the available MDX options and make the necessary changes to the documentation. Next, participants will set up static GitHub pages and a CI/CD pipeline. By the end of the session, each participant will have a documentation website that automatically updates and deploys with any project changes, ensuring that documentation is always up to date.

Although we focus on specific tools (Docusaurus and GitHub, for their user-friendliness and plugins support), the skills participants gain in this workshop can be applied to many different others, giving flexibility for future projects.

Requirements: each participant should have a laptop with internet access.

Examples of using a similar setup for online courses:
on GitHub, on GitLab

Speaker: Mr Ilya Zhukov (Research Center Juelich)

Docusaurus hands-on

Slides

17 Literature Content Management – Keeping usable records of the information inside the research papers you read

Papers. They support our research, buttress points, dismiss arguments. We keep track of bibliographic information for the papers we read using programs like Zotero or Endnote. But what about the contents? What about the information papers contain? As we read more and more papers, it’s easy to misconstrue key details, to confuse one study with another, or even to entirely forget having read the paper! Although Zotero and Endnote have ‘notes’ sections for comments, they don’t provide a structure to organize key information for later ease of access. (Though, come to think of it, what exactly is the key information in the papers we read? If you think it’s just the results, think again!) The Literature Content Management System we will teach in this workshop addresses these issues, making it possible to do much more with the information in the papers we read.

Target audience:
1. Researchers frustrated with not being able to keep track of the papers they’ve read;
2. Data stewards who want to help researchers understand the different types of data
generated by scientific processes, and how to keep track of it.
3. Anyone interested in understanding how to read papers better, and keep track of
what they’ve read.

You will learn:
— How to read a paper with a clear concept of what information you need to understand what researchers did (btw, information about how scientific processes were conducted is also scientific data).
— How to identify missing information in a paper (in answer to the eternal imposter syndrome question: am I too dumb to understand or is the info simply not there?).
—What the difference is between the science researchers did, and what they said they did in the paper they wrote.
—What tools you need to understand science well (hint: you were born with them).
—Why well-documented science is so crucial to your scientific career (and the scientific record, but that’s another conversation).
—And most importantly: How to build your very own searchable database of information found in the papers you’ve read.

Speakers: Ines Schmahl (Forschungszentrum Jülich), Monica Gonzalez-Marquez

Publications of Monica Gonzalez-Marquez

13:00 LUNCH BREAK

18 Workshop Material Creation and Maintenance - An Experience Report from the HIFIS Team

The HIFIS team regularly offers workshops focusing on research software development and data science topics for Helmholtz researchers. The development and maintenance of the relevant workshop materials is a major effort in this context. For that reason, the team created a common workshop template to ease the creation of new workshop materials and to support the maintenance of existing materials. This template addresses aspects such as structuring of the learning materials, common web site design, publication of the materials in different formats and more. In this talk, we present our experiences with the template approach and show how we utilize tools such as GitLab, Cookiecutter and Cruft for this purpose.

Speaker: Tobias Schlauch (DLR / HIFIS)

2024-11-22_Workshop Material Creation and Maintenance.pdf

19 Creating a Cartoon Book for Entrepreneurship Education: A Design Science Research Approach

The utility of a cartoon book to explain entrepreneurship concepts is multifaceted and supported by academic research. Mayer’s Cognitive Theory of Multimedia Learning suggests that people learn more effectively from words and pictures than from words alone (Mayer, 2001). This theory implies that a cartoon book, which combines visual and textual information, can enhance comprehension and retention of complex entrepreneurship concepts.

Cartoon books can simplify complex ideas, making them more accessible and engaging. They can break down abstract theories into tangible examples, facilitating understanding (Levie & Lentz, 1982). For instance, the concept of ‘lean startup methodology’ can be depicted through a story of a character iterating their business model, visually demonstrating the process of build-measure-learn cycles.

Moreover, the Design Science Research (DSR) paradigm is applicable here. DSR is a research methodology used to create and evaluate IT artifacts intended to solve identified organizational problems (Hevner et al., 2004). In this context, the cartoon book can be viewed as an innovative IT artifact designed to address the challenge of effectively conveying complex concepts. This approach contributes to the practical domain by providing a novel tool for entrepreneurship education and to the academic domain by extending the application of the DSR paradigm to the field of management education.

In conclusion, a cartoon book can be a powerful tool to explain entrepreneurship concepts, making them more comprehensible, engaging, and accessible. It aligns with pedagogical theories and caters to diverse learning styles, offering a unique approach to entrepreneurship education. The creation of such a book aligns with the principles of the Design Science Research paradigm, marking a novel contribution to the management discipline.

Speaker: Swati Bhargava

TEACHConf2024_CartoonPhilosophy_Swati.pdf

20 Farewell