About one year ago we opened the Jugend hackt Labs in Dresden, Görlitz and Freiberg, where teenagers (aged 12-18) are welcome to learn to program and get in touch with AI. As this is an extracurricular activity, our main goal is to keep the teenagers motivated and excited, so they will come back next time. As we soon realized that structured workshops did not meet the youngsters' needs, we...
Artificial intelligence (AI) and Machine Learning (ML) techniques have been developing more and more rapidly over the past few decades and teaching these methods can be very complicated even when students have good math and programming skills. Moreover, the background of the target group may be very diverse, especially for a single introductory lecture. We describe here our experience in a...
During the process of composing teaching material and preparing for a lesson, an instructor typically bears in mind an expected composition of his/her audience with respect to prior knowledge, speed of learning, and expectations. In this discussion, we would like to present our approaches to assessing these 3 dimensions before a workshop starts in order to prepare the teacher for...
Creating teaching materials for courses and workshops is time-consuming. Open educational resources (OER) can help to reduce the time load. But even if more and more courses are made public, there are still barriers.
As every trainer knows, there is not the "one-course-fits-all" solution. So in order to truly use the potential of OER, there is a need of highly adaptable materials.
In...
"Please rate the difficulty level from 1 (poor) to 5 (very good)" - We all have been asked this question after participating in a training course. But will our answer provide meaningful feedback about the quality of the course content? Will this feedback allow to adapt the course design accordingly and purposefully?
Most of us are "instructional designers-by-assignment". We have profound...
