Qualification courses
The eTeach courses are aimed at lecturers at Thuringian universities who would like to receive further training in media-enhanced teaching, learning and assessment. The 2026 course portfolio is divided into four thematic groups: 1. basics of media didactics, 2. feedback and assessment, 3. interactive teaching design and 4. future skills.
The courses are free of charge and take place in person, online or hybrid. Registration takes place via the link to the Congeno portal.
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With the eTeach course program, we offer a thematic spectrum that is divided into four areas in 2026:
- T1: Basics of media didactics
Introduction to media didactic concepts, hybrid teaching settings and the legal and technical foundations of digital teaching. - T2: Feedback and testing
Design of digital examination and feedback formats, formative and summative examinations as well as possibilities for reflective learning support. - T3: Interactive teaching design
Methods and tools for activation and collaboration in digital and hybrid teaching settings, such as inverted classroom, collaborative Moodle scenarios or H5P. - T4: Future Skills
Perspectives on future requirements of academic teaching, including AI skills, digital resilience, agile methods and dealing with uncertainty.
Core target group of the eTeach courses are lecturers at Thuringian universities. We also welcome participants who work in competence centers and service areas as well as professors and newly appointed professors at Thuringian universities.
The eTeach courses take place in presence, hybrid or online (conference platform BigBlueButton). You will receive the relevant information via the course description or in advance of the event. We endeavor to meet the possibilities of our lecturers and the needs of the participants and act flexibly as required. All courses are concluded with an evaluation at the end, which you can use to leave feedback on the course.
Individual events include either:
- 2 work units (WU)
corresponding to 1.5 hours
or
- 4 work units (WU)
corresponding to 3 hours.
The courses can be attended flexibly and subject-specifically. Those who have completed at least 8 work units also receives a thematic collective certificate.
Registration takes place via the Congeno portal. A personal account should be created first.
The portal is then used to:
- the course registration,
- the evaluation of the events
- and the provision of certificates of participation
organized.
Certificates of attendance are issued for the individual events attended. In addition, a collective certificate can be acquired if there is sufficient coverage within a subject area.
As the number of places in individual events may be limited, please cancel in good time if you are unable to attend.
T1: Basics of media didactics
Contents: The course is aimed at teachers who want to clarify for their own course which media skills students actually need in their subject. The focus is not on the general use of tools, but on the subject-specific question: Which digital, media and AI-related skills are essential for students to be able to work successfully in my course?
After a brief introduction to the concept of media competence, in particular Baacke's dimensions of media criticism, media studies, media use and media design, current competence frameworks such as DigComp and DigCompEdu are presented as orientation aids. They serve to structure and specify students' own expectations.
The focus is on practical work: participants reflect on their own course, identify key media-related requirements of their subject and draft initial subject-specific competence objectives. This can then be used to create a short questionnaire or an introductory task that teachers can use to determine what prerequisites students have and where there is a need for support.
Learning objectives: After completing the course, participants can:
- classify the concept of media literacy in basic terms and relate it to university teaching,
- distinguish between general digital operating skills and subject-specific media skills,
- name central media-related requirements of their own course,
- use DigComp and DigCompEdu to select suitable areas of competence for their own subject context,
- formulate initial subject-specific media competence goals for their own teaching,
- decide which media skills they can assume students have and which should be actively promoted in the course,
- Develop initial questions for a short online questionnaire or a reflection task
- derive didactic consequences from the results of such a query, for example for tasks, materials, AI rules or research exercises.
Speaker:
Uwe Cämmerer-Seibel
Minimum/maximum number of participants: 6/16
Necessary prior knowledge:
No in-depth prior knowledge of media education required. Basic experience with media-enriched teaching, learning platforms or AI tools is helpful, but not a prerequisite. It is important that participants bring a specific course or teaching scenario with them. The course works best when teachers can work directly on their own example, such as a seminar, a lecture, a practical course, a project module or an exercise.
Click here to go to the Registration.
Contents: The workshop „Designing hybrid teaching settings“ is aimed at lecturers who want to develop their courses flexibly between face-to-face and online formats. At the beginning, basic terms are clarified and different scenarios of hybrid teaching are presented. Building on this, participants will receive an overview of technical settings, requirements and concrete examples of implementation from Thuringian universities.
One focus is on reflecting on personal experiences and classifying the advantages and disadvantages of hybrid teaching compared to pure face-to-face and online formats. In addition, didactic and methodological challenges will be discussed, in particular strategies for promoting interaction, activation and engagement in hybrid learning environments.
Finally, the workshop raises awareness of data protection aspects in hybrid teaching/learning settings and encourages a critical examination of legal and practical issues.
Learning objectives: Participants know what is meant by „hybrid teaching“ and are familiar with different concepts. They reflect on their own experiences with hybrid teaching/learning settings and understand the advantages and disadvantages of hybrid teaching in the context of face-to-face and online teaching. - Participants are familiar with various technical settings for implementing hybrid teaching, know about technical requirements and possibilities and have become familiar with concrete examples of implementation at Thuringian universities. - They know and understand the methodological and didactic challenges of hybrid teaching and are particularly aware of ways to promote interaction and engagement. Participants know and reflect on data protection issues in the context of hybrid teaching/learning settings.
Speaker:
Dr. Petra Lepetit
Minimum/maximum number of participants: min. 6, open at the top
Necessary prior knowledge: No prior knowledge necessary
Click here to go to the Registration.
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T2: Feedback and testing
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T3: Interactive teaching design
Contents:
The workshop deals with typical challenges in the inverted classroom and shows practical strategies for their design. The focus is on the didactic planning of the preparation phase, possibilities for activation in the attendance phase and concrete solutions for common problems encountered in teaching practice.
Learning objectives:
After the workshop, participants can ...
- Identify strategies for designing motivating preparation phases and apply them to their own teaching.
- select activating methods for the attendance phase and use them in a targeted manner.
- recognize typical challenges in the inverted classroom and develop suitable solution strategies.
Speaker:
Prof. Dr. Christian Spannagel
Click here to go to the Registration.
Information will follow.
Contents:
With the digitalization of society, new possibilities for teaching and learning are also finding their way into classrooms, seminar rooms and lecture halls. The workshop will provide participants with an introductory overview of the theoretical foundations of „e-didactics“, with a particular focus on learning theories for digital spaces (e.g. Siemens 2004) and insights into the design of hybrid teaching spaces. On the basis of these theoretical assumptions, personal experience and practical examples, key success factors of
digital and hybrid teaching settings.
Learning objectives:
The teachers ...
- know central theoretical and didactic
Basics of hybrid and online teaching
- know a variety of didactic principles for
the successful design of hybrid and
digital teaching settings
- are able to apply the findings to their own
Transfer courses
Speaker:
Prof. Dr. Thomas Heun
Click here to go to the Registration.
Information will follow.
Information will follow.
T4: Future Skills
Contents:
Future skills are considered key competencies for an increasingly complex and dynamic working and living environment. But how can university lecturers specifically promote these skills and make them visible? The workshop offers an introduction to the concept of competence and provides an overview of central future skills models and competence frameworks. It will also address the challenges of operationalization and measurability. The focus is on the question of how future skills can be promoted through didactic design - often not only through content, but especially through teaching and learning methods. Participants will reflect on which skills are already implicitly or explicitly promoted in their own teaching and which activating formats are particularly suitable.
Learning objectives: After the workshop, participants can ...
- classify central concepts and competence frameworks for future skills,
- identify relevant future skills for their own specialist context,
- reflect on which skills are promoted by their own teaching,
- select and design activating teaching and learning formats to promote future skills,
- Develop ways to make skills development visible
Minimum/maximum number of participants: max. 15
Necessary prior knowledge: No prior knowledge necessary.
Click here to go to the Registration.
Contents:
Ambiguity competence - the ability to deal constructively with uncertainty, openness and ambiguity - is considered a key future skill in a constantly changing world. In university teaching in particular, teachers and students are faced with increasingly complex questions to which there are no clear answers. The workshop is therefore dedicated to the question of how uncertainty can be used not as a disruption but as a productive learning space.
Participants reflect on uncertainties and ambiguities in everyday university life and deal with the influence of thinking, feeling and behavior on dealing with ambiguity. Practical exercises and joint discussions are used to develop ways in which open tasks, changes of perspective and reflection formats can be specifically integrated into courses in order to promote the handling of uncertainty and ambiguity.
Learning objectives: After the workshop, participants can ...
- Classify ambiguity competence as a future skill in the university context,
- Reflect on uncertainties and ambiguities in teaching-learning processes,
- recognize the influence of thinking, feeling and behaviour on dealing with uncertainty,
- design open and reflective teaching formats to promote ambiguity competence.
Speaker:
Claudia Hoffmann
Necessary prior knowledge: No prior knowledge necessary.
Click here to go to the Registration.
Contents:
Digital teaching and work processes have long been part of everyday university life - and in addition to new opportunities, they often also entail high levels of stress. The online workshop provides university lecturers with the basics of digital stress in a university context and shows practical strategies for dealing with information overload, accessibility and digital work demands in a way that promotes health. The focus is on reflecting on one's own working habits, dealing with interruptions and multitasking as well as designing digital teaching settings that relieve stress. The workshop combines short technical impulses with interactive exercises and exchange formats.
Learning objectives: After the workshop, participants can ...
- recognize and classify digital stressors in everyday university life,
- reflect on their own digital work and communication patterns,
- identify individual stress factors,
- Apply strategies to reduce digital stress,
- Be more aware of how to deal with information overload, interruptions and accessibility
- derive conducive framework conditions for their own digital work and teaching
Speaker:
Olivia Karasek
Minimum/maximum number of participants: 5-15
Necessary prior knowledge: No prior knowledge required.
Click here to go to the Registration.
Information will follow.
Contents:
In this event we will introduce you to the Basics of the subject area of artificial intelligence in.
You will learn what lies behind Technical terms such as prompt, hallucination, training or temperature and what distinguishes machine learning from traditional computer programs.
It is also important to us that we continue AI training as practical as possible We would be happy to discuss questions and ideas from specific areas of work with you, with the opportunity to share these with each other. You are welcome to bring along specific questions or didactic scenarios that are of interest to you in your day-to-day teaching.
Learning objectives:
The participants...
... understand basic concepts of artificial intelligence.
... know key technical terms in artificial intelligence (e.g. prompt, hallucination, training, temperature).
... can explain the differences between machine learning and classic rule-based computer programs.
... exchange experiences, questions and ideas on the use of artificial intelligence.
Speaker:
Ludwig Lorenz
Disclaimer:
The content of this workshop is of a purely informative and creative nature in order to facilitate your access to AI and to discuss possible uses of AI in the university landscape on the basis of application scenarios. We do not give you any legal freedom of action for your own work at universities and do not present the workshop content as a recommendation for discourse. Since the internal university structures on the subject of AI behave differently, we ask you to always consult with your university if you are interested in using AI tools internally and to inform yourself about GDPR compliance and other legal aspects.
Contents:
Artificial intelligence often appears invisible, neutral and efficient - but its use is never detached from social, political and ecological framework conditions. How sustainable and ethical is the development and use of AI?
In this workshop, you will deal with key issues relating to bias in training data, the role of invisible data workers, the power of data monopolies and the resource consumption of AI systems. The aim is to develop a critical awareness of the conditions, limits and consequences of AI-supported technologies.
Learning objectives: Upon completion, participants will have knowledge of...
Prejudices and bias
Data sovereignty and data monopolies
Resource consumption and sustainability.
Speaker:
Ludwig Lorenz
Necessary prior knowledge: Basic knowledge of generative AI is required. These can be acquired in the GenKI driver's license can be purchased.
Click here to go to the Registration.
Contents:
This event will provide you with a comprehensive overview of the far-reaching changes brought about by the application of AI in the university context.
We shed light on the adaptation of learning content and didactics, the changing roles of teachers and students and the implications for higher education policy. We will also introduce you to support services.
After the potentials and challenges of AI in teaching are worked out, you will gain initial insights into teaching and learning methods and learn how you can use AI to contribute to the individualization of learning, for example. Ethical and social issues will also be briefly examined.
The aim of the event is to provide you with orientation in this rapid transformation process and to give you an overview of how AI can be successfully integrated into your own teaching and learning practice.
Learning objectives:
At the end of the event, participants can...
...name potentials and challenges of AI in university teaching.
...to find suitable offers of help with AI.
...distinguish between the two dimensions of AI as learning content and AI as a didactic tool.
...to summarize changes in the understanding of roles and university didactics.
...explain the principles of transparency and personal responsibility and transfer them to their context with the help of an application exercise.
Speaker:
Dr. Nicole Baron
Necessary prior knowledge: Basic knowledge of generative AI is required. These can be acquired in the GenKI driver's license can be purchased.
Click here to go to the Registration.
