spacing - learning between spaces.
spacing - learning between spaces.
Symposium Lernraum.Bauhaus & eTeach Annual Conference 2025
- 24. - 26.09.2025
- Bauhaus University Weimar
- three-day & hybrid
Details & Contact
Elisa Kirbst
Conference organization as an eTeach specialist unit
for communication and events
+49 (0) 36 43 / 58 12 65
Dr. Nicole Baron
Conference organization as eTeach contact point
Bauhaus University Weimar
+49 03643 58 12 74
Anne Brannys-Droste
Coordinator of the project and symposium Lernraum.Bauhaus
+49 (0) 36 43 / 58 12 54
spacing@uni-weimar.de
Date & place: September 24 - 26
The conference will take place hybrid, i.e. online and in the newly designed media studies faculty building (Bauhausstraße 11, 99423 Weimar). Participation in the event is free of charge. The event is organized by the eTeach-Netzwerk Thüringen and the Lernraum-Bauhaus team together with the Bauhaus-Universität Weimar.
Last call for registration
The countdown is on: The three-day conference starts in a few days "spacing - Learning between spaces". We invite you to explore and discuss the many dimensions of teaching and learning with us on site at the Bauhaus-Universität Weimar from September 24-26, 2025. A varied program awaits you, designed by 71 contributors from 25 different (inter)national universities. If you still want to be part of the mission, you should register now to secure one of the last tickets!
A special program item of the Learning Space Bauhaus Symposium is the keynote speech by Armin Grunwald (Karlsruhe Institute of Technology) under the title "Between innovation and reflection: Responsible design of hybrid learning environments". Grunwald addresses the fact that technical progress and critical reflection are not oppositesbut two forces working together to create new learning spaces. Terms like anticipatory Governance, Scenario building or the Principle of reversibility illustrate how universities can manage innovation responsibly - in awareness of their social, ethical and educational responsibility.
The keynote address at the eTeach annual conference by Brian Ballsun-Stanton with "Learning Between Spaces: How Teaching Is Getting Weirder - and Why That's a Good Thing". Based on his research at Macquarie University (Sydney), he makes it clear how Uncertainty and irritation when dealing with AI into productive learning. With its Four-pillar model students are transformed from passive consumers into active creators who reflect, experiment and critically decide when and how AI should be used sensibly. "Weirdness" thus becomes the engine of critical judgment.
More than lectures - interaction and exploration
In addition to keynote speeches, discussion rounds, pitch sessions, poster walks, theme islands and workshops, two very special formats await:
With the interactive Campus quiz "eTeach Space Odyssey: Ground Control to Major Learning" teams and the public compete together to accomplish the mission of "University of the future" successfully. Only those who master the most questions will bring the "spaceship" back to safe ground.
The accompanying exhibition "(will soon) return with new questions, like ..." invites you to marvel and discover. It shows artistic-research positions on the subject of (learning) space, which focus on questions and encourage people to open up new spaces for thought and action through discussions.
Take the opportunity to be inspired, try out new things and think together about the university of tomorrow. Whether teachers, university management or students - we look forward to embarking on a journey with you into unknown worlds of learning.
"Between innovation and reflection:
Responsible design of hybrid learning environments"
In his keynote speech "Between innovation and reflection. Responsible design of hybrid learning environments", Prof. Armin Grunwald sheds light on the mutual relationship between technical innovation and reflection in university teaching. The focus is on the question of how digital and emergent technologies can be responsibly embedded in learning spaces in a socially, ethically and pedagogically thoughtful way.
Innovation and reflection do not appear to be opposites, but rather mutually dependent moments of a cultural design practice: technological progress unfolds in the mirror of philosophical reflection on consequences and values. Concepts such as anticipatory governance, scenario building or the principle of reversibility are examples of how future-oriented innovation can go hand in hand with prudence and questioning. The keynote thus outlines a thought-provoking vision of hybrid learning worlds in which creative departure and a reflexive sense of responsibility go hand in hand.
Learning Between Spaces: How Teaching Is Getting Weirder - and Why That's a Good Thing
Dr. Ballsun-Stanton will discuss tested approaches for teaching with and about AI. We are looking at a paradigm shift around teaching - when prior explanations no longer serve to explain present facts. Our present circumstances are disorientating and therefore weird. However, while some traditional expectations of knowledge mastery may be easily defeated through the casual and unthinking use of AI, we have an opportunity to focus on process, on reflection, and on judgement.
The keynote shares classroom research from Macquarie University's (Sydney) experimental AI unit, where a four-pillar pedagogical framework transformed student discomfort into productive learning. Through a call at the start of each class, "Show me your prompts," students annotated their AI interactions after embodying them in disciplinary simulations. This made their prompting visible and discussable. The process shifted students from seeking "right answers" to collaborative exploration. By reflecting on which prompts worked (and which didn't), learners moved from passive AI consumers to active agents who strategically chose when and how to engage AI. The framework demonstrates how pedagogical weirdness catalyzes critical technological judgment,
Compact program overview with site plan
Call for Participation
How can physical, digital and hybrid spaces be designed in such a way that they optimally support learning and teaching? The Lernraum.Bauhaus team and the eTeach Network Thuringia are asking this question and cordially invite you to join them in a discussion. The joint conference of both projects at the Bauhaus-Universität Weimar provides an opportunity: "spacing - learning between spaces.".
"Spacing" here means both designing teaching and learning spaces and creating connections between them that are conducive to learning. The digitalization of teaching and learning formats at universities is increasingly creating so-called intermediate spaces. These spaces must be designed in such a way that they enable flexible, participatory and barrier-free learning.
The eTeach annual conference will explore the challenges and potential of digital, virtual and hybrid spaces and focus on the interplay between space, technology and didactics. The focus will be on practical examples and research approaches that show how digital and analog learning spaces can be combined creatively and in a way that promotes learning. The aim is to design "learning spaces" together with teachers and students.
September 24, 1 p.m. - September 25, 12 p.m.: Symposium Lernraum.Bauhaus
September 25, 1 p.m. - September 26, 3 p.m.: eTeach Annual Conference
Both events can be attended individually or together free of charge. We are expecting around 130 participants for the program part of the eTeach Network Thuringia and look forward to a wide range of perspectives from teachers, students and various other stakeholders from university practice!
The program of the eTeach annual conference is divided into four overarching tracks:
A: AI and teachingLearning spacedesign
B: Media enrichmenttes Testing - New rooms, new formats
C: Learning platforms as digital teaching-learning spaces
D: Scope - Open knowledge, cooperation and future skills
We cordially invite you to play an active role in shaping the content of these topics. Your contributions will help us to disseminate successful examples of good practice, explore the potential for practical implementation and make innovations in university teaching tangible.
The submission deadline for applicationsThe term of the contracts ended on June 15, 2025
The questions on the tracks listed in this Call for Participation are sample questions and serve as a guide.
The rapid development of AI is fundamentally changing teaching, learning and assessment at universities - both conceptually and structurally. AI-supported technologies are challenging traditional roles and expanding physical, hybrid and virtual learning spaces.
This topic area highlights innovative teaching-learning concepts that use AI for spatial design and discusses ethical, technical and (media) didactic aspects. Contributions on best practices, challenges, critical reflections and future perspectives on the use of AI in different learning environments are welcome.
Impulse questions:
- What new possibilities do AI-supported tools offer for personalized learning opportunities and automated evaluations?
- What skills do students need to acquire in order to integrate AI confidently into learning and work processes?
- How can teaching and learning spaces be designed adaptively and in line with requirements using AI?
- How can AI contribute to the promotion of collaborative and interdisciplinary learning spaces?
- How will learning and learning spaces change as a result of AI?
Digital and multimedia teaching and learning environments broaden the understanding of examinations and open up other possibilities for competence-oriented testing. E-portfolios, interactive tools, video presentations or simulation-based examinations can supplement or even replace traditional examination formats. But what didactic, technical and organizational requirements are necessary for this?
This topic area highlights innovative feedback procedures and examination formats in digital learning spaces. The focus is not only on didactic concepts, but also on technical solutions as well as legal and organizational framework conditions. Contributions are invited that open up new examination spaces - from best practice examples and empirical studies to conceptual considerations.
Impulse questions:
- Why do we give feedback and why do we check - and how are these responses changing as a result of digitalization and AI in particular?
- How can digital examination formats support competence-oriented testing?
- What technical and legal challenges are involved in implementing
- digital tests?
- What experience is there with examination formats such as e-portfolios, video presentations or simulation-based examinations?
- How can digital audits be designed to ensure transparency, fairness and accessibility?
With new didactic approaches such as individualized, project-based or research-based learning, the demands on the design of digital teaching and learning spaces are increasing. Physical and digital learning spaces should be coordinated in such a way that they interlock in a didactically meaningful way.
Today, learning platforms are far more than just places to store materials - they are interactive environments that enable communication, collaboration and personalized learning processes.
This track focuses on questions relating to the use and design of learning platforms. Contributions are invited that open up learning platforms and other digital tools as teaching and learning spaces - from best practice examples to empirical studies and conceptual considerations.
Impulse questions:
- How can universities strengthen student participation across physical, hybrid and digital spaces?
- How can digital teaching and learning spaces be designed and used to promote motivation, collaboration, equal opportunities and active participation?
- What challenges and opportunities arise in the area of conflict between learning analytics, data protection and personalized learning?
- How can the potential of digital teaching and learning spaces be enhanced by AI to promote learning?
- What comes after Moodle & Co.
Universities are more than just teaching and learning institutions - they offer scope for new ideas to emerge, existing structures to be questioned and forward-looking approaches to be tested. New ideas are best generated when we are confronted with new perspectives and have easy access to knowledge.
This topic area is dedicated to innovative concepts and open questions relating to future and sustainability skills and (international) university cooperation.
Contributions are invited that provide insights into best practices, initiate critical reflections or deliver empirical findings on these topics.
Impulse questions:
What scope is already being used successfully?
Which teaching formats currently deal explicitly with the "future"?
Which skills are crucial in a changing world of learning and work - and where are the limits of the future skills debate?
How can university cooperation be promoted through hybrid teaching? Where are the limits?
What would characterize a digital Thuringian or European university?
Organizational matters
Target group
Teachers, students and graduates from all departments and types of university are invited to participate. In addition, contributions are welcome from employees of all universities from the fields of higher education didactics, course development, science management, student service areas and researchers from the field of educational science. We also welcome participation and contributions from university management and representatives from politics and society.
Formats
You can submit your contributions in German or English for various formats. Please indicate your preferred format with your submission. Submissions must be in the form of an abstract (maximum length 200 words). We reserve the right to assign your contribution to a different event format together with you for the purposes of program planning.
Impulses: In the impulses, experiences and application scenarios from teaching practice are presented and jointly reflected upon in a lecture-oriented manner. (Duration: 10-15 min + discussion)
Workshop: This format offers the opportunity for collaborative, interactive and practice-oriented group work. Here you have the opportunity to work intensively on specific teaching and learning projects or concrete issues. By exchanging knowledge within the group, you can not only benefit from the experience of others, but also actively contribute to the further development of project ideas. (Duration: 90 minutes)
Theme islands: The theme island format promotes an interactive exchange between the participants. After a 5-minute thematic impulse, your projects, innovation ideas and experience reports are given space for a collegial exchange. (Duration: 30 minutes)
Poster session with Pitch: Posters on ongoing or completed (teaching) projects can be presented here. The poster session begins with a one-minute pitch. This is followed by the opportunity to exchange ideas and discuss the respective posters in more detail. (Duration: 60 minutes)
Important dates
April 22, 2025: Start of the submission phase
June 1, 2025: End of the submission deadline for all entries
June 30, 2025: Feedback on the submissions
July 21, 2025: Publication of the preliminary program and start of registration for the conference
September 23, 2025: End of the registration period
September 24 and 25: Bauhaus Learning Space Symposium
September 25 and 26: eTeach annual conference at the Bauhaus-Universität Weimar
We look forward to your contributions and hope to see you at the eTeach annual conference in Weimar!
If you have any questions regarding content or logistics, please send us an e-mail:
spacing@uni-weimar.de
