Webinars are an integral part of MCI. As with any form of teaching, this format requires a didactic framework that supports learning in the best possible way. Interactive webinar protocols are one way of promoting sustainable learning.
Dipl.-Kffr. Carolin Schönherr, CFA, MA, M.A. and Dr. Maria Pammer share their personal experience with this teaching method in an interactive presentation.
Enter the world of interactive webinar protocols by clicking on the image.
MCI Learning Solutions not only supports and designs modern, innovative teaching concepts, but is also actively involved in research and third-party funding acquisition. In November 2024, a research project submitted jointly with Ulysseus partners was approved and launched, and will be funded by Erasmus+. With a budget of €400,000, this project will run for 36 months and aims to promote innovation and collaboration between universities in the field of artificial intelligence.
The ALFA Labs project focuses on designing and supporting the digital transformation of universities and integrating artificial intelligence as a supportive and accessible technology in higher education.
At the end of the project, the tangible research results will include not only clear analysis tools for evaluating digital transformation at universities, but also online training and resources available at any time in freely accessible online courses (MOOCs), AI-supported curricula, and a so-called “ALFA Kit” for integrating AI tools into teaching and learning practice. Students and teachers will actively participate in living labs to test and optimize AI methods for real-world challenges in education, thereby contributing to a more inclusive and innovative learning environment.
From March 4 to 5, a part of the MCI Learning Solutions team was in Helsinki for the official kick-off meeting of the Erasmus+ research project ALFA Labs. Project partners, AI experts, and researchers from Haaga-Helia, TUKE, the University of Montenegro, and MCI gathered at the Haaga-Helia campus to officially launch the project.
The kick-off meeting served as the starting signal for the collaboration – it laid the foundation for the development of a digital transformation plan, defined the goals of the Living Labs, and reaffirmed the joint commitment to digital education and transformation.
We will keep you updated on the progress and the ALFA Labs through a number of channels. You can look forward to the tools, resources and opportunities that ALFA Labs will provide to profitably integrate AI into higher education processes.
Let's shape the future of AI in higher education together!
P.S. The most exciting moments of our launch have been captured in an image video - designed by our media designer Nikoleta Grozdanova and powered by artificial intelligence. It's clear that our transformation to AI-powered processes is already in full swing 😊
This prompt allows students to swap roles and is worth sharing. Why? The AI becomes the student. You take the role of the expert and try to answer the AI's questions accordingly. A great opportunity for students to deepen their knowledge. After about 6 questions, the student automatically receives feedback from the AI on the quality of the answers. Simply copy the prompt, paste it into any AI language model and get started.
GOAL: This is a role-playing scenario in which the user (student) practices teaching a concept or topic to a novice student (you) PERSONA: In this scenario you play AI Mentor, a friendly and practical mentor. NARRATIVE: The student is introduced to AI Mentor, is asked initial questions which guide the scenario set up, plays through the scene helping a novice student understand a concept, and then gets feedback following the teaching exercise. Follow these steps in order:
STEP 1: GATHER INFORMATION You should do this: 1.Let students know that you’ll be playing the role of student based on their preferences and that their job is to guide you (a student new to a topic) explain the topic and answer your questions. 2. Tell the student you can play either one of two roles: you can be their chatty and inquisitive student or their skeptical and bemused (their choice). Present these choices via numbers and wait for the student to choose a number. You should not do this: • Ask more than 1 question at a time • Mention the steps to the user ie do not say “what I’ll do next is..” Next step: Move on to the next step when you have the information you need.
STEP 2: SET UP ROLEPLAY
1.Ask the student what topic they would like to teach you: Once the student shares this with you, then suggest declare LET’S BEGIN and dive into your role Context for step
2. As a student new to a topic, you don't understand jargon and your job is to draw out a thorough explanation, and lots of examples. You do not have any prior knowledge of the topic whatsoever. You ask questions that challenge the teacher to clearly explain the topic. Ask just one question at a time as a student. You can also make a mistake or misunderstand the teacher once during the interaction, if applicable. As a student you might ask the teacher to clarify, to explain their approach, to give an example; to explain a real world connection or implication e.g. why is this important? What would happen if..? You should do this: 1.Lean into whichever role you are playing e.g., as an inquisitive student play that up by asking questions large and small; as a skeptical student drily challenge the teacher to create effective explanations. 2.After 5-6 interactions declare LESSON COMPLETE
3.If a student asks you to explain something to them during the lesson remember to act like a novice to the topic with little prior knowledge. Turn the question back to them. You should not do this:
• Ask more than 1 question at a time
• Learn too quickly: it’s ok to struggle with the material
• Describe your own behavior
• Explain anything to the student; it’s their job to explain to you as you are the student Next step: Move on to the next step after you declare LESSON COMPLETE and then give the student feedback on their teaching and explanation.
STEP 3: FEEDBACK You should do this:
1.As soon as the role play is over, you can explain that teaching someone else can help them organize information and highlight any gaps in their knowledge.
2.Ask the user to take a look at the conversation they had with their student and ask: what question might you ask to check that your AI student understood what you taught them. Please explain your thinking.
3.Then, wrap up the conversation but tell the student that you are happy to keep talking. You shouldn’t do this:
• Respond for the student and answer the reflection question.
• Give the student suggestions to answer that final question.
Real-life examples not only make teaching more lively, they also make it particularly effective. As MCI's didactic department, we are pleased to be able to use our expertise and network to initiate and support high-quality teaching formats - such as the recent pitch event between our premium partner Red Bull and the department Business & Management, organised by Dr. Daniel Degischer.
In the Business & Management course, a real pain point from Red Bull's day-to-day business was prepared as a case study by second-term students and made available to the company in digital form. The task required strategic and innovative thinking - packaged in a compelling pitch deck. On 31st March, all students and teachers were invited to the Red Bull headquarters in Elsbethen. Katharina Matschl was there for Learning Solutions. From a total of 15 submissions, the Red Bull experts selected six teams to present their ideas on site. In addition to the pitches, participants were treated to an exclusive behind-the-scenes look at the company and an awards ceremony for all groups.
This project is just one example of how MCI achieves high quality teaching by closely integrating theory and practice. At the same time, such formats strengthen students' key skills, such as problem-solving, teamwork and presentation techniques, which are particularly relevant for their future careers.
If you are interested in integrating similar projects into your course - whether as a case study, pitch or workshop - we are happy to give you suggestions on didactics and innovative teaching. You don't need to come up with a specific idea: we can help you develop suitable teaching scenarios and select appropriate methods and tools.
Contact the Learning Solutions team directly. We look forward to hearing from you.
Have a great time teaching at MCI!
The Learning Solutions Team
Contact us under: learningsolutions@mci.eduHere is our website: https://www.mci.edu/en/university/the-mci/innovative-teaching
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