Institute for Business Analytics

Teaching incubators at the Institute for Business Analytics

The Ulm Teaching Incubator gives teaching staff the opportunity to develop and implement future-oriented teaching formats. Innovative teaching concepts can be trialled and further developed through financial support and interdisciplinary cooperation. The teaching incubator not only promotes the identification of new teaching approaches, but also the sustainable integration of these into academic practice at Ulm University. It also enables lecturers to apply for funding and realise their projects in an interdisciplinary context. In this way, the Ulm Teaching Incubators make a significant contribution to raising the profile and further developing teaching at Ulm University.

At our Institute for Business Analytics, two exciting projects were successfully funded as part of the Ulm Teaching Incubators: KI-KIStLe and FLö.

Digital Education & AI Literacy

Digital change is profoundly shaping our society and economy and transforming the way we learn, work and communicate. Digital technologies open up a wide range of opportunities to acquire and impart skills - be it through online courses, tutorials or tool-supported learning. At the same time, the confident and reflective use of these technologies requires a high level of digital skills in order to make competent use of the exponentially growing range of data, information and opportunities for interaction. Artificial intelligence in particular presents us with fundamental challenges and is changing social, economic and ethical framework conditions. In this context, AI literacy - the ability to understand, critically scrutinise and use AI technologies sensibly - is becoming increasingly important and a key skill for the future.

Transfer

The method cards developed as part of KI-KIStLes serve as interdisciplinary inspiration for teachers to utilise the potential of AI-based teaching methods in their own teaching. This enables teachers to support the learning process of students in a targeted manner with the use of dialogue-oriented AI tools.

The methods also offer a low-threshold opportunity for students to learn how to use AI effectively and responsibly through "learning-by-doing". Specifically, the focus is on two key skills: i) the ability to use and apply dialogue-oriented AI tools and ii) the ability to take ethical aspects (e.g. fairness & bias, transparency and security) into account.

Digital Education & AI Literacy

Digital change is profoundly shaping our society and economy and transforming the way we learn, work and communicate. Digital technologies open up a wide range of opportunities to acquire and impart skills - be it through online courses, tutorials or tool-supported learning. At the same time, the confident and reflective use of these technologies requires a high level of digital skills in order to make competent use of the exponentially growing range of data, information and opportunities for interaction. Artificial intelligence in particular presents us with fundamental challenges and is changing social, economic and ethical framework conditions. In this context, AI literacy - the ability to understand, critically scrutinise and use AI technologies sensibly - is becoming increasingly important and a key skill for the future.

Transfer

According to the motto "combine technical expertise with solution design skills - become a FLö!", this job-related meta-competence can best be learnt through challenge-based learning. Our format should firstly consist of digital learning nuggets including a physical and digital card set, which can be used flexibly online and in presence, and secondly of a training course for lecturers with digital training materials and a two-hour training workshop (train-the-trainer concept).

The aim is to introduce these low-threshold courses as a kind of speedboat in all faculties and as many study/degree programmes as possible.