Where do you get your educational passion from?
I conduct research on ethical questions raised by digitisation, such as on the use of AI in education or the increasing influence of large technology companies on healthcare. I love discussing these topical issues with students and, above all, thinking together about what we can do to deal responsibly with digitisation in our society. Students ask critical questions, challenge me and keep me on my toes. It is precisely this interaction that I find enormously inspiring.
What teaching moment has always stayed with you?
During my courses, I play serious games with students. For example, I can explain how an algorithm works and present a definition in a lecture, but I can also let students experience the limitations of algorithmic thinking. Then we go outside together for an algorithmic walk. Precisely such meetings often stay with me, because suddenly, during such a walk, ethical issues become very concrete. You see the pennies drop - that gives such energy!
What do you hope to pass on to students?
Think critically about the use of technology. Technology is not something that happens to us; we can make conscious choices in it. By being aware of this, we can shape our technological future together.
What are you proud of as a teacher?
I do a lot of interdisciplinary research myself and in my courses, too, I find it important to introduce students to other perspectives. For example, by inviting iHub colleagues from the law school to guest lecture in my philosophy course or by giving ethics lectures to communication students myself. Such cross-pollinations often yield surprising insights - for the students, but certainly also for myself.
What was your biggest learning moment as a teacher?
Over the years, I have learned that my interactive, interdisciplinary approach is not to the liking of all students - and that is okay. I now know better how to balance that. This does not mean that I have become less interested in experiential learning. On the contrary. It is precisely the exercises that at first sight seem to have little to do with the exam that sometimes stick with students. For instance, I sometimes hear from students months later about the algorithmic walk that made an impression.
What else would you like to try out in your teaching?
The other day, I collaborated on a project in which I jointly wrote a book chapter with other researchers using a certain format. I would like to do something like that with students instead of an exam. Writing a publication together, with everyone taking responsibility for a piece of content as well as the whole. I think that would be a valuable and instructive experience for all of us.