Publications

Result documentation of our projects

WueDive (German)

A look back at more than 60 ideas for advancing digital teaching.

View all projects (German)

More about WueDive

Scenarios for the Use of e-Portfolios in Digital Learning

Information brochure with 7 use cases and 4 exam models

more about the SEED project

Speaking with pictures. Creative communication of learning content (German)

Dr Thorsten Aichele & Dr Rudolf Aichner (2024)

Results document of the QUADIS working group

more about the QUADIS project

Scientific contributions 2026

Think Globally, Act Locally: IDGs of Pre-Service Teachers as Anchors of Social Activism and Global Citizenship

By Maria Eisenmann and Nataliia Lazebna
In Casebook of IDG Implementation into Higher Education (pp. 117-132). P4Y Knowledge Repository, 117-132.

The study focuses on Inner Development Goals (IDGs) of pre-service teachers as anchors of their social activism and global citizenship. Participants of this four-phase study are students from the Julius-Maximilians-University Würzburg, TEFL Chair, and the National University "Zaporizhzhia Polytechnic", Department of Foreign Philology and Translation. Phases two and three also involved students from the Slavic Studies Chair, JMU, and other Ukrainian partner universities; Phase 4 additionally involved students and teachers from the collaborative eTwinning project BLABL.ART, from Italy, France, Réunion, and the Czech Republic. The four phases: (1) inter-institutional international collaboration; (2) social extracurricular activities (2023-ongoing); (3) “Projekt zur sprachlichen Förderung und Integration der aus der Ukraine geflüchteten Kinder und Jugendlichen in Würzburg” (2023-ongoing); (4) course on “Transcultural Project-Based Learning through eTwinning” (Winter Semester 2024/25). The Meaning, Awareness, Purpose (MAP) model was implemented to analyze the IDGs of the study participants. Further reflections of students involved in three main phases of the study are analyzed according to the SDG Pyramid within three main groups: “People”, “Ecological”, and “Spiritual”. The social impact of the study and further perspectives, as well as preliminary data analysis, are considered.

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Mit E-Portfolios Lehren und Lernen zukunftsfähig machen. 7+4 Szenarien für die Hochschuldidaktik

By Noemi Müller and Jana Radičević
in Fahr, Uwe & Riegler, Peter (eds.): Hochschullehre digital gestalten. Praxisbeispiele zur didaktischen Transformation, 2026, p. 65-88.

Eportfolios offer an innovative approach to linking digital and analog media, promoting reflective practice, and strengthening professional skills. However, trying out new things is challenging. This applies to both teachers and learners. In the SEED project – Scenarios for the Use of ePortfolios in Digital Learning – we have therefore set ourselves the goal of introducing eportfolios to lecturers and students in a simple and clear way. In this article, we present a solution approach consisting of 7+4 use cases and exam models for eportfolios in higher education. We believe that the strengths of using eportfolios lie in particular in the promotion of reflective practice and professional competence. Depending on the didactic concept and implementation in detail, aspects of research-based learning, collaborative work, peer feedback, and theory-practice transfer can also be focused on and strengthened. In this way, eportfolios contribute to a future-oriented and effective design of teaching.

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Scientific contributions 2025

People First, Platform Second: Designing Hybrid Learning for Emotional and Educational Resilience in Unsafe Regions

By Maria Eisenmann, Nataliia Lazebna and Kateryna Lut
International Journal on Advances in Intelligent Systems, vol 18 no 3&4 (2025)

In regions where education is disrupted by conflict and instability, hybrid learning models have emerged as critical tools for maintaining access to learning and emotional support. This study explores the technological, anthropocentric, and socio-emotional challenges and solutions associated with hybrid-format learning in an unsafe region (Ukraine). The paper is based on the teaching experiences gained during hybrid seminars on (1) Teaching English as a Foreign Language (2022/2023) for student teachers from Germany’s Julius-Maximilians-Universität Würzburg (JMU) and Ukraine’s National University “Zaporizhzhia Polytechnic” (NUZP), and hybrid seminars on (2) Transcultural Project-Based Learning. Multilingualism through the Arts (Summer Semester, 2025) for students from JMU, Ukraine’s Vasyl Stus Donetsk National University, and National University “Zaporizhzhia Polytechnic”. Technological limitations, wellbeing challenges, available solutions, and perspectives for further development of “hybrid harbors” based on Activity-Centered Analysis and Design are considered. The paper presents practical solutions to the challenges of foreign language teaching in conflict-affected contexts.

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Monuments, Memory, and Democratic Dialogue (German)

By Prof. Dr. MaryAnn Snyder-Körber, Dr. Jeanette Vigliotti King & Dr. Petra Zaus
Published by Stefan Braun et al. (Hg.): Schlüsselkompetenzen und Hochschuldidaktik: Bausteine für eine transformative Hochschullehre, die hochschullehre - Themenheft 2025 (8. Dezember), DOI: 10.3278/HSLT2502W

This short article presents the ongoing Monuments & Memory Transatlantic Seminar (MMTS) cooperation format and highlights its components from two perspectives: firstly, with regard to the original didactic planning of the format, focusing on writing didactics, approaches to embodied and asset-based learning, small teaching, and project work; and second, against the backdrop of current educational policy developments in the US, whose effects raise awareness of the relevance of democratic educational principles. The format outline concludes with considerations on its transfer potential, particularly with regard to how controversial or sensitive topics can be addressed constructively and reflectively in university teaching. The collaboration between Flagler College in St. Augustine, Florida, and the Faculty of Philosophy at Julius Maximilian University (JMU) Würzburg is structurally supported by the Schreibzentrum | Writing Center at the Center for Teaching and Learning (CTL).

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Hybrid Harbours: Immersive Learning Spaces for Unsafe Regions

By Nataliia Lazebna and Kateryna Lut

Honoured with the eLmL Best Paper Award 2025 of the IARIA

This paper focuses on hybrid classes as immersive learning spaces for unsafe regions. This study explores the technological and anthropocentric challenges and solutions associated with hybrid-format learning in an unsafe region (Ukraine). The paper is based on the experiences gained during hybrid seminars on Teaching English as a Foreign Language (2022/2023) for student teachers from Germany's Julius-Maximilians-Universität Würzburg and Ukraine's National University "Zaporizhzhia Polytechnic". Technological limitations, solutions at-hand, and perspectives for further development of "hybrid harbors" based on the ActivityCentered Analysis and Design are considered.

Courtesy of IARIA Board and IARIA Press.

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Intelligenzverlust, Goldfische und Schieflage im Kopf – Drei Mythen über das Lernen und die Lernenden (German)

By Dr. Thorsten Aichele
Published in Lehrblick der ZHW Uni Regensburg on May 15 2025

Zitation: Aichele, T. (2025, 15. Mai). Intelligenzverlust, Goldfische und Schieflage im Kopf – Drei Mythen über das Lernen und die Lernenden. Lehrblick – ZHW Uni Regensburg. https://doi.org/10.5283/ZHW.20250515.DE