EULiST Webinars

Date: Wedensday, 7 October 2026 | 1.30–3.00 pm

Speaker: Prof. Dr. rer. nat. Jutta Papenbrock, Institute of Botany

Topic: Botany enthusiasts, and those who might become one, are invited to embark on digital excursions through various plant worlds. This project has developed into an open educational resource (OER), providing free access to learning and teaching materials for anyone interested. Offered are, for example, explorations of the flora of New Zealand and the halophytes of the Salinas del Bebedero, Argentina. These virtual excursions allow participants to discover diverse ecosystems and plants globally from the convenience of their homes. Each digital excursion is designed to provide orientation through detailed instructions, aiming to inspire curiosity and deepen botanical understanding. By employing images, videos, and guided questions, an engaging exploration of the botanical world is facilitated. Insights into the project's motivation and execution are shared, offering practical advice for creating digital excursion formats and in general OER material. Through this series, effective practices in digital botanical education are highlighted, with the intent of enhancing both teaching and learning experiences.

Date: Wednesday, 25 November 2026 | 1.30–3.00 pm

Speakers: Virginia Ramírez Herrero und María Torrejón Ramos (Universidad Rey Juan Carlos, Madrid)

Topic: Cross-disciplinary training proposal aimed at equipping university faculty with the skills to co-design learning environments in which students are not merely passive consumers of content or prompts, but active researchers. The methodological approach proposes the use of the structure of a scientific paper as a pedagogical simulator to foster critical thinking and mitigate the functional risks associated with generative AI tools.

 The objective of the training is to highlight and strengthen a soft skill increasingly demanded in senior professional profiles: the research capacity grounded in deep knowledge to question, audit, and co-create with machines — in other words, the ability to engage critically and productively with AI through an investigative mindset.

Date: Wednesday, 27 May 2026 | 1.30–3.00 pm

Speaker: Theodora C. Xenidou, NTUA

Topic: What does it take to turn a traditional ‘follow-the-recipe’ experimental lab into a genuine learning experience that fosters critical thinking, ownership, and real-world readiness? In this webinar, I will present the complete redesign of the Solid-Liquid Extraction Lab at NTUA Chemical Engineering School, a transformation tested and refined over years of teaching. I will describe my approach by following the student’s journey from pre-lab preparation to the final oral evaluation, highlighting the pedagogical innovation at every stage.

The learning process begins in the pre-lab step, where I use a flipped classroom model. Students complete targeted quizzes and are encouraged to use AI tools as study assistants. Effective prompting forces them to explain their own understanding, setting the stage for deeper engagement.

During the experimental lab, there is no fixed recipe. Instead of following a set protocol, students formulate their own research questions (e.g., how solvent choice or temperature affects extraction efficiency) and design their experimental matrix. I guide them through Socratic dialogue and real-world stories, asking them to compare AI-generated predictions with the physical behavior of the extraction apparatus. They gain confidence, learn to troubleshoot, and experience the uncertainty of real research.

During the post-lab assignment, assessment rubrics are made transparent and co-designed with AI’s capabilities in mind. Students prepare for oral evaluation by modifying prompts to generate and critique potential questions, turning AI from a shortcut into a thinking partner that sharpens their critical thinking.

The lab education wraps up in the oral evaluation, where students defend their experimental choices and interpret unexpected results under questioning. This final step shows that lab learning is not about memorising procedures but about reasoning and decision making.

This webinar presents a replicable blueprint for transforming lab exercises into student-driven learning experiences. Participants will gain insights into practical methods for reinventing assignments that promote meaningful learning, strategies for embedding critical thinking across the lab process, and a flexible framework that can be adapted to different disciplines.

Join us to discover how a thoughtfully redesigned lab can empower students, foster authentic engagement, and prepare them for the complexities of real-world engineering.

This webinar is essential for educators, administrators, instructional designers, and anyone passionate about shaping the future of higher education.

Date: Wednesday, 24 June 2026 | 1.30–3.00 pm

Speaker: Theodora C. Xenidou, NTUA

Topic: Transforming individual courses through innovative teaching is not sufficient to achieve meaningful curricular change; what is needed is a shared pedagogical language that connects learning outcomes with learning design. This webinar introduces a structured framework that aligns “what” students are expected to achieve with “how” learning is designed and facilitated, integrating Bloom’s Taxonomy and Merrill’s First Principles of Instruction as complementary perspectives. It focuses on translating learning outcomes into concrete instructional decisions that connect teaching strategies, learning activities, and assessment within a coherent design process. The approach extends beyond individual course redesign, offering a foundation for more systematic faculty development and curriculum-level coherence in engineering education.

The webinar aims to provide participants with a transferable approach that can be adapted across disciplines and institutional contexts within the EULiST alliance, supporting more intentional, outcome-aligned, and experience-driven teaching and learning design.

The session is intended for academic staff and educational developers seeking practical ways to improve coherence across engineering curricula without requiring large-scale structural reform.

Date: Wednesday, 29 October 2025 | 1.30–2.30 pm

Speaker: Dr. Thanh-Thu Phan Tan, Leibniz University Hannover

Topic: In this one-hour webinar you will get to know hands-on feedback methods for in-class teaching. You will learn how to gather and utilize students’ feedback on their learning process in order to enhance their educational experience.

Date: Wednesday, 17 December 2025 | 1.30–3.00 pm

Speaker: Mgr. Jarmila Blahová, PhD., Slovak University of Technology

Topic: This webinar explores how the principles of nudge theory can be applied in university classrooms to foster motivation, engagement, and self-awareness among students—particularly in the teaching of psychology-related subjects in technical fields. Drawing on firsthand experience from the Faculty of Materials Science and Technology at the Slovak University of Technology, the session offers a practitioner’s perspective on creating inclusive and dynamic learning environments that actively involve students in their personal and academic growth.

Rather than relying solely on traditional instruction, the teaching approach presented in this webinar emphasizes subtle, structured “nudges” that encourage students to step out of their comfort zones, reflect on their learning processes, and apply psychological theories to real-life contexts. Through a carefully curated mix of diverse topics, personal challenges, reflective tasks, and team-based activities, students are guided to develop essential skills such as self-presentation, communication, emotional awareness, and resilience.

Participants will learn practical strategies for designing and facilitating classes that support a variety of learning styles and foster student ownership of the learning process. The webinar will also discuss how psychological theories—such as motivation, self-determination, and behavioural change—can inform effective pedagogical choices.

By the end of the session, participants will:

• Gain insight into the use of nudge-based methods to boost student motivation and self-direction.
• Explore concrete examples of class activities that promote psychological growth and practical skill development.
• Reflect on how inclusive, experiential teaching can enhance both academic performance and personal development.

This session is particularly relevant for educators interested in making their teaching more engaging, psychologically grounded, and responsive to the diverse needs of their students in today’s higher education landscape.

Date: Wednesday, 28 January 2026 | 1.30–3.30 pm

Speaker: Colin Mackenzie, Institut Mines-Télécom

Topic: Our identity as a teacher stems from a multitude of influences and it is rare that we examine what they are and how they affect our pedagogical choices. In this 2-hour workshop, we will explore how both who we are and how we see 'the teacher' influences our teaching, look at how that relates to the concept of possible future selves, and then move onto to how we can consciously develop towards being the kind of teacher we would like to be.

Date: Wednesday, 25 February 2026 | 1.30–3.00 pm

Speaker: Deborah Sielert (TIB, Leibniz University Hannover), Dr. Lena Greinke (Leibniz University Hannover)

Topic: Terms like open science and open access are often linked to research and publications. This session introduces open science as a key competence and innovative practice for university lecturers. In international teaching contexts such as EULiST, access barriers like paywalls become relevant. Freely licensed materials are available to all and help address educational inequalities.

The talk explores the possibilities of Open Science from the perspectives of university teachers and students. It also clarifies the difference between closed and open licensing for teaching materials – such as scholarly publications, textbooks, presentations, scripts, research data and audiovisual media. Dr. Lena Greinke from LUH will share her experiences with 'flipping' her challenge-based hybrid course 'Sustainable (Inner-)City Development' towards more openness.

Date: Wednesday, 25 March 2026 | 1.30–3.00 pm

Speaker: César Cáceres Taladriz, Associate professor at Universidad Rey Juan Carlos

Topic: Prof. Cáceres has been teaching at the URJC for 23 years, and Flipped Learning is one of his most beloved methodologies. He’s been using Flipped Classroom since 2014, was awarded with the Best Higher Education Experience in the European Flipped Learning Congress (FlipConSpain 2016), and appeared in the Top 50 Flipped Learning Teachers in Higher Education Worldwide (Flipped Learning Global Initiative, 2018). Prof. Cáceres is responsible for the faculty training courses in three Spanish Universities (Universidad de Cantabria, Universidad del País Vasco and Universidad Rey Juan Carlos), and has developed workshops in several other universities. He’s now the Rector’s Delegate for the EULiST European Alliance at the URJC.

This session is a brief introduction of what Flipped Classroom is about, its main characteristics and benefits, and some key aspects to take into account if teachers want to implement it. Some discussion by the participants about the methodology is welcomed during the session. By the end of the session, participants will be able to:

• understand the core principles and rationale behind the Flipped Classroom methodology.
• identify key benefits and challenges of implementing Flipped Learning in Higher Education.
• explore practical strategies and tools for designing Flipped Classroom experiences.
• reflect on how Flipped Learning can support student engagement and deeper learning.

Session Structure (1 hour)

• Introduction: What is Flipped Classroom?
• Why flip the learning?
• Designing a Flipped Classroom
• Challenges and Solutions
• Case Examples & Discussion
• Conclusions