Tag: External conferences

The International Virtual Exchange Conference (IVEC) took place from 14th to 17th October 2025, in Heraklion, Greece. The facilitated discussion on

The influence of Artificial intelligence on relational dynamics in Virtual Exchange (VE)

focused on two key questions:

1. How is AI currently used in Virtual Exchange to enhance relational dynamics and support intercultural collaboration?

2. What areas of AI application could further strengthen collaboration, and what ethical considerations must be adressed?

The team leading the session consisted of instructors of two projects which experienced an increased use of AI among participating students to enhance task-based collaboration: Our project Intercultural Perspectives on Information literacy and Metaliteracy (IPILM) and the Global Case Study Challenge.

Participants of the discussion brainstormed AI driven solutions to promote more effective communication and cultural sensitivity and to support conflict resolution while considering ethical challenges, f.e. bias and over reliance on technology. The results should provide a foundation for future research and pratical implementation of AI tools to deepen collaboration in Virtual Exchange endeavors.

You can find the presentation slides here.

The European Conference on Information Literacy (ECIL) took place from 22nd to 25th September 2025, in Bamberg, Germany. Three instructors from our IPILM Project Team held a presentation on 

„Combining Information Literacy and Metaliteracy to Advance Transnational Group Learning about AI. Learning Process and Learning Outcomes, Results from a Case Study“

About 50 conference participants attended the panel session. The team, consisting of Joachim Griesbaum, Stefan Dreisiebner and Tom Mackey, represented the entire instructor team that collaborated on the conference paper proceedings. They reported results from the IPILM course in winter term 2024/2025 with a focus on how feasible and acceptable the concept is as well as the learning success of the students. The data used for the case study was collected from a pre- and post-course survey. In combination with written reflections from the students and instructors evaluations the educational value of the project was explored.

The findings indicate that the IPILM concept with its unique intercultural learning environment is feasible and worthwhile for its participants. Furthermore, it was laid out that students need substantial learning support. The researchers recommend only highly motivated learners should be given access to such a learning scenario so they could gain the best possible learning experience.

Overall, the results show that the IPILM concept appears to be clear and flexible enough to be applied more widely. Further steps are to refine the concept and expand the project.