HASKI

Digital university teaching has become increasingly important following the Corona pandemic.  However, the potential of digital teaching hasn’t been fully realized, either technically nor didactically. Prof. Dr.-Ing. Abke came to this realisation through previous research projects and his experience with digital teaching during the pandemic-driven online semesters. 

In the collaborative project HASKI, Aschaffenburg University of Applied Sciences works alongside OTH Regensburg and the University of Kempten. The HASKI project successfully combines pedagogical, media didactic and technical expertise. Prof. Dr. Galia Weidl, part of the Aschaffenburg team, is responsible for the use of artificial intelligence in the project.

Building on the digital teaching experience gained during the pandemic, the idea emerged to enable students to engage in adaptive, self-directed learning supported by artificial intelligence. Students receive personalised digital learning materials tailored to their current level of knowledge, allowing them to manage the learning process independently.

Adaptive learning and assessment involve presenting students with tasks tailored to their individual level of knowledge. In this was adaptive teaching and learning is a successful arrangement. The HASKI concept is based on a blended learning approach.

The adaptive learning model adjusts according to the student’s progress. The learning management system (including documents, videos, podcasts, and tasks) is personalised, allowing the tutorial model to consider student’s varied expectations and prior knowledge, creating tailored learning paths and providing feedback. These learning paths are designed based on the student, tutorial and domain models. This approach empowers students to shape their own learning process depending on the path they choose.

• All student actions (including task solutions and quizzes) are transmitted to the HASKI system. This system, powered by AI, generates feedback which is delivered to learners through the learning management system.
• Learning paths are adjusted individually by the AI system based on this data.
• HASKI also provides educators with a report on student activities, enabling them to design the next stages of learning accordingly.

More information on the applied models can be found on the research consortium’s project website.