JTELSS25 open webinar

We are glad to invite you to pre-school webinars as part of the 19th Technology Enhanced Learning Summer School – jTELSS25. With the interdisciplinary TEL topics in mind, interactive and practice-oriented sessions will be given by experts in the field, to cater to the needs of young researchers in TEL.

jTELSS25 webinars will kick off on the 21st of February with two webinar sessions, each lasting 45 minutes. The sessions will feature a presentation, as well as a discussion or an interactive Q&A exchange. Through jTELSS25 webinars, we offer you the opportunity to connect with the TEL PhD-candidate community of the EATEL and gain practical insights from experts in academic, research, and TEL-related skills.

These webinars are open to all interested participants. Whether you plan to attend the jTELSS25 or not, you have the chance to get in touch or refresh your contact, with the community and experts on the 21st of February.

After registering for the webinar, you will receive the Zoom link to participate. You will also receive a reminder email from us shortly before the webinar date.

We look forward to your participation in the webinars of jTELSS25.

Click Here to Register for the Webinar on February 21st

Introduction to JTELSS25

Description

If you are curious about the EATEL summer school on Technology-Enhanced Learning and would like to learn more about this event, this short session will answer many questions and help you take a decision to participate! We will briefly present the academic program, the logistics of the event, the application and registration process, the participation fee, and share some of our experience. There will be time to ask any questions you might have about the event.

Facilitator

Mikhail Fominykh is the general chair of the EATEL summer schools of Technology-Enhanced Learning.

Webinar session 1: Opportunities for Divergent Approaches: The Influence of Music Producing and Creativity on Computational Thinking

Description

Developing computational thinking (CT) can be achieved in multitude ways. Well-known examples are plugged-in and unplugged applications which focus primarily on (combined) usage of visual, textual or tangible modalities. Less-obvious are applications where CT-development can be established via auditory modality, to which an importance of creativity is attributed. Reasoning from such different contextual perspective, it’s interesting to investigate whether self-creation of electronic music influences CT-development, and what added-value can be attributed to creativity. Therefore, a mixed-methods-study was conducted among primary school pupils aged 10 to 13 using FL-Studio Mobile© music-producing-software. Quantitative data were obtained by pretest-posttest-assessment administering the validated Computational-Thinking-test (CTt). Qualitative data were obtained by conducting interviews to ascertain identifiable effects on CT-sub-characteristics, to determine the influence of creativity and creative thinking, and what children’s perceptions were in this regard. Our results indicate that applying music-making-software has measurable effect on CT-development, focusing on invoking and using auditory modality. Notable findings were identified on CT-sub-characteristics ‘loops’, ‘conditionals’, ‘functions’, ‘nesting’ and ‘CT-tasks required’.

In this webinar, we present the methodological approach and findings regarding our research to inspire participants to evaluate less obvious (technology-enhanced) applications for usability and deployment for conducting scientific research.
Link to the official publication: https://www.mdpi.com/2227-7102/14/12/1380

Learning Objectives

  • To discover that less obvious approaches and ‘out of the box’ applications can be rich environments for establishing learning and development.
  • That computational thinking (CT) can be developed through auditory modality by means of self-creation of electronic music, to which an importance of creativity can be attributed.
  • That producing music using technology stimulates creativity, which seems an important parameter for CT-development, and that differences between girls and boys can be distinguished.

Prerequisites

No prerequisites are needed for this webinar session.

Facilitator

Dr. Nardie L.J.A. Fanchamps is an Assistant Professor at the faculty for Educational Sciences within the Technology Enhanced Learning Innovations department at the Open University of the Netherlands. He also leads the group that researches the field of Educational Robotics, Computational Thinking & STEM-learning. Nardie is specialised in educational robotics, computational thinking, programming in education, augmented reality and VR. Moreover, he is involved in several national and European / Global research projects where he collaborates with colleagues from other Universities and partnering organisations all over the world.

Webinar session 2: Navigating the AI Act: Compliance and Innovation in Educational AI

Description

This webinar explores the EU's regulatory landscape for artificial intelligence (AI) in education. Gain an understanding of the AI Act’s foundational principles, including its alignment with fundamental rights and its risk-based framework for AI classification. We’ll delve into key obligations for providers and deployers, discuss the interplay with other EU digital laws like the GDPR and other related digital laws highlighting compliance requirements for high-risk AI systems in education.

Key topics include:

  • Risk-Based AI Classification: Prohibited, high-risk, and other AI categories.
  • Stakeholder Responsibilities: From developers to educators, what compliance means?
  • Transparency and Explainability: Ensuring accountability in AI applications.
  • Relevant EU Laws: Overview of related regulations shaping the educational AI landscape.

Learning Objectives

By the end of this session, participants will:
  • Understand the Risk-Based Framework of the AI Act: Learn how AI systems are categorised into unacceptable, high, limited, and minimal risk levels, with practical implications for education.
  • Explore Explainability and Transparency Requirements: Understand the role of explainability in ensuring accountability and trustworthiness in educational AI systems.
  • Analyse Practical Use Scenarios: Gain insights into real-world applications of the AI Act in education, including compliance challenges and solutions.
  • Navigate Relevant EU Digital Laws: Learn how the AI Act complements GDPR and other laws to create a robust framework for ethical AI in education.

Prerequisites

No prerequisites are needed for this webinar session.

Facilitator

Lezel Roddeck is an experienced attorney and law lecturer with extensive expertise at the intersection of law, technology, and education. As a qualified attorney, she possesses a strong foundation in corporate and information technology law, including drafting and negotiating contracts, licensing agreements, and managing complex legal projects such as tender submissions and compliance strategies.
Currently a Senior Lecturer and Programme Director at Bucerius Law School in Hamburg, Germany, she has over a decade of experience teaching legal subjects such as Contract Law, Intellectual Property, and Legal Writing, in addition to coaching students in advocacy, legal negotiation, and commercial mediation. She has also advised on compliance frameworks and played a strategic role in integrating digital tools into legal education.
Her doctoral research specialises in the governance and ethical regulation of artificial intelligence in educational settings, with a focus on explainability and compliance with laws such as the EU AI Act and GDPR. She has contributed to high-level policy discussions as an expert in European Commission initiatives and has authored publications on AI governance and its implications within legal and educational contexts. An accomplished speaker, Lezel Roddeck has presented her work at international conferences, addressing topics like big data, educational data mining, and AI governance.