Under the motto ‘Examination: AI, Exams and Competencies,’ the focus was on current challenges and opportunities surrounding digital examination formats, competency orientation and the use of artificial intelligence in higher education teaching. Numerous experts, lecturers and interested parties from colleges and universities throughout Germany accepted the invitation to discuss these forward-looking topics, network and establish personal contacts on site.
Inspiration, exchange and practical relevance
Vice-President for Studies and Teaching at OTH Regensburg, Prof. Dr Birgit Rösel, welcomed the participants after a reception with coffee and tea, thus opening the Digital Teaching Day. Prof. Dr Dominik Herrmann from the University of Bamberg then provided the first thematic impetus with his pointed keynote speech ‘Exams and AI: From symptom to systemic issue’. With impressive clarity, he used three practical examples to show how the availability of AI tools challenges university teaching – and why new examination formats are needed that reveal genuine performance under real conditions, ensure equal opportunities and counteract self-deception about supposedly acquired skills.
Under the guiding principle of fundamentally questioning examinations and teaching in the face of AI-supported tools, the subsequent guided poster walk provided space for exchange and inspiration. Participants gained insights into proven examples of good practice in alternative examination formats, AI-supported assessment and competence-oriented teaching. In dialogue with the presenting experts, it became clear how diversely and creatively universities are already responding to systemic challenges.
After a refreshing lunch break with stimulating conversations, the afternoon focused on practical exploration of the event's theme:
In three parallel workshops, participants engaged intensively with the didactic design of digital learning spaces, explored the potential of large language models – from task development to evaluation – and discussed approaches to implementing competence-oriented examinations with AI support and digital tools.
Conclusion
A final coffee break led into a moderated summary, during which key findings were reflected upon together. The consistently positive feedback made it clear that the event not only provided valuable impetus for a future-oriented examination culture, but also showed how digital technologies can be used creatively and responsibly in the service of competence development
