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From 24 March to 26 May 2026, The Hague Network held a webinar series entitled "AI & Didactics." The series was facilitated by Claudia Diers-Lienke (A.I.D.E.) and Tamara Lewis (The Hague Center for Teaching and Learning- HCTL) at The Hague University for Applied Sciences in The Netherlands. During eight unique sessions, teaching professionals, instructional designers and students shared examples of AI use in higher education.

This padlet is the living archive of the series. You are welcome to (re)watch recordings, download or read the slides, and leave comments or upload artifacts.

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The Hague Network - New Online Course_ ..

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The link above is for an AI simulation of a business process analysis workshop.

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This is custom GPT that tries to simulate a process workshop

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Please help us improve by completing this webinar survey. Your input is invaluable.

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Evaluation Survey and Needs Analysis - Webinar Series AI and Didactics - Weavely.ai • Forms that build themselves

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AI form builder that helps you create better forms faster

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Recording, Session 7 Chris Bell, University of Derby

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Recording, Session 7 Chris Bell, University of Derby

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The Hague Network AI & Didactics Webinar Series, Session 7

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I have made an agent to build a series of comics for our Library trainings. Built it with Claude. All connected with the CRAAP and SIFT framework. Built for Hospitality students. Great fun making it. But I always find it very hard to make the transfer from Claude (where it lookes great) into our Springshare Library Guides.

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Recording, Session 6 Roberto De Quirico, University of Cagliari

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Recording, Session 6 Roberto De Quirico, University of Cagliari

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The Hague Network AI & Didactics Webinar Series, Session 6

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Slides for session 6 led by Roberto Di Quirico entitled, "Challenges and Opportunities for University Teaching in the AI Era"

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Slides for session 6 led by Roberto Di Quirico entitled, "Challenges and Opportunities for University Teaching in the AI Era"

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Recording, Session 5 - Naomi Mc Laughlan, Hochschule Rhein-Waal

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Recording, Session 5 - Naomi Mc Laughlan, Hochschule Rhein-Waal

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Recording, Session 5 - Naomi Mc Laughlan, Hochschule Rhein-Waal

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Recording, Session 5 - Naomi Mc Laughlan, Hochschule Rhein-Waal

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Slides for session led by Naomi Mc Laughlan, entited "Equity and Inclusion Through AI"

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Slides for session led by Naomi Mc Laughlan, entited "Equity and Inclusion Through AI"

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Equity and Inclusion through AI 2026 - Naomi Mc Laughlan - HSRW - Rhine Waal University of Applied Sciences

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Comic with the goal to introduce the topic Materialising 1

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Comic with the goal to introduce the topic Materialising 1

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If anyone has feedback to improve? Let me know!

And yes I saw the ideas of the students are not consistent. apparently the need a good description as well.

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HCTL has a playlist of videos about Artificial Intelligence on YouTube 

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HCTL has a playlist of videos about Artificial Intelligence on YouTube 

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Subscribe to our channel for access to teaching and learning materials.

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Share your videos with friends, family, and the world

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We invite you to share how you are using AI in your teaching practice. Contribute your thoughts, links, slides or other materials below.

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Recording, Session 34- Natalia Viguri and Andrés García, University Francisco de Vitoria

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Recording, Session 34- Natalia Viguri and Andrés García, University Francisco de Vitoria

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The Hague Network AI & Didactics Webinar Series, Session 4

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MOOC The Hague Network_hands-on prompt guide

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A few spelling mistakes but is good so far!

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Thank you for the Inputs, Santhosh Paramasivam, University of Cagliari, Italy

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Slides for session led by Sami Suhonen about AI and assessment

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Slides for session led by Sami Suhonen about AI and assessment

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AI and Didactics Session 3 - Adapting Teaching and Learning Methods to the AI Era

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Lecturer Development Requirements to Teach AI Literacy: Lessons from a European Student Survey

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Lecturer Development Requirements to Teach AI Literacy: Lessons from a European Student Survey

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During their panel, the students shared that they wished lecturers would also become literate in AI. In this article, recently published on the Open platform, Society & AI, I made the argument that lecturer professionalization must include learning about the tools our students are using. I also discuss four other points of develop necessary for lecturers. What do you think we as lecturers need to know to be able to responsibly adopt AI into our teaching practice? Share in the comments. (Tamara Lewis)

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Lecturer Development Requirements to Teach AI Literacy: Lessons from a European Student Survey

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An instructional designer and researcher with the METACOG Erasmus+ project draws on survey data from 360 students across four countries to identify what lecturers must learn before they can meaningfully teach AI literacy.

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The Hague Network AI & Didactics Webinar Series, Session 2

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Reverse the roles (listen to this AI-generated music)

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Reverse the roles (listen to this AI-generated music)

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Slides for session led by Quinten, Fatima, Kalyani, Baris, Oliwia and input from Tarane

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Slides for session led by Quinten, Fatima, Kalyani, Baris, Oliwia and input from Tarane

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Recording, Session 1 - Andrea Holešinská, Masaryk University

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Recording, Session 1 - Andrea Holešinská, Masaryk University

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The thought-provoking session led by Andrea Holešinská entitled, "Implementing AI in Teaching: A Critical Thinking Approach" is available here for viewing.

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The Hague Network AI & Didactics Webinar Series, Session 1

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I appreciated the reference to Triangulation to use as a strategy to help the students detect AI-generated misinformation.

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My name is Fernando, and I work for the UFV English Department in Madrid, Spain. I am looking forward to debating and discovering new ideas for using AI with my students. I am very fond of technology. Thank you for the first session—it was really interesting!

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Hi Everyone

My name is Sisko Mällinen. I'm emerita teacher educator from the School of Professional Teacher Education at Tampere University of Applied Sciences. I still supervise students' Master's theses at the faculty of Business & Media.

I've created and taught online courses since the end of 1990s and believe in students' interaction and collaobrative knowledge building for deep learning.

I'm very interested in the possibilities of AI and how to help students to make the most of it. I'm originally a language teacher and am now using AI to help me learn and practise Portuguese.

I'm so sorry I missed the first session! I hope to meet you all on 31 March.

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Basically, I teach philosophy at university level and I would ideally give my students papers to write at home for assessment on a topic of their choosing (within the topic constraints of the course). That way they learn to write papers. What are the alternatives I can pursue/experiment with now that it is much easier for students to have someone/something (an LLM) else write papers for them? Two options that come to mind are: (1) have students write their papers in a supervised environment at university but that allows them only to write for 2 or 3 hours and have limited or no access to scholarly literature on the topic; (2) have students answer smaller, set questions but that does not make them practice writing a proper paper. Any other ideas or comments? Thank you!

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I am Jesús Delgado from the University of Málaga, specialised in Didactics of Geography & History and Longlife Learning (Senior Universities, U3A). Happy to learn more about AI!

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I am Jesús Delgado from the University of Málaga, specialised in Didactics of Geography & History and Longlife Learning (Senior Universities, U3A). Happy to learn more about AI!

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It is very interesting the reflections on the “classical” pedagogy by Comenius & the new approaches of conforming data with AI.

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When students are asked to analyse AI output, at what point does teaching excellent prompting become counterproductive, because the output exceeds many students ' ability to critically evaluate it?

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When students are asked to analyse AI output, at what point does teaching excellent prompting become counterproductive, because the output exceeds many students ' ability to critically evaluate it?

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I'm Filippo Contesi, Assistant Professor at the University of Cagliari and I'm especially looking for ideas for alternatives to student assessment in the age of LLMs.

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I am Claudia Diers-Lienke: a teacher, community-builder and researcher at The Hague University of Applied Sciences (THUAS). My work is driven by a fascination with the quality of education and takes place at the intersection of internationalisation and AI. I explore how internationalisation broadens knowledge bases and how education can respond to AI as a disruptive technology, with the goal of fostering AI-literate students and colleagues.

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The above video was created using my photo, my voice recording and AI lip sync technology from dzine. I like to experiment with this technology and the possibilities it affords for content creation.

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Welcome to AI & Didactics from Tamara Lewis

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I train teachers and researchers at The Hague University of Applied Sciences. My areas of interest include EdTech, AI and online learning. I write and research on inclusive learning and AI pedagogy.

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Four Ideas from this Workshop:

1 go beyond the power point presentation, make a comic for presenting concepts

2 invite students to present their information in alternate formats - podcast

3 find ways to make stories visual

4 prompt engineering - structure, content and iteration for compelling output.

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Slides for session led by Andrea Holešinská entitled, "Implementing AI in Teaching: A Critical Thinking Approach" available for viewing. 

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Slides for session led by Andrea Holešinská entitled, "Implementing AI in Teaching: A Critical Thinking Approach" available for viewing. 

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Try out this vibe-coded prototype designed to help facilitators quickly gauge the mood and engagement level of a group.

Facilitators have a space where they open up a moodboard and get a code to share. Then, participants select:

An emoji that reflects how they are feeling

Their current participation level (from Fully Participating to Not Participating)

The board updates in real time, giving a visual snapshot of the room and helping facilitators adapt their session accordingly.

💡 Built using vibe coding—an AI-assisted development approach where prompts, testing, and iteration are used to rapidly create working educational tools.

Steps to try this moodboard yourself:

URL: https://checkin-moodboard.netlify.app/

Click on Join a session

Put in the code: FSPJ

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Recording, Session 8 - Capstone, Michal Krčál, Tamara Lewis, Claudia Diers-Lienke

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Recording, Session 8 - Capstone, Michal Krčál, Tamara Lewis, Claudia Diers-Lienke

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This week's webinar is the last session in our 8-part series. We looked at some practical examples from practice. Michal showed us how a GPT for role play was not the ideal way to simulate. Students wanted the human element. Tamara shared a vibecoded moodboard for use in online settings. Claudia let us experience "Bob" a skeptic who wants you to convince him to buy something. She uses this to teach communication skills.

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The Hague Network AI & Didactics Webinar Series, Session 8

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Recording, Session 3- Sami Suhonen Tampere University of Applied Sciences

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Recording, Session 3- Sami Suhonen Tampere University of Applied Sciences

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The Hague Network AI & Didactics Webinar Series, Session 3