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Christian Maximilian Schuschnig
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Christian Maximilian Schuschnig2026-05-21 15:59:152026-05-28 11:09:20Job advertisement: University Assistant (f/m/d)
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Marlies De Roche
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Marlies De Roche2025-11-14 09:32:402025-11-14 09:51:28Best Performer Awards, Roland Mittermeir Award, and Doctoral Thesis Award of the Faculty of Technical Sciences 2024/25Foto: aau/Müller
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Forschungskommunikation
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Forschungskommunikation2021-09-24 09:41:302021-09-24 09:47:16Self-evaluation tool for teachers: How well do I teach?Due to the raising importance of computational thinking and ICT skills in everyday life, the Department of Informatics Didactics focuses on didactical issues for educators at Universities as well as elementary, primary and secondary schools.
Our mission is to research and teach theories, methods, processes and techniques for identifying those topics that are fundamental for the education of young citizens in an information society, and to determine how these topics are to be presented so that the necessary concepts can be easily grasped by people of all ages.
IID is led by Andreas Bollin and part of the Faculty of Technical Sciences at the University of Klagenfurt.
We are also proud that our Department is a Regional Educational Competence Center.
Administration
Tajana Angermann / Annette Lippitsch
Telephone: +43 463 2700 3504 / 3506
E-mail: iid-office [at] aau [dot] at
Office hours
Monday to Friday
09:00-12:00
In the teacher’s formation curriculum, students have to combine two school-subjects with a common branch in pedagogy. At our University, school-informatics (“Unterrichtsfach Informatik” in German only) can be combined with any other school topics like Mathematics or Geography. Also, combinations with subjects like natural science disciplines or sport are possible.
Our research is of empirical as well as of conceptual nature. The ISSEP conference series, established by IID, provides us with contacts on a wide international level and allows synchronization of work across national boarders. On the local levels, experiments conducted by diploma students can, if carefully conducted, still contribute to clarify the relative merit of competing didactical approaches.
