Faculty of Humanities, Education and Social Sciences
Maison Sciences Humaines 11, Porte des Sciences L-4366 ESCH
MSH, E03 0345010
(+352) 46 66 44 9331
Dr Isabell Eva Baumann
Research Scientist for Digital Education & Research at the Luxembourg Centre for Educational Testing (LUCET)
Associate member of the Institute for German Language, Literature and Interculturality
Isabell Baumann coordinates the development of innovative teaching scenarios for Luxembourg secondary schools, with a special focus on digital didactics and digital media. The aim is to give teachers impulses for teaching development in a culture of digitality (https://pitt.lu/).
Effects and Impulses of COVID-19 on and for Learning in Luxembourg (EICEL) aims to develop effective teaching scenarios and sustainable digital teaching methods for the Luxembourg school system.
For this purpose, 2087 pupils and 513 teachers of the Enseignement Seciondaire as well as 1787 guardians were asked which methods were used during the corona-induced school shutdown – and which worked well and which not so well.
Based on the research results, concrete teaching methods and learning settings for the Enseignement Secondaire will be designed and impulses for teaching development in a culture of digitality will be derived. In the medium and long term, these study results and tools will be integrated into teacher training (e.g. Master in Secondary Education at the University of Luxembourg) and teacher training programmes (e.g. Formation Continue at IFEN). They will serve as a basis for the development of interdisciplinary 21st Century Education digital frameworks at national and European level (together with Dominic Harion).
The use of tablets in secondary schools in Luxembourg (TUTS) examines the different facets of tablet use in Luxembourg secondary schools. The focus is mainly on how working with tablets is perceived in the classroom and which skills and competences are promoted through tablet use.
Within the framework of the annual school monitoring “ÉpStan”, questionnaires from a total of 5237 seventh grade students were evaluated online in 2019 and 2020 with regard to tablet use. Furthermore, individual interviews were conducted with teachers and employees of the Ministry of Education, and a document analysis of the “one2one” project was carried out.
The findings from this project should contribute to the discussion on how learning content or competences related to tablet use could be tested in follow-up studies and how competences could be explicitly anchored in relevant documents (together with Marianne Milmeister).
Education in a culture of digitality
Theory and practice of didactic digital teaching and learning concepts