Teaching

Teaching Philosophy

My life shaped my teaching and supervision philosophy. We all start from different places and different backgrounds. It is unfair and unwise to judge people solely on the knowledge — merely facts — that they hold at a given moment. We live in a rapidly changing world. Many facts, knowledge, and skills become outdated not over 50 years, but over 5–10 years, or even within 1–2 years. People who only “know” do not get through these changes. My main teaching outcome for students is to learn how to learn.

Let me explain it with physics. One particle (a) moves at a stable speed in a stable direction (uniform motion, a = 0). But will it be able to adapt to new goals, to a new world? Another one (b) is not only constantly moving, but also constantly increasing its speed and even changing direction (accelerated motion, a = C). That one is already more flexible in this developing world. The final one does something even crazier: it is able to change how much it changes its speed (non-linear accelerated motion, a = Ct). This is the effect I want to achieve when working with students — to improve their ability to learn.
Be non-static, always move, improve your movement. Then you can achieve anything and move anywhere you want in this world.

Courses

I have taught several types of courses — large lecture courses as well as practical courses and seminars.

Shared Tasks

I led or was part of the organising team of several multilingual shared tasks:

Student Supervision

Since the start of my PhD, I have supervised several dozen students from around as many countries, at all levels — Bachelor, Master, and PhD. They have gone on to highly successful careers: PhD positions, lead developers in companies, and start-up founders.