Teaching

Teaching experience and philosophy


I have been teaching courses at the Department of Information Science at Heinrich Heine University Düsseldorf since 2005, first as a teaching assistant and since 2009 as visiting lecturer. Since my appointment at the University of Ottawa’s School of Information Science in 2017, I am teaching graduate courses on knowledge organization, research methods, social network analysis, information visualization and the information literacy. The methodological and technical skills I teach in my courses are transferable and equip students to work in a variety of sectors, which is key in a program that has the goal of training librarians and information professionals. Over the past fifteen years I have continued to grow as a teacher, improving and expanding my teaching methods based on my interactions with and feedback from students.


I feel privileged to work in a field that excites me and provides me with an opportunity to share knowledge. Given the passion for my work, I feel equally responsible and enthusiastic about passing on my knowledge and skills to the next generation of information professionals and help students succeed in a diverse job market. Reciprocally, I am convinced that it is by engaging with students that my work remains innovative and grounded in the current context.


I believe that teaching is most effective when it actively engages students. This is why my teaching philosophy is based on active learning principles. I like to involve students in hands-on exercises and put great effort in finding examples that increase participation and motivation. Based on the Humboldtian model of higher education, I like to involve students directly into ongoing research projects and current scholarly debates. I let students develop their own research questions and group projects. I use a design-thinking approach (UX) to let students design their own knowledge organization system by developing personas, empathy and journey maps. Determining research questions and projects independently increases motivation and the ability to remember and develop project management and information literacy skills.


I encourage students to write their term papers according to the submission requirements of international LIS conferences and journals to introduce them to the standards of the academic community. While conveying course contents, I try to socialize my students as researchers introducing them to all parts of the scholarly communication process including reading, peer review, formulating research questions, developing methodology, presenting and writing. This strategy has proven successful, as students became truly engaged with their research projects and continued working on them beyond the classroom setting. Some of my students went on to publish their work in peer-reviewed journals or presented their results at international conferences.





Courses taught


Knowledge Organization

  • ISI5302 Fall 2020 School of Information Studies, University of Ottawa
    • mandatory graduate course (18 students)
    • Syllabus
  • ISI5302 Fall 2019 School of Information Studies, University of Ottawa
    • mandatory graduate course (19 students)
    • Syllabus


Research Methods and Evaluation in Information Studies

  • ISI5307 Winter 2020 School of Information Studies, University of Ottawa
    • mandatory graduate course (19 students)
    • Syllabus
  • ISI5307 Winter 2019 School of Information Studies, University of Ottawa
    • mandatory graduate course (17 students)


Information Literacy

  • ISI6372 Winter 2020 School of Information Studies, University of Ottawa
    • elective graduate course (14 students)
    • Syllabus

Information Visualization

  • ISI6300A Fall 2019 School of Information Studies, University of Ottawa
    • elective graduate course (11 students)
    • Syllabus

Social Network Analysis

  • ISI6300C Fall 2018 School of Information Studies, University of Ottawa
    • elective graduate course (9 students)
    • Syllabus
  • Aufbauseminar 2013 Department of Information Science, Heinrich Heine University Düsseldorf
    • elective undergraduate course (16 students)
  • Basisseminar 2010 Department of Information Science, Heinrich Heine University Düsseldorf
    • elective undergraduate course (6 students)


Empirical Information Science

  • Basisseminar 2012 Department of Information Science, Heinrich Heine University Düsseldorf
    • mandatory undergraduate course (24 students)
  • Basisseminar 2009 Department of Information Science, Heinrich Heine University Düsseldorf
    • mandatory undergraduate course (49 students)
    • co-taught with Miloš Jovanović


Altmetrics

  • Aufbauseminar 2015, Department of Information Science, Heinrich Heine University Düsseldorf
    • elective undergraduate course (13 students)



Guest lectures


English

  • FORCE11 Scholarly Communications Institute (FSCI), University of California, San Diego: “Identifying How Scientific Papers are Shared and Who is Sharing Them on Twitter”
    • elective course of 6h co-taught with Juan Pablo Alperin
    • 25 participants
  • EDPE-668: Digital and social media in higher education, McGill University, Department of Educational and Counselling Psychology: “Social media metrics”
    • 30-minute presentation in elective course taught by Prof. Nathan C. Hall
    • 16 students

French

  • Atelier-formation de CIRST, Centre interuniversitaire de recherche sur la science et la technologie, Université du Québec à Montreal: “Les medias sociaux dans la communication et l’évaluation scientifique : résultats de recherche et conseils pour les chercheurs”
    • 90-minute presentation
    • 15 participants
  • SCI 6304: Bibliométrie et communication savante, École de bibliothéconomie et des sciences de l’information, Université de Montréal: “Analyse des réseaux sociaux avec VOSviewer”
    • 45- minute presentation in mandatory course taught by Prof. Vincent Larivière
    • 22 students