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Als generative KI aufkam, war der erste Reflex im Bildungsbereich oft, „einfach höhere kognitive Fähigkeiten zu fordern\". Wenn die Maschine zusammenfassen kann, verlangen wir von den Studierenden eine Bewertung. Wenn sie programmieren kann, fordern wir eine kritische Analyse. Doch kognitive Anforderungen einfach zu erhöhen, in der Hoffnung, eine Aufgabe KI-resistent zu machen, ist eine gefährliche Falle. Erstens funktioniert es nicht.","Webinar-Reihe #2 – KI und die Robustheit von Prüfungsaufgaben | Â̲èÖ±²¥",[224,230],{"__typename":225,"_id":226,"paragraph_id":227,"title":228,"text":229},"TextItem","b7b1c7a8-5b69-430c-a50e-000a94a85e73",3573,"Webinar-Thema","\u003Cp>\u003Cstrong>Generative KI „glättet\" Texte so flüssig, dass sie hochrangige Bewertungen oder Synthesen nahtlos imitieren kann – und so eine stille Lücke zwischen dem Geübten und dem wirklich Verstandenen entsteht.\u003C/strong> Zweitens: Wenn wir ändern, wie wir prüfen, müssen wir möglicherweise auch ändern, wie wir lehren. In unserem nächsten Webinar stellen wir eine Alternative vor: ein pragmatisches 6×4-Koordinatengitter, das die sechs Ebenen der Bloom'schen Taxonomie mit vier klar definierten Spalten der Mensch-KI-Arbeitsteilung kreuzt – von der vollständigen menschlichen Leistung über „Mensch leitet KI\" und „Mensch bedient KI\" bis hin zur vollständigen Delegation. \u003Cstrong>Robustheit bedeutet nicht, Technologie zu verbieten oder den Schwierigkeitsgrad künstlich zu erhöhen. Es bedeutet, klar zu definieren, wer was tut, welches Denken wann gefordert ist und was als solider Leistungsnachweis gilt.\u003C/strong> Im Webinar analysieren wir diese Matrix und beleuchten konkrete, praxisnahe Ãœbergangsstrategien. \u003Cstrong>Wir stellen eine erste Version eines portablen KI-Assistenten vor, der Lehrpersonen dabei helfen soll, massgeschneiderte KI-Anweisungen und Deklarationsvorlagen für Studierende als Ergänzung zu bestehenden Prüfungsaufgaben zu formulieren.\u003C/strong>\u003C/p>\u003Cp> \u003C/p>\u003Cp>Dieses Webinar wird von \u003Cstrong>Thomas Steiner\u003C/strong> geleitet, ordentlicher Professor an der Wirtschaftsschule des Kantons Wallis (HES-SO Valais-Wallis), strategischer Leiter von Cyberlearn (dem E-Learning-Zentrum der HES-SO) und Mitglied des KI-Lenkungsausschusses für Bildung. Er promovierte in Wirtschaftsinformatik an der Universität Lausanne (HEC) und verfügt über mehr als 30 Jahre Erfahrung im Bereich der angewandten künstlichen Intelligenz. 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