I was always interested in the natural sciences, art, and sport. While the latter two stayed mainly in my recreational activities, the former has shaped my higher education and professional life significantly. My field of expertise is in Data Science, bringing together my previous practical knowledge about software engineering education, machine learning and artificial intelligence, data visualization, and scientific research practices.
A few key experiences during my education—both positive and negative—have geared my scientific curiosity towards educational technologies.

I was born in Germany but spent six years of my formative childhood in Japan. This exposed me to cultural and language differences from an early age. I always considered myself as a bridge-builder, connecting Japan and Germany. Entering an international master's program connected me with students—later becoming people working in academia and the industry—all around the world. Now I lead and participate in several multinational research projects, resulting in scientific works, but also great friendships. This journey has shaped my identity as a global collaborator to translate ideas, cultures, and disciplines into joint progress.

Looking back at my own education and learning endeavors, I can identify two interconnected experiences (pairs of negative and positive) that influenced me the most. One was my early and ensuing disinterest in foreign languages from around junior high school. But through self-guided learning at university, I rediscovered my passion and motivation for learning the English language.
Another pivotal moment was during an internship at Omron Corporation, where I was tasked with implementing an advanced algorithm from an academic paper into a working computer program. Although I have had frustrating encounters during my programming studies at university, I successfully translated theory into practice with the right amount of guidance and challenges. Together, these contrasting phases taught me that motivation in learning is not fixed but can be revived through autonomy and purposeful engagement.

My defining moments fostered a persistent interest in understanding the fundamental principles of learning and teaching more deeply, not only in practice but also at a theoretical level. As I explored the vast and impressive landscape of educational theory, accumulated knowledge, and the extensive body of literature available, I became increasingly aware of a notable gap. I observed a shortage of studies that convincingly integrate well-established, robust andragogical frameworks with contemporary, state-of-the-art technological approaches in a coherent and empirically grounded manner. My classes are built on the foundation of educational theory and continually enriched by the rapidly changing technological landscape.

I long left behind the outdated thinking that talent favors one subject over others. While math came effortlessly—and English seemed unattainable—I proved to myself that enough curiosity and effort would lead to exceptional outcomes, no matter the subject. I have applied this principle in my profession, but also in my hobbies. Some of the latter, especially graphic design, color theory (which I learned from photography), and web design, have made possible or enhanced my research.

My classes are designed around the core principles of sparking genuine interest and presenting intellectually challenging subject matter. I encourage persistence to attain knowledge that is not only theoretical but also directly applicable. To achieve this, I purposefully integrate recognized andragogical practices with a range of structured learning and evaluation techniques. Although my courses are mainly in the field of ICT, including programming and artificial intelligence, I deliberately incorporate hand-written reflection and recall activities to strengthen memory and conceptual understanding. This contrast between highly digital subject matter and analog learning techniques encourages students to slow down and engage more deliberately with core ideas. At the same time, I employ contemporary digital tools that allow students to actively interrogate content and reflect on their misconceptions in real time.
In addition, I structure exercises strategically to return to key concepts over time. This supports durable, long-term learning. I encourage students to actively ask questions and provide structured feedback, which allows me to better understand their motivation, satisfaction, and learning experience. This openness to dialogue enables me to continuously reflect on and improve the design of future courses.