We report on our experience with shared-task-based teaching based on 12 undergraduate and master's courses.From the lessons learned in these courses, we derive a novel classification of shared tasks into four classes based on properties of their solution spaces.The classification aligns the courses with their didactic goals and supports students and instructors in achieving them.We systematically analyze the teaching and learning conditions of each class, such as the required effort and prior knowledge of students and instructors.Our analyses show that shared tasks are a promising teaching method for computer science education that can be adapted to different environments.However, the diversity of shared tasks also requires customized recommendations for instructors.

The first International Workshop on Open Web Search (WOWS) was held on Thursday, March 28th, at ECIR 2024 in Glasgow, UK. The full-day workshop had two calls for contributions: the first call aimed at scientific contributions to building, operating, and evaluating search engines cooperatively and the cooperative use of the web as a resource for researchers and innovators. The second call for implementations of retrieval components aimed to gain practical experience with joint, cooperative evaluation of search engines and their components. In total, 2~papers were accepted for the first call, and 11~software components were submitted for the second. The workshop ended with breakout sessions on how the OpenWebSearch.eu project can incorporate collaborative evaluations and a hub of search engines.

In this paper, we discuss the benefits and challenges of shared tasks as a teaching method. A shared task is a scientific event and a friendly competition to solve a research problem, the task. In terms of linking research and teaching, shared-task-based tutorials fulfill several faculty desires: they leverage students' interdisciplinary and heterogeneous skills, foster teamwork, and engage them in creative work that has the potential to produce original research contributions. Based on ten information retrieval (IR) courses at two universities since 2019 with shared tasks as tutorials, we derive a domain-neutral process model to capture the respective tutorial structure. Meanwhile, our teaching method has been adopted by other universities in IR courses, but also in other areas of AI such as natural language processing and robotics.