ecscw2013 Designing for ipad-classrooms


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a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.

b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)

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  • It could be that Traditional teaching patterns will be reinforced Classroom will be changed into a creative learning experience Teacher applies new forms of teaching methods like ‘5-mins-didactics’; or other types of ‘microlearning’ Something else happens => Whatever occurs in the classroom, it mainly depends on the teacher (who is embedded into a social environment) a) her/his understanding of learning & didactical plans….
  • J: K-3 History A: K-4 improving writing skills
  • K-2
  • Preschool class
  • K-7
  • K-7
  • K-7
  • K-5
  • *** we know that there is a positive relation between ACTIVE and LEARNING ==Complexity and richness of cases !!!
  • ecscw2013 Designing for ipad-classrooms

    1. 1. Designing for iPad-classrooms - Digital Didaktik Isa Jahnke, Lars Norqvist, Andreas Olsson ECSCW2013 Cyprus Yes, with k
    2. 2. Is there a problem? Last years, Textbook learning is the center of teaching (consumer learning; passive learning) but how to create didactical designs for teaching and for learning where students become more active, where students become a pro-sumer (activity-driven designs)? 2 What happens in iPad- classrooms? Will the textbook approach survive, or do the teachers apply new methods and new designs, if yes, which ones, how and why?
    3. 3. Study in a municipality in Denmark 6 (of 7) schools (April 2012, Aug 2012, Aug 2013) •24 Classroom observations (45-90 mins. each) and interviews with teachers (ca. 60 mins. each) •Meetings with schools leaders, pedagogical leaders, etc. = ca. 15 days from 8am-2pm data collections Range of teaching subjects: •Danish, Math, English, Art, Physics, Chemistry … Range of classes •preschool class to K-9 •10-27 students Here we present the classrooms of the innovative teachers (Rogers 2003) ECSCW: Teachers are learners at the workplace! 3 S.Hyysalo "not rely on snap- shot studies, encompass multiple times/loci where technology is shaped"
    4. 4. “There is no technology in there” “An iPad is the little baby for pupils” “Finally! Someone got the vision to think differently” Teachers’ attitude towards technology is special 4
    5. 5. enhanced by ICT/ iPads Teaching objectives/aims (problem) Learning activities (constructing knowledge, indiv./collab. learning; surface/deeper) Process based Assessment/Fe edback (self-, peer-, teacher-) Digital Didactical Design – How do teachers organize, recognize and foster students progress in learning? socialrelations socialrelations social relations 5 Biggs, 2003 “Constructive alignment”
    6. 6. ID 19 and ID 21 12 Timeline From birthday until today Popplet mindmap app Chronological order Students journeys during summer vacation Pages app What do you think happened?
    7. 7. 5 patterns – Rethinking existing didactical concepts when technology is implemented 7 1. Innovative iPad-classrooms Alignment of didactics & technology (5 classes) = ipad-didactics 2. Almost innovative classrooms (not as strong as in pattern A) (3 classes) 3. Weak alignment of Digital Didactics but learning benefit through iPad-integration (1 class) 4. A Potential for Digital Didactics, alignment differs & medium/low extent of iPad-use (4 classes) 5. Applied designs limited learning experiences, re-alignment of a digital didactical design is required; better without iPads? (2 classes)
    8. 8. ID 5 Transformative learning Transformation of existing “math stories”: students get the task to create “comics”; using the iPad to create the stories (App: Strip Designer) 6
    9. 9. ID 6 Complex learning Students read a traditional book and write a book review; using Bookcreator to make that review, a collection of all reviews made by the students into one book 7
    10. 10. ID 8 Peer-Reflective learning Students write something from their childhood and reflect in peer-reviews their writing skills using Facebook; iPads deliver Internet-Access 8 Facebook photo
    11. 11. ID 11 Personalized learning (individual needs of the learners) • students design experiments in physics (sound/light); • other students create a mindmap first to collect their (non-)knowledge 9
    12. 12. ID 17 Learning expeditions 1 •Students search for QR codes, which lead them to a website to answer questions about Grammar (improving writing skills) •Combining learning outdoors and learning in the trad. classroom •Meta-reflections about the process 10 Another photo
    13. 13. ID 23 11 Learning expeditions 2 Students got the task to explains the other students what a “verb” , “adjective” and “noun” is En kjole – kjolen – flere kjolen – alle kjolerene A dress – to dress – several dresses - all dresses • App “Explains everything” • Students created storyboard and showcase incl. sound and visualization (product is a brief animated video) • Small teams “outdoors”
    14. 14. Findings – emerged design principles (1) Focus on action and on (co-)produce sth. – Focus on learning processes (not exams/test only) (2) Teachers design new learning goals beyond curriculum driven goals: b)explorative learning where more than one correct answer exists, c)meta-learning: reflection on process (3) iPad as a “booster” to making learning visible in different products -- student choice of tasks (4) Teachers do not use iPads as an exercise tool -- Teachers use apps primarily not built for education: "Bring your own app"- metaphor ®Activating students engagement through DOING*** 13
    15. 15. enhanced by ICT T.O. L.A. A./F. socialrelations socialrelations social relations Learning in schools = formal settings Curiosity driven Problem driven The way is unknown Answer is not known Curriculum driven Planned learning Guided activities Answer is known Learning outside of schools = non- & informal settings Learning is an active process of constructing rather than acquiring knowledge You have a problem, a question, an unsolved issued? No problem “google” it, ask your SNS, forums etc. Rethinking Digital Didactical Designs 14 Curiosity driven Problem driven The way is unknown Answer is not known
    16. 16. Thanks a lot! Professor Dr. Isa Jahnke ICT, media and learning Umeå University Dep of Applied Educational Science Twitter: isaja