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Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
Isajahnke mobile-learning-spaces2011-10-17
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Isajahnke mobile-learning-spaces2011-10-17

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Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to …

Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus

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  • Social structues, sociological point of view
  • The thesis is it depends on the design, and the question is how to design. This slide gives an selected overview of what we already know from the socio-technical paradigm that is well-known in knowledge management and CSCW. Lucy Suchman studied how people use ICT in social interactions and found that they create an own understanding just-in-time they use the ICT. Her approach is called „situated action “ . Social and technical systems are not two seperately things BUT they create a new relationships with emergent properties. Herrmann, Loser and also me, we illustrated in several cases studies how human communication generates new structures and regulations which A) form the technical elements and B) which are also partially determinedby the technical system.
  • Besides the mentioned sociotechnical approach, CSCW and CSCL – my approach also inlcudes socio-technical communities – as extended part of an official university . Please see in more detail, my results from workshops in France, in the IJWBC and my presentation at CSCL conference. And, I also add a new and differentiated view on roles. At universities, there exist both „communities AND formal learning structures of universities “ – revealing roles and role structures can help to understand and design knowledge management.
  • Here you see the relation between data collection and analysis AND the changing practice, according to the DBR approach.
  • Thus, the research question is: How to design (develop & evaluate) computer-enhanced (creative) learning and knowledge sharing Successfully ? And: What are appropriate elements for studying/designing? I reveal TRENDS and give first answers, of course - BUT I cannot give a totally complete answer today.
  • One central result from the first EVALUATION is the model. Here you see the realized model based on Moodle. The learning walkthrough covers a range of learner ’s activities including “walk trough the learning modules” and “preparation of remote experiments”, for instance, creating hypothesis before they walk through the remote lab. After the experimentation, learners write a lab-report about “what they have observed, analyzed and learnt”. Such an assessment activity – reflective learning – called “learning diary” is followed firstly by peer-reviewing processes within the learning community and secondly by feedback from the teacher. In case of successful assessment, the learner will get a certificate. We ‘ve got a list with more than 30 feedback items given by the experts. For example, the experts recommend following: - PeTEX team should create a policy including a reservation system for booking experiments. - Second, they also discuss to use a standardized framework for the learning modules in Moodle. They say „ One style sheet for the learning modules ” , and “Do not produce too long learning module - not longer than 20 min!” and – very important – “more active tasks for learners than passive reading, listening or watching something”. The experts stressed: every 7-10 minutes (read/listen/watch sth.), an active task is needed – otherwise it could be too boring.
  • Here are some examples, what the community-members do often OR Very OFTEN - They share information about tutorials or lectures They solve exercises collaboratively ONLINE they learn to handle different opinions. and ask subject-specific question about courses
  • Social media IS not the first approach regarding computer-supported learning. The time line shows that the CBT – Computer Based Trainings – has begun in the 80s and years ago. E-Learning here meant that one person was sitting at the computer and did learn something individually NOT in a group, e.g., a language. In the 90s the CSCL approach – computer-supported collaborative learning – came up. The studies focused on learning in teams. Today, we are in the age of social media and Web 2.0, where online communities in large groups are in the middle of the investigation. What is coming next?
  • Transcript

    • 1. Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow -- Challenges in Research and Teaching Isa Jahnke [email_address] October 17, 2011 Umeå University IML
    • 2. About me [email_address] Social Science, Diploma (1997) 3 years at Consultancy companies PhD 2001-2004 Computer Science & Society Post Doc 2005-2007 Information & Technology Management 2007 Boulder (CO/USA), L3D, Gerhard Fischer Ass. Prof 2008-2010 Research Center for Higher Education Prof 2011- Umeå U/TUV; Prof in ICT, media and learning
    • 3. IML = Interactive Media and learning <ul><li>IML is one of 3 groups </li></ul><ul><li>Department of Applied Educational Science (TUV) </li></ul><ul><li>Faculty of Social Sciences </li></ul><ul><li>Umeå university (Sweden) </li></ul><ul><li>IML group ≈ 25 people </li></ul><ul><li>Internet </li></ul><ul><li>http://wwwold.iml.umu.se/forskning/ index_eng.html (old website) </li></ul><ul><li>http://www.edusci.umu.se/english/research/interactive-media-and- learning (new website) </li></ul>
    • 4. Designing the interdependencies Inter-dependencies Use of Technology (Social Media) Teaching and Learning Cultures (different faculties, disciplines, subjects) Didactical approaches (e.g., How to teach creativity?) Design-Based Research Inter-actions Trans-formations [email_address]
    • 5. Emerging Problems [email_address] Online Bullying/Mobbing Copyright issues and plagiarism Information with different quality is available (how to know what is good/bad?) Teachers don’t know how to handle ICT in their classrooms =&gt; reaction: usage is not allowed at schools, BUT: “ sopa problemet under mattan ” Teachers assume that Social Media is not useful in their domain =&gt; Wrong assumption! (Today, we would never say that eMails/DMS are not useful) Many people understand virtual worlds as not real =&gt; Wrong! Facebook, SecondLife etc. are examples for a social-constructed Technology-mediated reality. Social media matters for people who communicate via the Internet.
    • 6. <ul><li>Yes, we need to educate the “Homo Interneticus” ! </li></ul><ul><li>But how? </li></ul><ul><li>How to teach reflections on Social Media? </li></ul><ul><li>How can we teach to learn learning in the Social Media world? </li></ul>We live in a “ sociotechnically-constructed society ” [email_address] The term Homo Interneticus is originally from Aleks Krotoski, BBC production
    • 7. IML (=Interactive Media and Learning group at TUV department, Umeå university) A research and teaching center for mobile learning Understanding, reflecting, designing learning spaces, the “classroom” of tomorrow [email_address]
    • 8. Research questions <ul><li>a) How can a teacher use new technologies in her/his learning settings? </li></ul><ul><ul><li>Is there a benefit? </li></ul></ul><ul><ul><li>What problems will occur? </li></ul></ul><ul><li>b) When to use what kind of learning environment? </li></ul><ul><ul><li>For what educational purposes is a specific technology (e.g., mobile devices) a good choice but when do we need other technology (could we combine them, creating new didactical approaches, new technology?) </li></ul></ul><ul><li>c) What is the classroom of tomorrow (equipment, didactics, virtual…)? </li></ul><ul><li>=&gt; To find answers to these questions: IML creates a research and teaching center for mobile learning </li></ul>[email_address]
    • 9. Theoretical background <ul><li>Mediatization (e.g., Hjarvard 2008; Krotz 2007) </li></ul><ul><li>Media-constructed social awareness (Medialitätsbewusstsein) </li></ul><ul><li>Objective facticity (Berger &amp; Luckmann 1966) </li></ul><ul><li>Socio-technical approach (e.g., Coakes 2002; Fischer 2005; Herrmann et al., 2004). </li></ul><ul><li>Complexity theory (e.g., Dugdale 2000) </li></ul><ul><li>New media affects society (“media is integrated into the operations of social institutions”,) but on the other hand society designs new forms of communication. </li></ul><ul><li>Media is formed by society but also became an active agent which influences human interactions. </li></ul><ul><li>People live in a media-constructed world where we have a difference between “reality” and “reality given by different media”. To know this and to handle this in the classroom is one aspect of media competency. </li></ul><ul><li>Complex problem: technical, social and didactical developments are required simultaneously </li></ul>[email_address]
    • 10. Socio-technical paradigm – what we already know <ul><li>Coakes (2002), knowledge management; Emery &amp; Trist (1964), Mumford (2000) </li></ul><ul><li>The study of the relationships and interrelationships between the social and technical parts of any systems / equal weight to social and technical issues </li></ul><ul><li>Suchman (1987), workplace studies STS research = how people use ICT in social interactions/actions </li></ul><ul><li>“ Situated action ” = focusing on concrete situations where people use technology (technology development without regarding social context tend to fail) </li></ul><ul><li>Orlikowski (1996) Metamorphoses of technology usage over time (duality of technology) </li></ul><ul><li>Herrmann, Loser, Jahnke (2007) </li></ul><ul><li>Communication (in “situated action”) generates new structures and regulations... </li></ul><ul><ul><li>which form (coin) the technical system/structures </li></ul></ul><ul><ul><li>which are partially determined by the technical system </li></ul></ul>duality of structures Giddens 1984 from IS [email_address]
    • 11. Socio-technical paradigm what we already know <ul><li>Socio-technical approach / CSCW (e.g., Data/information/Knowledge, Willke 2001; knowledge management systems, Coakes 2002; G. Fischer 2007) </li></ul><ul><li>CSCL: co-construction of knowledge (e.g., Koschmann, Stahl, Suthers, Dillenbourg 2003) </li></ul><ul><li>+ Socio-technical Communities/STC (e.g., Communities of practice, Wenger &amp; et al. 2002; Online communities, Preece, 2000) </li></ul><ul><li>Analyzing “roles” as patterns of group interactions! Roles = interaction patterns include.. </li></ul><ul><li>-position, -actor ’s activities/tasks, -implicit/explicit expectations, -concrete role-playing </li></ul><ul><li>Workshop organization, France, COOP 2008 </li></ul><ul><li>Guest editor IJWBC 2009 with Piet Kommers/NL </li></ul><ul><li>Jahnke &amp; Koch 2009, E-CSCW, Web 2.0 goes academia </li></ul><ul><li>Workshop with G. Fischer, Boulder (Co), GROUP 2010 </li></ul><ul><li>CSCL 2009, Greece; Jahnke 2009 </li></ul><ul><li>Presentation in York/UK 2006; </li></ul><ul><li>Jahnke 2010, GMW; </li></ul><ul><li>Guest Editor IJSKD (Coakes, UK) with Ulbrich/Canada &amp; Mårtensson/Sweden ( “Knowledge Development and the Net Generation in HE”), IJSKD 2010 </li></ul><ul><li>Presentation in Washington DC, 2005 </li></ul><ul><li>Jahnke 2006, Dissertation </li></ul><ul><li>EARLI Budapest 2007, with Jan-W. Strijbos/NL; </li></ul><ul><li>Jahnke 2010, Journal “Computers in Human Behavior” </li></ul>[email_address]
    • 12. Methodology: Design-Based Research Reeves, Herrington &amp; Oliver 2005 Wang &amp; Hannafin, 2005 Analysis (Evaluation,…) Design (Development,…) <ul><li>Data collection / - analysis </li></ul><ul><li>Methods: </li></ul><ul><li>Interviews </li></ul><ul><li>participant observation </li></ul><ul><li>questionnaires </li></ul><ul><li>login files </li></ul><ul><li>evaluation </li></ul><ul><li>… </li></ul>Changing practice [email_address]
    • 13. <ul><li>Challenge 1. </li></ul><ul><li>Flexibility </li></ul><ul><li>Supporting flexible learning for learners with different needs </li></ul><ul><li>Learners online 24/7 </li></ul><ul><li>People live, work and study at different places </li></ul><ul><li>How to teach distance courses? (Teachers need to develop new skills, new didactical approaches etc.) </li></ul><ul><li>Teachers are not able to work 24/7 </li></ul>[email_address]
    • 14. <ul><li>Challenge 2. </li></ul><ul><li>Rethinking concepts of learning </li></ul><ul><li>How to teach/support learning “when the answer to a problem is not known” ? (Fischer, 2011) </li></ul><ul><li>New balance between informal learning and formal schooling (Collins and Halverson 2009) </li></ul><ul><li>New understanding of learning (Learning what , how , to be , to be creative ) </li></ul><ul><li>It is not one or the other – it is not technology or didactical approaches. To develop and to improve teaching practices and learning spaces, we look for tools but sometimes they don’t exist yet, are too expensive, or beyond our current skillset and so forth . </li></ul>[email_address]
    • 15. <ul><li>Challenge 3. </li></ul><ul><li>Becoming a leader for </li></ul><ul><li>IT-pedagogues, IT-teachers, schools, </li></ul><ul><li>university teachers </li></ul><ul><li>Schools are behind the technical possibilities </li></ul><ul><li>Research is responsible to support different target groups </li></ul>[email_address]
    • 16. Challenge 4. Bridging expertise among teachers and researchers =&gt; Bringing innovations into practice IML “new Mobile Learning Center” is one possibility [email_address]
    • 17. Challenge 5. [email_address] Creating a collaborative work-based learning environment at the university for all (teachers, researchers, study administration, study advisors, management, etc.) [email_address] Mørch 2010 (eLearning at work) Mumford 2011 (work-based learning Goggins, Jahnke, Wulf (2012) CSCL@Work
    • 18. <ul><li>Challenge 6. </li></ul><ul><li>Creating a new ICT-teaching program </li></ul><ul><li>called “Interactive Media and Learning” (IML) </li></ul><ul><li>There is a need to teach </li></ul><ul><li>media- &amp; i-literacies </li></ul><ul><li>pedagogical skills, social skills, technical skills </li></ul><ul><li>What is Social Media? Concepts? </li></ul><ul><li>Different concepts of technologies, </li></ul><ul><li>how to use what kind of technology for what educational purposes </li></ul><ul><li>Advantages and potential problems </li></ul><ul><li>Social problems in Social Media </li></ul><ul><li>Usage of Social Media </li></ul><ul><li>… </li></ul>[email_address]
    • 19. Main research area ICT, media and learning =&gt; sociotechnical-didactical focus <ul><ul><li>Dynamic of roles in Online Communities &amp; Informal learning 10-years-study done </li></ul></ul><ul><ul><li>How can we teach creativity in higher education? (in different disciplines, subjects) , 3-years-project done </li></ul></ul><ul><ul><li>Didactical approach for remote labs in mechanical engineering 2-years-EU-project done </li></ul></ul><ul><ul><li>Mobile Learning in continuing education &amp; universities (project in Germany, started) </li></ul></ul><ul><ul><li>CSCL@work (collaborative learning at the workplace) cultivating a network, new project proposal, &gt;80 requests from Europe </li></ul></ul><ul><li>PhD studies </li></ul><ul><li>Mobile learning at schools ( new ) </li></ul><ul><li>How to foster creativity in Technology-Enhanced Learning (learning at the workplace) ( new ) </li></ul>more than 60 publications http://isajahnke.webnode.com/publications/ [email_address]
    • 20. Design question How to design (develop &amp; evaluate) sociotechnical-didactical learning successfully ? Wasson (2007): Design and Use of Technology Enhanced Learning Environments What does “ successful ” mean? What elements can be designed? What are appropriate methods? Jahnke et al. 2010, GMW Zurich; REV Stockholm [email_address]
    • 21. Research projects <ul><li>DaVINCI, BMBF, 2008-2011 creativity </li></ul><ul><li>PeTEX, EU, 2009-2010 online learning </li></ul><ul><li>InPUD, TUD 2001-2009 online community </li></ul><ul><li>MARIS, BMBF, 2005-2008 --- case studies, knowledge management, production processes </li></ul><ul><li>eGOV, 2006-2007 Informationsbüro d-NRW --- study about electronic government trends, actors, topics </li></ul><ul><li>WINK, BMWI, 2005-2007 --- formative evaluation of 7 knowledge media projects </li></ul><ul><li>EVAL, BMBF, 2005-2006 --- “knowledge loops” of BMBF research programs and –projects, summative and formative evaluation </li></ul><ul><li>LearnDO, BMBF,2002-2004 --- learning region Dortmund, knowledge sharing with BSCW </li></ul><ul><li>Werk-Stadt Dortmund, SFS-KOWA, 2002 --- socio-technical web design of regional networks; Dortmund, study of participatory design via Internet </li></ul>[email_address]
    • 22. [email_address] 1. Learning Modules (interactive tasks) 2. Preparing and doing an EXP 3. Reflective learning (learners write a report, get reviews)
    • 23. Creativity = Knowledge and experience from different areas will be merged --- into new ideas --- while overcoming solidified structures and established “ old ” thought patterns. [email_address] Innovation = research field of “acceptance of new ideas” (social factors, power, roles, experts,…)
    • 24. 6-method-model: fostering creativity in higher education e.g., Jahnke &amp; Haertel, 2010 Journal “Das Hochschulwesen” 50% 62% 42% 47% 55% 56% Answers n =587 What is a creative effort of your students? [email_address]
    • 25. InPuD: What community members do… Preparing for examinations Knowledge exchange with students Subject-specific questions about courses Asking sth. about exercises Learning to handle different opinions Solving exercises collaboratively Sharing information about lectures, tutorials Members’ activities (very often &amp; often, Likert scale / n=182) Helping other students Asking organizational issues (courses) Communication with teachers Getting in contact with other people Getting in contact to companies [email_address]
    • 26. CBT 1980… CSCL 1990… Social Media (Web 2.0) 2004… … Educational mash-ups Creative lifelong learning cultures 2011... Jahnke 2009, STC in: Whitworth ‘ s Handbook Jahnke 2006, presentation in York, UK [email_address]
    • 27. People Processes embedded into institutional cultures Fostering creativity in Technology-Embraced learning cultures Research framework [email_address] Skills, competencies (e.g., i-literacies, creative thinking/actions) Students (the reflective student/learning groups; „Being 3.0 “ ) a Teachers (professional development ICTML!) b <ul><li>Designing new courses &amp; scenarios =&gt; mobile lab! </li></ul><ul><li>„ Master of ICTML in higher education “ (new program?) </li></ul>c e (Student ‘ s) Evaluation of teaching f Informal &amp; formal learning [email_address] d How to bring innovations into practice? g
    • 28. Thanks for your attention! <ul><li>Publications? </li></ul><ul><li>Please ask, I send it to you </li></ul><ul><li>Online </li></ul><ul><li>Facebook </li></ul><ul><li>http://isajahnke.webnode.com </li></ul>[email_address]

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