Digital Didactical Designs
– Re-Imagining designs for
teaching and learning using
mobile technology
Isa Jahnke, Andreas Ol...
130 students got iPads launched in 2012130 students got iPads launched in 2012
Anders Norberg
PhD Student
http://iml.edusc...
Our empirical studies
in higher education
• Media Tablets: 130 students got iPads launched in 2012 in teacher
education at...
An alternative perspective -
ICT is more than just a tool
The physical lecture hall (seminar room) and
web-enabled mobile/...
Physical classrooms Web-enabled mobile technology
Co-located
Communication spaces
affects
teaching and learning
= New form...
Question
In co-located spaces, how do teachers design
teaching processes in practice to enable
learning?
isa.jahnke@umu.se7
Theoretical lens
Design is the act of giving a form to the teaching
practice; it is the act of modeling the teaching
proce...
Social
mobile
ICT
Teaching aims
Learning
activities
(from surface to deep
learning)
Process-based
Assessment
social roles
...
isa.jahnke@umu.se10
Teaching aims
clear and visible
Learning
activities
(mainly
deep learning)
Process-based
Assessment (guided reflections)
M...
Quality of Learning
isa.jahnke@umu.se
12
Digital
Didactical
Design
3 layers
affect each
other
ICT ICT
ICT
ICT
Student
Teacher
Content
Teaching
objectives
Pro.-
Ass...
DDD - design in co-located spaces
Digital Didactical Design
• From Aims (ILO) to Co-Aims: teacher ask students about
their...
From traditional course-
based learning to learning
expeditions
Learning expeditions stand for more open-ended, problem-ba...
Further findings
Teachers become jongleurs of the elements;
complexity increases through technical
breakdowns which affect...
The university of the
future - design thinking
Teaching in the university of the future is organized in
project teacher te...
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Pres2014-eunis14-v3

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presentation at EUNIS2014 conference on 12th of June 2014, Umea University, Sweden

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  • Learning expeditions stand for more open-ended, problem-based learning paths which include aims-oriented learning to master X or explore and understand the implications of Y, and where the learning methods and instruments very open.
  • Learning expeditions stand for more open-ended, problem-based learning paths which include aims-oriented learning to master X or explore and understand the implications of Y, and where the learning methods and instruments very open.
  • Green= physics; yellow-middle east pres; red=non-fiction story
  • the design layer can only be as good as the outer layer is framing the environment vice versa
  • Learning expeditions stand for more open-ended, problem-based learning paths which include aims-oriented learning to master X or explore and understand the implications of Y, and where the learning methods and instruments very open.

    We build on Biggs and Tang and develop their framework further
  • Pres2014-eunis14-v3

    1. 1. Digital Didactical Designs – Re-Imagining designs for teaching and learning using mobile technology Isa Jahnke, Andreas Olsson, Anders Norberg, Lars Norqvist, Eva Mårell-Olsson 1
    2. 2. 130 students got iPads launched in 2012130 students got iPads launched in 2012 Anders Norberg PhD Student http://iml.edusci.umu.se/ictml/ 2 Eva Mårell-Olsson Post-doc
    3. 3. Our empirical studies in higher education • Media Tablets: 130 students got iPads launched in 2012 in teacher education at Umeå university (Andreas Olsson) • Telepresence Robots => various spaces and processes merge together (Anders Norberg) • GoogleGlass in dentist education at Umeå university (Eva Mårell-Olsson) • EU project PeTEX, Remote-controlled labs in Engineering HE (2009-2011) • Teachers' conceptions of students' creativity (BMBF 2008-2011) • Wiki course in teacher education (2008-2011) • InPUD Computer Science study programme (NRW 2001-2005; 2009) isa.jahnke@umu.se3
    4. 4. An alternative perspective - ICT is more than just a tool The physical lecture hall (seminar room) and web-enabled mobile/wearable devices merge into co-located multi-overlaid spaces – the expansion of communication spaces Co-located communication spaces isa.jahnke@umu.se4
    5. 5. Physical classrooms Web-enabled mobile technology Co-located Communication spaces affects teaching and learning = New forms of social interaction: Multiply CrossActions • Content driven assignments => learners ask their social online networks New aims (ILO) necessary New activities (problem-orient.) necessary New roles and role reflections necessary 5 • Textbook driven courses => access to the Internet allows new forms of engaged reflections (e.g., memorizing definitions make no sense any more) • Students are consumers => students become active searchers for solutions isa.jahnke@umu.se
    6. 6. Question In co-located spaces, how do teachers design teaching processes in practice to enable learning? isa.jahnke@umu.se7
    7. 7. Theoretical lens Design is the act of giving a form to the teaching practice; it is the act of modeling the teaching processes (sociotechnical-pedagogically) to enable student learning How do the teachers design for learner-centred classes? isa.jahnke@umu.se8
    8. 8. Social mobile ICT Teaching aims Learning activities (from surface to deep learning) Process-based Assessment social roles Digital Didactical Design How do the teachers in practice design a constructive alignment from teacher-centric to learner-centred classes? isa.jahnke@umu.se9
    9. 9. isa.jahnke@umu.se10
    10. 10. Teaching aims clear and visible Learning activities (mainly deep learning) Process-based Assessment (guided reflections) Mobile Technology multimodal integration Fostering Social Relations and Multiply Roles 11
    11. 11. Quality of Learning isa.jahnke@umu.se 12
    12. 12. Digital Didactical Design 3 layers affect each other ICT ICT ICT ICT Student Teacher Content Teaching objectives Pro.- Assessment/Feedbac k Learning activities Academic staff development Curriculum (+examination) development Institutional strategies 1 Didactical Interactions 2 Digital Didactical Design 3 Didactical Conditions 15
    13. 13. DDD - design in co-located spaces Digital Didactical Design • From Aims (ILO) to Co-Aims: teacher ask students about their aims and their expectations and match them to his/her design to create a new design (my WIKI course) • From Surface to Deeper Learning: Assignments are linked to the world outside of the university (learning expeditions) • From Assessment to Process-based assessment (learning reflections): 3+ milestones during the course to adjust the DDD dynamically Traditional design Biggs & Tang, 2007 • Intended learning outcomes (ILO) • Teaching and learning activities • Assessment How to engage students? • From Static Roles to Multiply Roles: the teacher use different roles purposeful during her course, helping the students to take different roles => teacher: from expert to process-mentor; students: from consumer to producer/co-designer • From Technology as tool to Co-located communication spaces (new forms of social interactions) 17
    14. 14. From traditional course- based learning to learning expeditions Learning expeditions stand for more open-ended, problem-based learning paths which include aims-oriented learning to master X, or explore and understand the implications of Y, in which the learning methods and instruments very open. isa.jahnke@umu.se18 Learning doesn't take place in processes but in loops with back and forths; it is not a straight ahead way rather it has detours
    15. 15. Further findings Teachers become jongleurs of the elements; complexity increases through technical breakdowns which affects their pedagogical plan Teaching was a routine activity, it is moving towards a design project in teacher teams isa.jahnke@umu.se 19
    16. 16. The university of the future - design thinking Teaching in the university of the future is organized in project teacher teams across existing disciplines Teacher teams from different departments work together per semester and do together a "learning expedition" (or a lecture/seminar etc.) which is planned/conducted in a design project isa.jahnke@umu.se 20

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