Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

2013 microlearning7-v1isajahnke-web

Related Books

Free with a 30 day trial from Scribd

See all
  • Be the first to comment

  • Be the first to like this

2013 microlearning7-v1isajahnke-web

  1. 1. Designing for iPad-classrooms - Digital Didaktik Isa Jahnke MicroLearning 7.0 Krems 25.09.2013 Yes, with k
  2. 2. Learning at the workplace 2 Combining informal and formal learning #tagga iPad-didaktik in schools and higher ed. #Odder Google Glasses & "skype on wheels" Projects
  3. 3. Is there a problem? Last years, Textbook learning is in 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?
  4. 4. Study in a municipality in Denmark 6 (of 7) schools (April 2012, Aug 2012, Aug 2013) •200 teachers, 2,000 students got iPads (1:1) •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) Teachers are learners at the workplace! 3 S.Hyysalo "not rely on snap- shot studies, encompass multiple times/loci where technology is shaped"
  5. 5. “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
  6. 6. 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” Jahnke et al. 2013 ECTEL, ECSCW
  7. 7. 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?
  8. 8. 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)
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. 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
  13. 13. 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 •Reflections about the process 10 2nd photo
  14. 14. 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”
  15. 15. Findings – emerged design principles (1) Focus on action and on (co-)producing 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
  16. 16. 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
  17. 17. Thanks a lot! Professor Dr. Isa Jahnke ICT, media and learning Umeå University Dep of Applied Educational Science Twitter: isaja

    Be the first to comment

    Login to see the comments


Total views


On Slideshare


From embeds


Number of embeds