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Active-Meaningful Learning with Technologies

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Bei der Anwendung von Internet-fähigen Technologien in der Weiterbildung, beim Online-Lernen und mit zunehmender Integration von mobilen Endgeräten im Alltag entstehen neue Lehr- und Lernräume: CrossActionSpaces. Dies sind dynamische, flexible Informations- und Kommunikationsräume, in denen Lernende die richtigen Antworten online suchen oder diskutieren können. Herausforderungen sind, um einige zu nennen, die Vielzahl falscher Informationen und fehlendes kritisches oder systemisches Denken. Hier kann das Digitale Didaktische Design (DDD) als Lehr-/Lernstrategie helfen. DDD fördert die Gestaltung von Lernen mit Technologien anstelle des Lernens durch Technologien. DDD es ist ein aktivitäts-basiertes Didaktik-Modell, das von der der Grundannahme ausgeht, dass Lernende nicht aufgrund der Aktivitäten der Lehrenden lernen, sondern durch eigene Aktivitäten. Zentrales Element des DDD ist, dass Lernende Artefakte in einem iterativen Prozess erstellen, kritisch reflektieren und verbessern. In der Keynote wird das DDD und Beispiele für meaningful learning with technologies in Weiterbildung und Fernstudium vorgestellt.

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Active-Meaningful Learning with Technologies

  1. 1. @isaja Meaningful Learning With Technologies Prof. Dr. Isa Jahnke @DGWF in Ulm, Deutschland September 20th, 2019
  2. 2. @isaja University of Missouri Gegründet 1839
  3. 3. @isaja Vollstaendig online seit 2003 (erster Onlinekurs 1999) Studiengang meines Departments Educational Technology (EdTech)  Learning Technologies Design (LTD) https://sislt.missouri.edu/ Mein Hintergrund Professorin in • Deutschland (2008-2011) • Schweden (2011-2015) • U.S.A. (seit 2015) Mein erstes blended learning seminar an der TU Dortmund: 2001 Mein erster Onlinekurs: 2016 Forschungsprojekte zu Lehre/Lernen mit Technologien Disziplinuebergreifend: LehrerInnenbildung, Informatik, Ingenieurwiss.
  4. 4. @isaja Lehrende können Prozesse gestalten, um Lernen zu fördern
  5. 5. @isaja 1. Grundlage / Annahmen • CrossActionSpaces • Active, meaningful learning • Lernen mit Technologien vs. Lernen durch Technologien 2. Kursdesign/Didaktik Rahmenkonzept: DDD 3. Beispiel (m)eines Online-Seminars Übersicht
  6. 6. @isaja Classroom / Course Classroom / Course Digital-enhanced classroom: Physical and online spaces are merging We go to college/university because of getting access to learning processes Twitter, FB, GroupApps, … Interactive/Live Broadcasting, … Websites, Blogs, … and more Traditional classroom: Separation We went to college/univ. because of getting access to information CrossActionSpaces
  7. 7. @isaja Aktive Lernstrategien (active learning) or Activity-based model of instruction: Studierende lernen nicht weil der Lehrende eine Aktivität ausführt, sondern sie lernen durch ihre eigenen Aktivitäten (mithilfe von Lernaufgaben/assignments) Aktive Lern-Paedagogik verbessert studentische Performance Freeman et al., 2014 Chi, 2009: Active-Constructive-Interactive Hodges, L.C. (2018). Contemporary issues in group learning in undergraduate science classrooms: A perspective from student engagement. CBE-Life Sciences Education, 17(2), es3. https://www.lifescied.org/doi/full/10.1187/cbe.17-11-0239
  8. 8. @isaja Aktive Lernstrategie: Meaningful learning Howland, Jonassen, & Marra, 2012 New book: “Meaningful Online Learning” 2018
  9. 9. @isaja Lernen durch vs. mit Technologien Jonassen, 1996 Learning from technologies Learning about technologies Learning with technologies Drill and practice, tutorials, memorizing (passive learning) Computer-Kompetenz Active learning, higher order learning skills • Learner has no input into the process, • students are controlled by the technology • Learning about how to use the technology, • to understand how the computer works • Intellectual partnership, • computer enhances learner thinking /learning Computer program is programmed to teach the student, to direct activities toward the acquisition of prespecified knowledge or skills Memorizing parts of facts about technologies is relatively meaningless; better would be to understanding results from using not memorizing Technology use to extend cognitive functioning during learning and engage learners in cognitive operations while constructing knowledge that they would not otherwise been capable of. Beispiel: Video-aufgezeichnete Vorlesung Studierende nutzen es als mindtools
  10. 10. @isaja Veranstaltungs(Re)-Design Rahmenkonzept: Digitales Didaktisches Design
  11. 11. @isaja Rollen/ Soziale Interaktion Lern- Aktivitaeten Lehr-/Lernziele Aussen=5 Innen =1 Technologien Assessment / Lernbeurteilung 1 2 3 4 5 Von traditionellen Kursen (innen =1) zu meaningful practices (aussen =5)
  12. 12. @isaja Lehr-/Lernziele Sichtbar & deutlich für Studierende? Wo können Studierende diese lesen?
  13. 13. @isaja Lern- Aktivitäten • Authentisch • Aktiv • Konstruktiv • Kollaborativ • Intentional Lehr-/Lernziele
  14. 14. @isaja Iteratives Assessment / Lernbeurteilung Prozess-basiertes/formatives Assessment? Wann/wie geben Lehrende Feedback im Prozess? Durch studentische Selbstreflektion/peers/ Feedback durch Lehrende? Lehr-/Lernziele Lern- Aktivitäten
  15. 15. @isaja Rollen / Interaktion Soziale Beziehungen Rollenvielfalt für Studierende: active agents/co-designer; Lehrende: nicht nur Experten, auch LernbegleiterInnen Iteratives Assessment / Lernbeurteilung Lehr-/Lernziele Lern- Aktivitäten
  16. 16. @isaja Technologien Wird nicht das Lehrbuch ersetzen, sondern” ”mindtool” (learning with technologies) Rollen / Interaktion Soziale Beziehungen Iteratives Assessment / Lernbeurteilung Lehr-/Lernziele Lern- Aktivitäten
  17. 17. @isaja Lern- Aktivitaeten Lehr-Lernziele Rollenvielfalt / Soziale Interaktion Web-basierte Technologien Wie wissen Sie, wann ihr Design auf dem richtigen (usable) Weg ist? Iteratives Assessment
  18. 18. @isaja Rollen/ Soziale Interaktion Lern- Aktivitaeten Lehr-/Lernziele Aussen=5 Innen =1 Technologien Assessment / Lernbeurteilung 1 2 3 4 5 Von traditionellen Kursen (innen =1) zu meaningful practices (aussen =5)
  19. 19. @isaja 1 DDD component Description of Coding scheme Character of Teaching goals/ILO and intended/expected learning outcomes: clear and visible? TA/ILO 1= Not clear, not visible, no communication about teaching aims or learning intentions; focus on content 2= 3= Oral communication 4= 5= Teaching aims are clear and visible for students; intended learning outcomes in forms of development of skills; a source is available where the students can go and read aims and objectives; at best, co-aims of students are included, students know the criteria for learning progress (available right form the start). Character of Learning activities: towards producing in engaged, authentic, deep, open settings? LA 1= Students hear what teachers read from the textbook (surface learning only; e.g. remembering/ repetition of facts); theoretical problems without connecting it to a real world problem 2= 3= In-between (…) – signs are: students are not so engaged, too much time for doing other things (e.g. playing cards instead) 4= 5= Learning activities have a range from surface to deep learning: students produce something, engaged classrooms, collaboration with peers; the activities are connected to the students world and include a real-world problem (e.g. everyday experience); a real audience, students critically reflect on existing content (e.g. evaluating/creating/making), relate knowledge to new knowledge; “organize and structure content into coherent whole” (Marten & Säljö, 1979), students are engaged in producing, using the Internet or other sources beyond the physical school walls (signs of crossactions) Character of assessment: process-based? ASM 1 = Feedback only at the end (summative feedback); character of the feedback is rather summative, not formative 2= 3= Feedback during the class (not only technical help) by coincidence; teacher only gives feedback when they ask for support; passive support 4= 5= Criteria for a learning progress are visible for students from the beginning of the learning process; Feedback/feed- forward at the end but mainly process-based assessment for learner’s development; a plan exists for how the teacher creates pro-assessment (formative evaluation); a range of forms such as self-assessment; peer-reflective learning and feedback by the teacher, e.g. students document learning (electronically; a map or text, etc.), the teacher asks them to go back and reflect. Character of Social relations: multiple roles (not only consumers?)? RO 1= Teacher is in the traditional role of the expert only; students are only seen as consumers (of solving closed questions and tasks where only one correct answer is possible) 2= 3= Teacher is in 1-2 roles but spends majority of time as expert; teacher does not support student engagement to be active 4= 5= TEACHER plays different roles, e.g., expert, process mentor, learning-companion, coach, she fosters students to be in different roles such as consumers, producers, collaborators, critical reflectors, etc.; teacher engages students; teacher activates the students to change their roles; STUDENTS are in several roles, e.g. teachers for their peers, finding own learning aims, creating own learning tasks, etc., teacher supports student reflection of roles and development of new roles. Character of Web-enabled technology/ tablets for crossactions? TAB 1= Low extent, drill and practice; students work primarily alone when using technology, not related to the real world (e.g., technology is substitute for pen and paper) 2= 3= Medium extent (e.g., new technology is substitute for existing media; for example, tablet substitutes a laptop) 4= 5= High extent, multimodal, beyond writing texts, camera app, digital paintings, apps for collaborative creation; students construct, share, create, publish their knowledge (to a real audience); students use online resources, actively select topics beyond the limitations of even the best school library, signs of crossaction (using online world to solve a learning activity).
  20. 20. @isaja
  21. 21. @isaja Checklist 1 Planungsphase Online verfuegbar: https://www.isa-jahnke.com/teaching
  22. 22. @isaja Wende das Design an und evaluiere es (practice), dann lerne daraus und mach es nochmals Instrument ist online verfuegbar: https://www.isa-jahnke.com/teaching
  23. 23. @isaja Online-Seminar Beispiel
  24. 24. @isaja Log in to Canvas 8 weeks 6 Modules Workload: 9 Std. / Woche hauptsächlich asynchron!
  25. 25. @isaja Each Module has: Overview of readings, literature and assignments in this week
  26. 26. @isaja Syllabus
  27. 27. @isaja Modules Mod-1 Intro- duction Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Design for learning Mod-5 Project (2 weeks) Mod-5 Reflec- tion Mod-1a) Introduce yourself by creating a video, 1-2mins. (4 points) Mod-1b) Discussion of terminologies such as Learning and Web-based Technologies (4 points) Week 1 Week 1: Listen to the Intro Slides in Voicethread
  28. 28. @isaja Modules Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Design for learning Mod-5 LwI project (2 weeks) Mod-6 Reflec- tion Mod-2a: Discussion of challenges and pitfalls (4 points) Mod-2b: Start to design for meaningful collaborative learning with technologies (20 points) Week 2
  29. 29. @isaja Modules Mod-3a: Discussion of roles and Group Dynamics (4 points) Mod-3b: Team Project: Collaborative Meaningful Learning Project (20 points) Week 3-4 Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Design for learning Mod-5 LwI project (2 weeks) Mod-6 Reflec- tion
  30. 30. @isaja Modules Mod-4: How to Design for Learning (4 points) Week 5 Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Design for learning Mod-5 LwI project (2 weeks) Mod-6 Reflec- tion
  31. 31. @isaja Mod-5: Individual Project: Learning With Web-based Technologies (30 points) Apply what you have learned In your context and report! Week 6-7 Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Design for learning Mod-5 LwI project (2 weeks) Mod-6 Reflec- tion Modules
  32. 32. @isaja Mod-6: Final Week Reflection Statement (5 points) Week 8 Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Design for learning Mod-5 LwI project (2 weeks) Mod-6 Reflec- tion Modules
  33. 33. @isaja Assessment – (fast) jede Woche Modul 3
  34. 34. @isaja Assessment - Lehrende Sicht
  35. 35. @isaja Lernbeurteilung each week (process-based) Feedback to student work (grading) – resubmit 1x 1. Click on the assignment link (here: Mod-2b), then a new window opens: 2. Review the grade 3. add your comments
  36. 36. @isaja Set rules for discussion board • No claims without evidence! – Add literature/references; AND: list of references in the end of your post! • Two parts: Your own post (usually due Thursday) AND reply to others! (usually due Saturdays) • How to engage with others online? Ask questions!  • Don’t expect that others understand you. If you notice such an issue, describe your viewpoint with other words.
  37. 37. @isaja Important for teachers: Be present! in online discussions, via messages or announcements; have one synchronous online meeting in the first week
  38. 38. @isaja Zusammenfassung 1) pedagogy active-meaningful learning technology ”with” not “from" technology the social humanizing the online space 2) Use the DDD for designing blended/online learning: • Course design – teacher self-assessment • Peer assessment of the course design • Or, give the design to students to assess the course design
  39. 39. @isaja The first principle of true teaching is that Nothing can be taught (Oscar Wilde) ….und dies meint: Viel Spass beim Ausprobieren und Anwenden!
  40. 40. @isaja Prof. Dr. Isa Jahnke Director of the Information Experience Lab Email jahnkei@missouri.edu Website http://www.isajahnke.net

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