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

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  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 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
  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 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 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 20