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@isaja
Prof. Dr. Isa Jahnke
EDEN Research WS
October, 6, 2016
Studying Learning Expeditions
in CrossActionSpaces with
Digi...
@isaja
iSchool.missouri.edu & EdTech.missouri.edu
Educational Technology – Master study program @ Mizzou
fully online (sta...
@isaja
@isaja
My research (selection)
in higher education
- InPUD, technology-embraced informal-in-formal learning
(Germany, NRW ...
@isaja
Question to you
Who is using a device with Internet access?
Perfect!
@isaja
Web-enabled technologies (tablets, wearables…)
change ways and conditions for human/social interaction***:
how we c...
@isaja
Human interaction -> crossaction
(I look at interaction as a form of communication – N. Luhmann)
Crossaction
• The ...
@isaja
Classroom
/ School
Classroom
/ School
Digital classroom:
Spaces Merging
We go to school
because of
getting access t...
@isaja
Online
Course
(Canvas,
Moodle,…)
Online
Course
(Canvas,
Moodle,…)
Spaces Are
Merging
Learners apply classroom theme...
@isaja
What ‘is’ learning (cognitive, but socially framed)
in crossactionspaces?
Photo: Ralf Jahnke-Wachholz
Reflections =...
@isaja
Learning Expeditions
How to design for Learning in
CrossActionSpaces?
Learners use classroom themes and connect the...
@isaja
What kinds of ‘designs for learning’ are
applied/supported in the practice of online classes
and in crossactionspac...
@isaja
Theoretical lens
Design is the act of giving a form to something
Teaching is the ’design act’ of creating condition...
@isaja
Digital
Didactical
Design
3 layers
affect each
other
ICT ICT
ICT
ICT
Student
Teacher
Content
Teaching
objectives
Pr...
@isaja
1
Teaching goals
Intended Learning Outcomes
Learning
activities Process-based
Assessment
Feedback/guided reflection...
@isaja 1
DDD component Description of Coding scheme
Character of
Teaching goals and
intended/expected learning
outcomes (I...
@isaja
Social Relations,
Multiple Roles:
From 1 to many &
Student is agent
Learning
activities:
(From shallow to
deep lear...
@isaja
Learning
activities
Process-based
Assessment
iPad
integration
Social Relations,
Roles
Teaching
goals
ID 11 Physics ...
@isaja
ID 12 creating a digital pres
(geography)
Learning
activities
Process-based
Assessment
iPad
integration
Social Rela...
@isaja
ID 19 creating a timeline
Learning
activities
Process-based
Assessment
iPad
integration
Social Relations,
Roles
Tea...
@isaja
Cluster A (23 in total) new teaching practice toward
meaningful learning by crossaction; new instructional
designs
...
@isaja
2
… and 2 Patterns across clusters
Pattern A: 40 cl.
across all layers/clusters
(focus on TAB and LA
Pattern B: 3 c...
@isaja
The university of the future…
is made of crossactionspaces, in which
teaching is organized in project teacher teams...
@isaja
Dr. Isa Jahnke, Associate Professor and
Director of Research for the Information Experience Lab
at the iSchool
Emai...
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Studying Learning Expeditions in Crossactionspaces with Digital Didactical Designs

As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning?  In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.

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Studying Learning Expeditions in Crossactionspaces with Digital Didactical Designs

  1. 1. @isaja Prof. Dr. Isa Jahnke EDEN Research WS October, 6, 2016 Studying Learning Expeditions in CrossActionSpaces with Digital Didactical Designs
  2. 2. @isaja iSchool.missouri.edu & EdTech.missouri.edu Educational Technology – Master study program @ Mizzou fully online (started 1999 with first course online)
  3. 3. @isaja
  4. 4. @isaja My research (selection) in higher education - InPUD, technology-embraced informal-in-formal learning (Germany, NRW grant), 2001-2004 (-2009) (Jahnke, 2012) - DaVINCI, creativity in higher ed (German BMBF grant) 2008-2011 (Jahnke, Haertel, & Wildt, 2015) - PeTEX , Remote Labs in Engineering Education (EU, European Commission grant) (Jahnke et al., 2010, Terkowsky et al., 2011) - GoogleGlass project in higher education, Eva Marell-Ohlsson (Jahnke, Marell-Ohlsson, Meitoft, 2016) - LeX, Augmented Learning eXpeditions (started 2015, University of Missouri) (Ringbauer et al., 2016) in K-12 - iPad studies (Swedish, VR funded, 2014-2016) (Jahnke et al., 2014) Interdisciplinary: Social Sciences, Computer Science, Educational Sciences Intercultural: Germany, Sweden, USA
  5. 5. @isaja Question to you Who is using a device with Internet access? Perfect!
  6. 6. @isaja Web-enabled technologies (tablets, wearables…) change ways and conditions for human/social interaction***: how we communicate, share, receive information, collaborate, network, ...
  7. 7. @isaja Human interaction -> crossaction (I look at interaction as a form of communication – N. Luhmann) Crossaction • The example of conferences when participants use Twitter • Humans connect to each other’s resources, • no clear difference between offline and online, • ’in’ different places at same time (Instagram, Twitter, …). Photo: Ralf Jahnke-Wachholz Floridi, 2014 Jahnke, 2016
  8. 8. @isaja Classroom / School Classroom / School Digital classroom: Spaces Merging We go to school because of getting access to learning processes Twitter, FB, GroupApps, … Interactive/Live Broadcasting, … Websites, Blogs, … and more Traditional classroom: Separation We went to school because of getting access to information View 1: Classroom perspective CrossActionSpaces
  9. 9. @isaja Online Course (Canvas, Moodle,…) Online Course (Canvas, Moodle,…) Spaces Are Merging Learners apply classroom themes to the material world (communities) in which they are living Twitter, FB, GroupApps, … Interactive/Live Broadcasting, … Websites, Blogs, … and more Traditional: Separation Online vs. material world around the learners View 2: Online classroom perspective Material world Material world CrossActionSpaces
  10. 10. @isaja What ‘is’ learning (cognitive, but socially framed) in crossactionspaces? Photo: Ralf Jahnke-Wachholz Reflections = people interact, make choices and decisions and can explain why they are doing it what they are doing, and why this is useful for their learning progress • reflective doing of multiply crossactions • reflective performance of crossactions • reflective communication Jahnke, 2016
  11. 11. @isaja Learning Expeditions How to design for Learning in CrossActionSpaces? Learners use classroom themes and connect them to the (socio-)material world in which they are living: Design for Learning Expeditions (Ringbauer et al., 2016; Jahnke & Norberg, 2013), Sociomateriality (Tessy Ceratto-Pargman et al., 2015)
  12. 12. @isaja What kinds of ‘designs for learning’ are applied/supported in the practice of online classes and in crossactionspaces? Surface/shallow learning (focus on remembering)? Deeper Learning? Meaningful learning? Creative learning? … The Research View
  13. 13. @isaja Theoretical lens Design is the act of giving a form to something Teaching is the ’design act’ of creating conditions for learning; more specific, it is the act of modelling sociotechnical-pedagogical processes/’workflows’ to enable student learning Designs for Learning Bonderup-Dohn & Hansen, 2014 Jahnke, Norqvist, & Olsson, 2014
  14. 14. @isaja Digital Didactical Design 3 layers affect each other ICT ICT ICT ICT Student Teacher Content Teaching objectives Pro.- Assessment/Feedback Learning activities Academic staff development Curriculum (+exams) development Institutional strategies 1 Didactical Interactions 2 Digital Didactical Design 3 Didactical Conditions
  15. 15. @isaja 1 Teaching goals Intended Learning Outcomes Learning activities Process-based Assessment Feedback/guided reflections (by peers, teachers, self-reflections) social relations/roles Web-enabled technologies Digital Didactical Design - 5 components
  16. 16. @isaja 1 DDD component Description of Coding scheme Character of Teaching goals and intended/expected learning outcomes (Intended 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 cross- actions? 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).
  17. 17. @isaja Social Relations, Multiple Roles: From 1 to many & Student is agent Learning activities: (From shallow to deep learning) Teaching goals: From non-clear to clear and visible Outer circle=5 Inner circle=1 From teacher-led classrooms (inner circle) to meaningful learner-centered practice (outer circle) Mobile Technology Integration: From substitution to multimodal Process-based Assessment: From summative to formative
  18. 18. @isaja Learning activities Process-based Assessment iPad integration Social Relations, Roles Teaching goals ID 11 Physics class
  19. 19. @isaja ID 12 creating a digital pres (geography) Learning activities Process-based Assessment iPad integration Social Relations, Roles Teaching goals
  20. 20. @isaja ID 19 creating a timeline Learning activities Process-based Assessment iPad integration Social Relations, Roles Teaching goals
  21. 21. @isaja Cluster A (23 in total) new teaching practice toward meaningful learning by crossaction; new instructional designs Cluster B (21 cases) on the way but sticky Cluster C (20 in total) conflicting, trapped in traditional designs 3 clusters...
  22. 22. @isaja 2 … and 2 Patterns across clusters Pattern A: 40 cl. across all layers/clusters (focus on TAB and LA Pattern B: 3 cl. (focus on ASM and TAB)
  23. 23. @isaja The university of the future… is made of crossactionspaces, in which teaching is organized in project teacher teams across existing disciplines (Eva Mårell’s GoogleGlas project: involving 3 different study programs) teacher teams from different departments work together and design a Learning expedition – and the students develop learning expeditions - learning by topic / not by subject
  24. 24. @isaja Dr. Isa Jahnke, Associate Professor and Director of Research for the Information Experience Lab at the iSchool Email jahnkei@missouri.edu Website http://www.isa-jahnke.com My book Routledge, 2016

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