This document summarizes a presentation on digital didactical designs in practice. The presentation discusses research conducted in Danish schools that have implemented a 1:1 tablet program. The research examined how teachers designed learning activities to support tablet-mediated learning and students' perspectives on learning. Key findings included teachers designing more open-ended, process-oriented "learning expeditions" that blended traditional and digital resources and brought real-world contexts into the classroom. The presentation concludes by discussing implications for supporting varied digital didactical designs and reflection on changing teacher and student roles with tablet integration.

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Digital Didactical Designs
in Practice
Isa Jahnke
Nettbrett i skolen, Norge
26 Sept 2014
http://iml.edusci.umu.se/ictml/
Eva Mårell
Post-doc
Peter Bergström
Post-doc
Anders Norberg
PhD student and
Educational
Technologist
Lars Häll
Post-Doc & Educational
Technologist

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Datum Sidfot 2
Umeå
What the cleaning person is
seeing...
http://www.sycmu.com/2012/11/26/classroom-blackboard-teacher-sees-students/

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Danish municipality
• Media tablets
• a 1:1 programme; one tablet per pupil
• in 7 schools
• all 2,000 pupils and 170 teachers
• started in Jan 2012
and:
Swedish schools: started this year (funded by VR.se)
Finnish schools: started this year
Norwegian Schools?
isa.jahnke@umu.se
Research question
- how to support tablet-mediated learning?
A)
To what extent and how do the teachers support
what kind of learning in media tablet classrooms?
B)
What is learning from the pupils' perspective?
isa.jahnke@umu.se

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Research steps
• School visits in April 2012, Aug 2012, Aug 2013, Aug2014
– one week per visit
– 24 classroom observations and interviews with teachers,
– meetings with leaders and task force, qualitative data
– follow up in Aug 2014 (+4 classrooms) =28 classrooms
• 3 online questionnaires: Sept2012, March2013, March2014
– 18 items
– Limesurvey online
• Students’ perspectives on learning situations, Dec 2013
– photo-based group interviews
• Teachers’ perspectives on learning, Aug 2014
– group interviews
isa.jahnke@umu.se
Range of subjects and grades
isa.jahnke@umu.se"
Range of teaching subjects:
Danish, Math, English, Art, Physics, …
Range of classes (14-25 pupils):
• preschool classes (grade 0)
• 1st grade, Math
• 1st grade, Natural science
• 2nd grade, Math
• 2nd grade Natur & Teknik
• 3rd grade Danish
• 1st-3rd grade, Danish
• 1st-3rd grade, History, Math, Nature
• 6th grade English
• 6th grade, Music
• 7th grade, Danish
• 8th grade, Danish/Arts
• 9th grade, Physics
• ....

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Question to all of you
Who is using right now a device with Internet access?
lofoten picture
isa.jahnke@umu.se
An alternative perspective –
ICT is more than just a tool
The physical classroom and web-enabled mobile
devices merge into multi co-located spaces – the
expansion of communication spaces
Co-located communication spaces
isa.jahnke@umu.se

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isa.jahnke@umu.se
Classroom
Separation between
learning spaces
outside schools
and…
isa.jahnke@umu.se
Classroom
….Co-located communication spaces
Classroom and learning
spaces outside schools
merge together…

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Purpose
In co-located communication spaces, we
wanted to know, how the teachers design
teaching-in-practice to enable student
learning
isa.jahnke@umu.se
Theoretical lens
Design is the act of giving a form to the teaching
practice; it is the act of modeling the teaching
processes (sociotechnical-pedagogical) to enable
student learning
isa.jahnke@umu.se

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Digital Didaktik
3 layers
affect each
other
ICT
ICT
ICT
ICTStudent
Teacher
Content
Teaching
aims
(ILO)
P.-Assessment/
Feedback
Learning
activities
Academic staff
development
Curriculum
(+examination)
development
Institutional
strategies
1 Didactical
Interactions
2 Digital
Didactical
Design
3 Didactical
Conditions
Social mobile
ICT
Teaching aims
Learning
activities
Process-based
Assessment
socialroles
socialroles
social roles
Digital Didactical
Design
includes
5 components
isa.jahnke@umu.se

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Fostering Social
Relations and
Multiply
Roles
Learning
activities
(mainly
deep learning)
Teaching aims
clear and visible
Outer circle=5
Inner circle=1
From teacher-led classrooms (inner circle)
to learner-centric learning situations (outer circle)
Mobile Technology
multimodal integration
isa.jahnke@umu.se
Process-based
Assessment (guided
reflections)
Learning
activities
(mainly
deep learning)
Process-based
Assessment
Mobile Technology
multimodal integration
Fostering Social
Relations and
Multiply
Roles
ID 11 Physics class
Teaching aims
clear and visible
isa.jahnke@umu.se

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Learning
activities
(mainly
deep learning)
ID 8 Danish writing (Fb) Process-based
Assessment
Teaching aims
clear and visible
Mobile Technology
multimodal integration
isa.jahnke@umu.se
Fostering Social
Relations and
Multiply
Roles
Process-based
assessment
ID 12 creating a digital pres
(geography)
Teaching aims
clear and visible
Mobile Technology
multimodal integration
Learning
activities
(mainly
deep learning)
isa.jahnke@umu.se
Fostering Social
Relations and
Multiply
Roles

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Process-based
assessment
ID 14 writing a story
Mobile Technology
multimodal integration
Teaching aims
clear and visible
Learning
activities
(mainly
deep learning)
isa.jahnke@umu.se
Fostering Social
Relations and
Multiply
Roles
Process-based
assessment
ID 9 creating a mindmap
(biology f)
Mobile Technology
multimodal integration
Teaching aims
clear and visible
Learning
activities
(mainly
deep learning)
isa.jahnke@umu.se
Fostering Social
Relations and
Multiply
Roles

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5 forms
(16 of 24 classrooms towards learner-producing approaches)
• Media-tablet didactics
Alignment of all five elements towards learner-centric learning
situations (11 classes)
• Digital didactics
(alignment but not as strong as in pattern A) (5 classes)
• Benefit of tablet integration
didactical design differs but learners’ benefit through ipad use
(1 class)
• Potential for Digital Didactical Designs
alignment differs & medium/low extent of iPad-use (4 classes)
• Re-Design - Applied designs limited learning experiences,
considering of re-alignment; better without iPads?
(3 classes)
isa.jahnke@umu.se
Matrix for Different Forms of Learning
isa.jahnke@umu.se

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Preschool class and 5th grade
• 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 (preschool class)
• Creating a Booktrailer (5th grade)
isa.jahnke@umu.se
Educreation in math
3rd grade
Educreations app
for applying different math strategies in small groups
isa.jahnke@umu.se

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isa.jahnke@umu.se
"Explains everything"
4th graders
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”
Peer-Reflective Learning
7th grade
Students write something
from their childhood and
reflect in peer-reviews their
writing skills using FB; iPads
deliver Internet-Access
Discussion Forum
here writing
something
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QR code “improving grammar skills”
7th grade
isa.jahnke@umu.se
• Pupils searched for QR codes, which lead them to a website to
answer questions about grammar
• Combining learning outdoors and learning in the trad. Classroom
• Reflections about the process
Collaborative Learning
8th grade
Students collect ‘provocative’ painting in a museum;
Assignment: to analyze and discuss what the audience could say
and writing a report in small groups
isa.jahnke@umu.se

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Videos in physics, 9th grade
collaborative producing of videos about
experiments in physics
isa.jahnke@umu.se
Implications – a shift in teaching practices? (1)
isa.jahnke@umu.se
Teachers' designs for learning...
• Focus on action: Teachers activate the pupils' engagement through "producing"
• Process-oriented learning (and teachers as didactical process designers)
• Information seeking in classrooms via online spaces:
=> bringing the real world into the schools
• Connecting the learning process to a real audience
• Different places

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Implications – a shift in teaching practices? (2)
isa.jahnke@umu.se
Teachers' designs for learning...
• Designing for Learning: more than one correct answer or strategy is possible
• Supporting learners to make learning processes visible –
documenting the learning steps; "pupils express themselves in different ways"
• choices of learning activities;
"different ways are possible to build a product"
• Different apps that are not built for education and combining traditional
resources (books,pen, whiteboard...) and different apps
= the mindset is on the move
towards learning expeditions
From traditional course-based learning to
learning expeditions
Learning expeditions stand for rather open-ended, problem-based
learning paths which include aims-oriented learning to master X, or
explore and understand the implications of N, in which the learning
methods and instruments are very open, that take place in
sociotechnical co-located communication spaces with reflecting peers
where process-based assessment supports the learning progress.
isa.jahnke@umu.se
Learning does take place in loops with back and forths;
it is not a straight ahead way, rather it has detours

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Digital Didactical Designs in
Co-located communication spaces
Teachers are becoming jongleurs of different elements; complexity
increases through technical breakdowns which affect their
pedagogical plan (Jahnke, Svendsen, Johannsen, Zander, 2014)
For a long time, teaching has been understood as a routine activity,
it is moving and turning into a design project in teacher teams
Teachers are collaborative learners at the workplace
isa.jahnke@umu.se
"require teachers to undertake more complex reasoning than
before in their planning and practice" (Webb & Coxx, 2007)
Results
Over last three years
a) more than 50% of the teachers actively integrate the tablets – positive trend
b) pupils' view: more than 30% of the learning situations are connected to the
tablets
Didactical changes – positive trend
o tablets useful for collaboration (Q2)
o wide range of different activities (Q3)
o pupils present learning outcomes in new ways (Q5)
o students as producers (90%), creating new ideas (70%)
Social changes
o Teacher’s role has changed (Q7)
o Student motivation (82%)
Attention?
• Some teachers (not many) do concern about a negative effect on social
relationships (16%/B2) more than last year (9%/B1) -- Collaboration-Dilemma?
isa.jahnke@umu.se

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• Developing a variety of digital didactical designs (pluralism)
" Media Tablet as a “booster” for discussions about different ways of designing for
teaching and learning
" Do not use media tablets as an “exercise tool” where pupils sit alone in the
corner to repeat sth.
• An organizational strategy incl. meta-reflection for teachers
• Discussing and developing teacher roles and student roles (there
are different expectations!)
• Teachers, lead users, ped. leaders, students, etc. discuss together
what good learning situations are - discuss it in your school
Implications for schools
isa.jahnke@umu.se
Benefits of media tablets? Teachers' view
• “It’s easy” (e.g., “My old father use it, too”)
• “It works”
• "It’s mobile – “Pupils can bring it home”
• “It is not time consuming”
• “I don’t need to organize the laptops where always software
was missing or out of battery”
• “I have more time for my pupils for individual guiding”
• “The pupils are equal” (all have now access to facts/knowledge
through the tablets/Internet)
isa.jahnke@umu.se

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“The biggest challenge with the
iPad-project is to know when to
shut it off"
isa.jahnke@umu.se
Isa Jahnke, Lars Norqvist, Andreas Olsson (2014).
Digital Didactical Designs of Learning Expeditions.
In: The 9th ECTEL2014 conference proceedings
(full paper)
Our website for further information
http://iml.edusci.umu.se/ictml/
isa.jahnke@umu.se

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Contact
Professor Dr. Isa Jahnke
ICT, media and learning
Umeå University
Dep of Applied Educational Science
isa.jahnke@umu.se
Website
http://www.isa-jahnke.com
http://iml.edusci.umu.se/ictml/
isa.jahnke@umu.se