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2014-ICT-in-education

The document explores the integration of Information and Communication Technology (ICT) in education, focusing on the impact of digital media on teaching and learning. It discusses the necessity of research on digital didactical designs that promote deeper learning and the evolving role of universities in fostering such educational environments. The content highlights various theoretical frameworks, technological trends, and the importance of constructive alignment in educational design for effective learning outcomes.

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ICT in Education Teaching, Learning, Digital Media isa.jahnke@umu.se Isa Jahnke Umeå 7 Oct 2014
isa.jahnke@umu.se http://iml.edusci.umu.se/ictml/ Eva Mårell Post-doc Peter Bergström Post-doc Anders Norberg PhD student and Educational Technologist Lars Häll (1st Dec) Post-Doc & Educational Technologist
Twitter @isaja isa.jahnke@umu.se Road map for today Part 1 – Introduction Part 2 – Theoretical understandings Part 3 – Technological background and trends Part 4 – Examples from studies Learning Intentions • An overview • Inspiration • and “a wonderful confusion” (Karin Sporre)
Do we really need more research on digital media and learning? Why? Is there actually a problem? isa.jahnke@umu.se
isa.jahnke@umu.se TodaysMeet https://todaysmeet.com/isaja
What the cleaning person is seeing... SOURCE http://www.sycmu.com/2012/11/26/classroom-blackboard-teacher-sees-students/
isa.jahnke@umu.se A new situation…. P. Hinssen 2010 „The New Normal?“ Floridi 2012: “We are probably the last generation which differentiate in Online and Offline“ Access to information has changed – “omnipresent online presence” - we have the Internet always with us
Relation of “informal learning” to “formal learning” in the Internet era isa.jahnke@umu.se Formal learning Informa l learning Formal learning Informa l learning Universities 20 years ago Universities nowadays
isa.jahnke@umu.se Social + technical = socio-technical systems? We don’t live any longer in a social system but socio-technical construction of reality Social construction of reality Berger & Luckmann, 1966
Vygotsky 1978 Zone of Proximal Development isa.jahnke@umu.se Designing for teaching and learning in order to enable deeper learning more than surface learning - beyond surface levels Jahnke & Liebscher, 2013 International Journal ELiSS
Jahnke et al. 2010 isa.jahnke@umu.se Assumption Designing for teaching and learning needs a „constructive alingment“ of different elements A sociotechnical-didactical (educational- )Design*** “Constructive alignment” Biggs, 1999 & Biggs & Tang, 2007
isa.jahnke@umu.se A new “design thinking”? Rethinking designs for technology-enhanced learning environments
Jahnke, Terkowsky, Pleul, & Tekkaya, 2010, DeLFI isa.jahnke@umu.se Research question What digital didactical designs do universities apply in order to support deeper learning („conceptual change“)? • Which elements are designable, which are not (social processes, didactical concepts, techn. systems), how? • What kind of quality of learning is addressed? • What are process-based, formative forms of assessment & feedback? Kember, 1997 Burzan & Jahnke, 2011
Which aspects affect designs for teaching & designs for learning? Herrmann, Loser, Jahnke 2007 isa.jahnke@umu.se 1) Degree of structural coupling Interdependencies of the elements (co-evolution)  Technical systems, digital media  Organizational structures and social processes  Didactical concepts 2) Degree of quality alignment of the elements in what quality? 3) Success – for whom? different target groups in different roles Jahnke, et al. 2010, DELFI
isa.jahnke@umu.se Theoretical framework Inter-action Trans-formation (co-evolution) Jahnke, Bergström, et al., 2012
Teaching and Learning in sociotechnical environments isa.jahnke@umu.se • Sociotechn. Paradigm (CSCW) Technical Systems (HCI) are designable, social groups are not ! Social => sociotechnical actions! (CHI) (duality of structures, Giddens 2003; social systems, Luhmann 1995; Th. Herrmann, 2003) • Learning = „co-construction“ (CSCL, TEL) (Duffy & Cunningham, 1996, Stahl 2006) in Situated Learning (Lave & Wenger 1991) (D. Kolb 1984, Jenkins et al. 2002 „linking teaching with resarch“; Bruner 1961, „Scaffolding“) • Learning in Communities; „The Informal…“ (Communities of practice, Wenger & et al. 2002; Online communities, Preece et al., 2000) • Dynamics of social roles • e.g., Jahnke & Kommers 2009 Guest editors, IJWBC „Web 2.0 goes Academia“ • e.g., Jahnke 2009 // Jahnke, 2012 CSCL 2009, ECTEL2012 • e.g. Jahnke 2010, InPUD-Project GMW Conf., Zürich; Journal IJSKD 2011 „Informal communication space enhances traditiomal teaching“ =significant difference • e.g., Jahnke, 2006; Jahnke 2010, Journal “C in Human B”; (new book in prep!!)
An attempt to give an overview; a lot of STEREOTYP ES - not the whole story, just little pieces! isa.jahnke@umu.se …cont… Different Understandings Different Theories Different Study Settings Quantitative M., Interventions, Lab.-experiments Implementation in the real world, Action- / Design-based R (DBR), Evaluation studies Qualitative methods, case studies; in the „wild“ Psychology cognitive Domain (e.g., Gagne, 1965) Pedagogy/Education Education Learning is Bildung Knowledge≠ Bildung (values) Sociology Institutional Research; University as Organization; Scholarhip of Teaching and Learning Informatik / CS new technologies, HCI, OER, TEL (Technology-Enhanced Learning) Testing learning outcomes (items) and interventions CSCL (Computer-Supported Collaborative Learning); exploring protoypes What is learning? Can we measure it? (D. Kolb; ”Quality of Learning” Biggs/Tang) Information delivery - conceptual change (D. Kember) Competencies/skills (Wildt) Bloom’s taxonomy (Anderson & Krathwohl) – 6 rubrics Didaktik (Teaching/Learning: what/how/why/when/purpose); professional development; subject-oriented vs. interdisciplinary didactics (Wildt & Jahnke) Learning Design (G. Conole) Learning Studio (Yishay Mor), Designs for teaching & Designs for learning (Lund/Hauge) Teaching and Learning in formal settings Small groups, communities Learning in different places Social constructivsm (Vygotsky, Dewey, Bruner) Instructional Design & Educational Technologie (USA), =accepted discipline in USA! Activity Theory (Engeström); ANT (Latour) Connectivism (Siemens et al.) Social system theory (Luhmann) Different methods
isa.jahnke@umu.se Quantitative M., Interventions, Lab.-experiments Implementation in the real world, Action- / Design-based R (DBR), Evaluation studies Qualitative methods, case studies; in the „wild“ Psychology cognitive Domain (e.g., Gagne, 1965) Pedagogy/Education Education Learning is Bildung Knowledge≠ Bildung (values) Sociology Institutional Research; University as Organization; Scholarhip of Teaching and Learning Informatik / CS new technologies, HCI, OER, TEL (Technology-Enhanced Learning) Testing learning outcomes (items) and interventions CSCL (Computer-Supported Collaborative Learning); exploring protoypes What is learning? Can we measure it? (D. Kolb; ”Quality of Learning” Biggs/Tang) Information delivery - conceptual change (D. Kember) Competencies/skills (Wildt) Bloom’s taxonomy (Anderson & Krathwohl) – 6 rubrics Didaktik (Teaching/Learning: what/how/why/when/purpose); professional development; subject-oriented vs. interdisciplinary didactics (Wildt & Jahnke) Learning Design (G. Conole) Learning Studio (Yishay Mor), Designs for teaching & Designs for learning (Lund/Hauge) Teaching and Learning in formal settings Small groups, communities Learning in different places Social constructivsm (Vygotsky, Dewey, Bruner) Instructional Design & Educational Technologie (USA), =accepted discipline in USA! Activity Theory (Engeström); ANT (Latour) Connectivism (Siemens et al.) Social system theory (Luhmann)
Ho-listic-TEL map learning theories in an overview (not all but many) • http://blog.richardmillwood.ne t/2013/05/10/learning-theory/ isa.jahnke@umu.se
isa.jahnke@umu.se Poll every where . com https://www.polleverywhere.com/isaja
isa.jahnke@umu.se Some technological trends and more
isa.jahnke@umu.se Overview (technological developments) E-Learning WBT 80er CSCL 90er OER 2010 CBT 70er Wearables (2013) Mobile devices (media tablets 2010) Social Web Web2.0 2004 Communities CoPs 2000 MOOCs (2011)
isa.jahnke@umu.se Web 1.0 (around 90s) Web 2.0 (starts 2001) Encyclopædia Britannica Wikipedia.de (2001) Personal websites Blogging (first Blogs ca. 1999) Publishing Partizipation (Social Bookmarking: del.icio.us 2003, YouTube 2005, Twitter 2006) Content Management Wikis Systeme (e.g., Wikis at universities ) Mailinglisten, Social Networking / Communities Newsgroups (LinkedIN, Facebook 2004,…) Information Download Communication (about information) (support of human-human-communication via Internet) Tim O'Reilly, 2005
Characteristics of Web 2.0, Social Media and Co. e.g., Jahnke & Koch, 2009 isa.jahnke@umu.se Beliefs  Partizipation  „Architecture of Participation“  „Everyone can be a publisher“  “Wisdom of the Crowds”  Software systems that support  human collaboration  finding other people – building of social relations and networks  Me-Centricity, Human interaction via human-computer-interaction (HCI; CHI)  Easy to use, Interactive systems  Fun and Flow experience  Degree of freedom to act: informal [less rules, only few roles, no standardized behavior, still not formal – but on the way to become more formal]
Web 2.0 works because many thousands of people use it Wikipedia.de: 1% of 80 Mio. people are still many: 800.000 0,1% of 80 Mio. 80.000 isa.jahnke@umu.se In our university courses: 1% of 100 stdents in a course are only 1 1% of 40 students in a course are only ? Technology does not solve it all… -- how to use digital media that it supports teaching and learning meaningful? ATTENTION of the crowd
isa.jahnke@umu.se Technological trends (Horizon Report 2013) • MOOCs • Tablets, ipads and co. • Games, gamification • Learning analytics • 3D printing • Wearable technologies
isa.jahnke@umu.se „Anytime/Anyplace-Matrix“  Telephone conferencing  Two-way-video  Remote screen sharing  Data conferences on linked electronic boards  E-mail  Voice-mail  Computer conferencing  Fax / Express-mail  Shared data base  Workstations  Bulletin boards  Kiosks  Team rooms Anytime Anyplac e  Face-to-face  Whiteboards  Flip charts  Computer projectors  Video  Large graphic displays O’Hara-Deveraux & Johansen 1994
isa.jahnke@umu.se 3C-Modell Communication Forum, IM, Skype,... Notification / Awareness Organized Documents Shared working space Workflow-management Shared / Group-calender Coordination Cooperation Jahnke & Koch, 2009
Mind-meister Communication (“express“) isa.jahnke@umu.se Sharing-Connect-Express Information Podcasts (Vorlesungsaufzeichn ung mit Adobe connect, ....) Networking („Connect“) Cooperation/ Collaboration „Sharing“ Wikis (Wikipedia, Openstreet map, …) Blogs (Wordpress,…) Microblogging YouTube Social Tagging (z.B. Twitter) Services (del.icio.us, bibsonomy) Forums Where to put traditional LMS ? Social Networking Tools (Ning, Facebook,…), Crowdsourcing (NASA Clickworker, Amazon Mechanical Turk,...) Chats, IM Document-mana-gementsystems M. Meckel, 2008 St. Gallen
McLuhan 1967 “We shape our tools and then our tools shape us” isa.jahnke@umu.se
isa.jahnke@umu.se Didactical designs Digital Media Digital Didactical Designs ?
• A process+time model (instead of focusing on places)? isa.jahnke@umu.se Alternative approaches? Isa Jahnke & Anders Norberg (2013). • Teachers as process designers? • … Digital Didactics - Scaffolding a new Normality of Learning. In: Visionary paper for http://blogs.ec.europa.eu/openeducation2030/ Online. Anders Norberg & Isa Jahnke (2014): Learning expeditions? Are you Working in the Kitchen? European Perspectives on Blended Learning. In: Charles Dziuban, Charles Graham, Anthony G. Picciano (Eds.), International Research Perspectives in Blended Learning (tentative title). Taylor and Francis.
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 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…
isa.jahnke@umu.se 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
3 Didactical Conditions 2 Digital Didactical Design isa.jahnke@umu.se Digital Didaktik 3 layers affect each other Teaching ICT ICT ICT aims (ILO) Teacher ICT Student Content P.- Assessment/Fee dback Learning activities Academic staff development Curriculum (+examination) development Institutional strategies 1 Didactical Interactions
Digital Didactical Design: 5 elements and their relations in a constructive alignment! isa.jahnke@umu.se Teaching aims (learning intentions) Digital Media Learning activities Process-based Assessment/Feed back (self-, peer-, teacher-) social relations Jahnke & Kumar, 2012 Jahnke et al., 2014 Klafki, 1963 Fink, 2003 “Course design” Reeves 2006 “how do you know they learn?” B. Hudson 2008 Bergström, 2012 “Designing for the unknown” Hauge & Dolonen, 2012 “activity designs for learning” Biggs 2003 “Constructive alignment”
isa.jahnke@umu.se Teaching aims ICT/ media tablets Teaching activities Process-b. reflections (guided by the teacher) Learning aims ICT/ media tablets social relations/roles Learning activities Process-b. reflections (guided by the students) social relations/roles
TO enhanced by iPads social relations LA A-F isa.jahnke@umu.se When all the elements fit together, then learning takes place A Digital Didactical Design (DDD) is like a good house, • all elements aligned together makes a building, a strong home, where learning takes place • When some elements of the DDD do not fit, then they are just building blocks, no home at all, no learning or only by coincidence = students do learn = students don’t learn
I II III IV V isa.jahnke@umu.se Information Delivery Delivery of Structured Knowledge David Kember, 1997 Johannes Wildt, 2012 Anderson & Krathwohl 2001 Teacher Student Interaction Facilitation of Under-standing Supporting Conceptual Change and Intellectual Development (behavior change) Quality of learning? David Kember 1997 •collaborative reflections •going beyond the horizon •Being critical, creating sth. new deeper learning •Teacher-centered •content-oriented •Remembering facts surface levels
isa.jahnke@umu.se Teaching aims (learning intentions) Digital Media Learning activities Process-based Assessment/Feed back (self-, peer-, teacher-) DDD= 5 components social relations
From teacher-led classrooms (inner circle) to learner-centric learning situations (outer circle) Fostering Social Relations and Multiply Roles isa.jahnke@umu.se Learning activities (mainly deep learning) Teaching aims clear and visible Outer circle=5 Inner circle=1 Mobile Technology multimodal integration isa.jahnke@umu.s e Process-based Assessment (guided reflections)
isa.jahnke@umu.se 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 Learning activities (mainly deep learning) ID 8 Danish writing (Fb) Process-based Assessment Teaching aims clear and visible Mobile Technology multimodal integration Fostering Social Relations and Multiply Roles
isa.jahnke@umu.se Process-based assessment Teaching aims clear and visible ID 12 creating a digital pres (geography) Mobile Technology multimodal integration Learning activities (mainly deep learning) Fostering Social Relations and Multiply Roles
isa.jahnke@umu.se Process-based assessment ID 14 writing a story Mobile Technology multimodal integration Teaching aims clear and visible Learning activities (mainly deep learning) Fostering Social Relations and Multiply Roles
isa.jahnke@umu.se Process-based assessment ID 9 creating a mindmap (biology f) Mobile Technology multimodal integration Teaching aims clear and visible Learning activities (mainly deep learning) Fostering Social Relations and Multiply Roles
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) isa.jahnke@umu.se • 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 Studies and examples
isa.jahnke@umu.se Research projects  Media tablets in Schools in Swedish schools (granted by VR.se) 2014-2016  Media tablets in Danish schools, 2012-2014  Media tablets in Preschool Teacher Education • DaVINCI, Creativity in Higher Education BMBF, 2008-2011 • PeTEX, Remote Controlled Experiments in Engineering Education EU, 2008-2010 • InPUD, Community Learning in Computer Science NRW, 2001-2004 & TUD 2005-2009 Isa Jahnke, Lars Norqvist & Andreas Olsson, 2014
Matrix for Different Forms of Learning isa.jahnke@umu.se
isa.jahnke@umu.se Preschool class // 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 "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”
isa.jahnke@umu.se 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 FB here writing something
isa.jahnke@umu.se QR code “improving grammar skills” 7th grade • 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
isa.jahnke@umu.se Videos in physics, 9th grade collaborative producing of videos about experiments in physics
Findings - A shift in teaching practices? isa.jahnke@umu.se Teachers' designs for learning… • Focus on action: Teachers activate the pupils' engagement through "producing" • Process-oriented learning • Information seeking in classrooms via online spaces => bringing the world into the schools • Connecting the learning process to a real audience • Different places • Designs for Learning: more than one answer/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
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.isa.jahnke@jahnke@umu.se se Learning does take place in loops with back and forths; it is not a straight ahead way, rather it has detours
The teacher’s role is still changing "require teachers to undertake more complex reasoning than before in their planning and practice" (Webb & Coxx, 2007) 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 isa.jahnke@umu.se Teachers are didactical and process designers Teachers are collaborative learners at the workplace
isa.jahnke@umu.se Do we need a new teaching theory? Digital Didactical Designs as a new design for forming the sociotechnical-pedagogical teaching processes with the aim to enable quality learning
Thanks a lot! isa.jahnke@umu.se Professor Dr. Isa Jahnke Umeå University, Sweden Dep of Applied Educational Science ICT, media and learning (IML) isa.jahnke@.umu.se http://www.isa-jahnke.com (personal website) http://iml.edusci.umu.se/ictml/ (Team website) http://www.facebook.com/isajahnke Twitter isaja Publications online
isa.jahnke@umu.se http://iml.edusci.umu.se/ictml

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2014-ICT-in-education

  • 1.
    ICT in Education Teaching, Learning, Digital Media isa.jahnke@umu.se Isa Jahnke Umeå 7 Oct 2014
  • 2.
    isa.jahnke@umu.se http://iml.edusci.umu.se/ictml/ EvaMårell Post-doc Peter Bergström Post-doc Anders Norberg PhD student and Educational Technologist Lars Häll (1st Dec) Post-Doc & Educational Technologist
  • 3.
    Twitter @isaja isa.jahnke@umu.se Road map for today Part 1 – Introduction Part 2 – Theoretical understandings Part 3 – Technological background and trends Part 4 – Examples from studies Learning Intentions • An overview • Inspiration • and “a wonderful confusion” (Karin Sporre)
  • 4.
    Do we reallyneed more research on digital media and learning? Why? Is there actually a problem? isa.jahnke@umu.se
  • 5.
  • 6.
    What the cleaningperson is seeing... SOURCE http://www.sycmu.com/2012/11/26/classroom-blackboard-teacher-sees-students/
  • 7.
    isa.jahnke@umu.se A newsituation…. P. Hinssen 2010 „The New Normal?“ Floridi 2012: “We are probably the last generation which differentiate in Online and Offline“ Access to information has changed – “omnipresent online presence” - we have the Internet always with us
  • 8.
    Relation of “informallearning” to “formal learning” in the Internet era isa.jahnke@umu.se Formal learning Informa l learning Formal learning Informa l learning Universities 20 years ago Universities nowadays
  • 9.
    isa.jahnke@umu.se Social +technical = socio-technical systems? We don’t live any longer in a social system but socio-technical construction of reality Social construction of reality Berger & Luckmann, 1966
  • 10.
    Vygotsky 1978 Zoneof Proximal Development isa.jahnke@umu.se Designing for teaching and learning in order to enable deeper learning more than surface learning - beyond surface levels Jahnke & Liebscher, 2013 International Journal ELiSS
  • 11.
    Jahnke et al. 2010 isa.jahnke@umu.se Assumption Designing for teaching and learning needs a „constructive alingment“ of different elements A sociotechnical-didactical (educational- )Design*** “Constructive alignment” Biggs, 1999 & Biggs & Tang, 2007
  • 12.
    isa.jahnke@umu.se A new“design thinking”? Rethinking designs for technology-enhanced learning environments
  • 13.
    Jahnke, Terkowsky, Pleul,& Tekkaya, 2010, DeLFI isa.jahnke@umu.se Research question What digital didactical designs do universities apply in order to support deeper learning („conceptual change“)? • Which elements are designable, which are not (social processes, didactical concepts, techn. systems), how? • What kind of quality of learning is addressed? • What are process-based, formative forms of assessment & feedback? Kember, 1997 Burzan & Jahnke, 2011
  • 14.
    Which aspects affectdesigns for teaching & designs for learning? Herrmann, Loser, Jahnke 2007 isa.jahnke@umu.se 1) Degree of structural coupling Interdependencies of the elements (co-evolution)  Technical systems, digital media  Organizational structures and social processes  Didactical concepts 2) Degree of quality alignment of the elements in what quality? 3) Success – for whom? different target groups in different roles Jahnke, et al. 2010, DELFI
  • 15.
    isa.jahnke@umu.se Theoretical framework Inter-action Trans-formation (co-evolution) Jahnke, Bergström, et al., 2012
  • 16.
    Teaching and Learningin sociotechnical environments isa.jahnke@umu.se • Sociotechn. Paradigm (CSCW) Technical Systems (HCI) are designable, social groups are not ! Social => sociotechnical actions! (CHI) (duality of structures, Giddens 2003; social systems, Luhmann 1995; Th. Herrmann, 2003) • Learning = „co-construction“ (CSCL, TEL) (Duffy & Cunningham, 1996, Stahl 2006) in Situated Learning (Lave & Wenger 1991) (D. Kolb 1984, Jenkins et al. 2002 „linking teaching with resarch“; Bruner 1961, „Scaffolding“) • Learning in Communities; „The Informal…“ (Communities of practice, Wenger & et al. 2002; Online communities, Preece et al., 2000) • Dynamics of social roles • e.g., Jahnke & Kommers 2009 Guest editors, IJWBC „Web 2.0 goes Academia“ • e.g., Jahnke 2009 // Jahnke, 2012 CSCL 2009, ECTEL2012 • e.g. Jahnke 2010, InPUD-Project GMW Conf., Zürich; Journal IJSKD 2011 „Informal communication space enhances traditiomal teaching“ =significant difference • e.g., Jahnke, 2006; Jahnke 2010, Journal “C in Human B”; (new book in prep!!)
  • 17.
    An attempt togive an overview; a lot of STEREOTYP ES - not the whole story, just little pieces! isa.jahnke@umu.se …cont… Different Understandings Different Theories Different Study Settings Quantitative M., Interventions, Lab.-experiments Implementation in the real world, Action- / Design-based R (DBR), Evaluation studies Qualitative methods, case studies; in the „wild“ Psychology cognitive Domain (e.g., Gagne, 1965) Pedagogy/Education Education Learning is Bildung Knowledge≠ Bildung (values) Sociology Institutional Research; University as Organization; Scholarhip of Teaching and Learning Informatik / CS new technologies, HCI, OER, TEL (Technology-Enhanced Learning) Testing learning outcomes (items) and interventions CSCL (Computer-Supported Collaborative Learning); exploring protoypes What is learning? Can we measure it? (D. Kolb; ”Quality of Learning” Biggs/Tang) Information delivery - conceptual change (D. Kember) Competencies/skills (Wildt) Bloom’s taxonomy (Anderson & Krathwohl) – 6 rubrics Didaktik (Teaching/Learning: what/how/why/when/purpose); professional development; subject-oriented vs. interdisciplinary didactics (Wildt & Jahnke) Learning Design (G. Conole) Learning Studio (Yishay Mor), Designs for teaching & Designs for learning (Lund/Hauge) Teaching and Learning in formal settings Small groups, communities Learning in different places Social constructivsm (Vygotsky, Dewey, Bruner) Instructional Design & Educational Technologie (USA), =accepted discipline in USA! Activity Theory (Engeström); ANT (Latour) Connectivism (Siemens et al.) Social system theory (Luhmann) Different methods
  • 18.
    isa.jahnke@umu.se Quantitative M., Interventions, Lab.-experiments Implementation in the real world, Action- / Design-based R (DBR), Evaluation studies Qualitative methods, case studies; in the „wild“ Psychology cognitive Domain (e.g., Gagne, 1965) Pedagogy/Education Education Learning is Bildung Knowledge≠ Bildung (values) Sociology Institutional Research; University as Organization; Scholarhip of Teaching and Learning Informatik / CS new technologies, HCI, OER, TEL (Technology-Enhanced Learning) Testing learning outcomes (items) and interventions CSCL (Computer-Supported Collaborative Learning); exploring protoypes What is learning? Can we measure it? (D. Kolb; ”Quality of Learning” Biggs/Tang) Information delivery - conceptual change (D. Kember) Competencies/skills (Wildt) Bloom’s taxonomy (Anderson & Krathwohl) – 6 rubrics Didaktik (Teaching/Learning: what/how/why/when/purpose); professional development; subject-oriented vs. interdisciplinary didactics (Wildt & Jahnke) Learning Design (G. Conole) Learning Studio (Yishay Mor), Designs for teaching & Designs for learning (Lund/Hauge) Teaching and Learning in formal settings Small groups, communities Learning in different places Social constructivsm (Vygotsky, Dewey, Bruner) Instructional Design & Educational Technologie (USA), =accepted discipline in USA! Activity Theory (Engeström); ANT (Latour) Connectivism (Siemens et al.) Social system theory (Luhmann)
  • 19.
    Ho-listic-TEL map learningtheories in an overview (not all but many) • http://blog.richardmillwood.ne t/2013/05/10/learning-theory/ isa.jahnke@umu.se
  • 20.
    isa.jahnke@umu.se Poll everywhere . com https://www.polleverywhere.com/isaja
  • 21.
  • 22.
    isa.jahnke@umu.se Overview (technologicaldevelopments) E-Learning WBT 80er CSCL 90er OER 2010 CBT 70er Wearables (2013) Mobile devices (media tablets 2010) Social Web Web2.0 2004 Communities CoPs 2000 MOOCs (2011)
  • 23.
    isa.jahnke@umu.se Web 1.0(around 90s) Web 2.0 (starts 2001) Encyclopædia Britannica Wikipedia.de (2001) Personal websites Blogging (first Blogs ca. 1999) Publishing Partizipation (Social Bookmarking: del.icio.us 2003, YouTube 2005, Twitter 2006) Content Management Wikis Systeme (e.g., Wikis at universities ) Mailinglisten, Social Networking / Communities Newsgroups (LinkedIN, Facebook 2004,…) Information Download Communication (about information) (support of human-human-communication via Internet) Tim O'Reilly, 2005
  • 24.
    Characteristics of Web2.0, Social Media and Co. e.g., Jahnke & Koch, 2009 isa.jahnke@umu.se Beliefs  Partizipation  „Architecture of Participation“  „Everyone can be a publisher“  “Wisdom of the Crowds”  Software systems that support  human collaboration  finding other people – building of social relations and networks  Me-Centricity, Human interaction via human-computer-interaction (HCI; CHI)  Easy to use, Interactive systems  Fun and Flow experience  Degree of freedom to act: informal [less rules, only few roles, no standardized behavior, still not formal – but on the way to become more formal]
  • 25.
    Web 2.0 worksbecause many thousands of people use it Wikipedia.de: 1% of 80 Mio. people are still many: 800.000 0,1% of 80 Mio. 80.000 isa.jahnke@umu.se In our university courses: 1% of 100 stdents in a course are only 1 1% of 40 students in a course are only ? Technology does not solve it all… -- how to use digital media that it supports teaching and learning meaningful? ATTENTION of the crowd
  • 26.
    isa.jahnke@umu.se Technological trends (Horizon Report 2013) • MOOCs • Tablets, ipads and co. • Games, gamification • Learning analytics • 3D printing • Wearable technologies
  • 27.
    isa.jahnke@umu.se „Anytime/Anyplace-Matrix“ Telephone conferencing  Two-way-video  Remote screen sharing  Data conferences on linked electronic boards  E-mail  Voice-mail  Computer conferencing  Fax / Express-mail  Shared data base  Workstations  Bulletin boards  Kiosks  Team rooms Anytime Anyplac e  Face-to-face  Whiteboards  Flip charts  Computer projectors  Video  Large graphic displays O’Hara-Deveraux & Johansen 1994
  • 28.
    isa.jahnke@umu.se 3C-Modell Communication Forum, IM, Skype,... Notification / Awareness Organized Documents Shared working space Workflow-management Shared / Group-calender Coordination Cooperation Jahnke & Koch, 2009
  • 29.
    Mind-meister Communication (“express“) isa.jahnke@umu.se Sharing-Connect-Express Information Podcasts (Vorlesungsaufzeichn ung mit Adobe connect, ....) Networking („Connect“) Cooperation/ Collaboration „Sharing“ Wikis (Wikipedia, Openstreet map, …) Blogs (Wordpress,…) Microblogging YouTube Social Tagging (z.B. Twitter) Services (del.icio.us, bibsonomy) Forums Where to put traditional LMS ? Social Networking Tools (Ning, Facebook,…), Crowdsourcing (NASA Clickworker, Amazon Mechanical Turk,...) Chats, IM Document-mana-gementsystems M. Meckel, 2008 St. Gallen
  • 30.
    McLuhan 1967 “Weshape our tools and then our tools shape us” isa.jahnke@umu.se
  • 31.
    isa.jahnke@umu.se Didactical designs Digital Media Digital Didactical Designs ?
  • 32.
    • A process+timemodel (instead of focusing on places)? isa.jahnke@umu.se Alternative approaches? Isa Jahnke & Anders Norberg (2013). • Teachers as process designers? • … Digital Didactics - Scaffolding a new Normality of Learning. In: Visionary paper for http://blogs.ec.europa.eu/openeducation2030/ Online. Anders Norberg & Isa Jahnke (2014): Learning expeditions? Are you Working in the Kitchen? European Perspectives on Blended Learning. In: Charles Dziuban, Charles Graham, Anthony G. Picciano (Eds.), International Research Perspectives in Blended Learning (tentative title). Taylor and Francis.
  • 33.
    isa.jahnke@umu.se An alternativeperspective – 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
  • 34.
    isa.jahnke@umu.se Classroom Separationbetween learning spaces outside schools and…
  • 35.
    isa.jahnke@umu.se Classroom ….Co-locatedcommunication spaces Classroom and learning spaces outside schools merge together…
  • 36.
    isa.jahnke@umu.se Purpose Inco-located communication spaces, we wanted to know, how the teachers design teaching-in-practice to enable student learning
  • 37.
    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
  • 38.
    3 Didactical Conditions 2 Digital Didactical Design isa.jahnke@umu.se Digital Didaktik 3 layers affect each other Teaching ICT ICT ICT aims (ILO) Teacher ICT Student Content P.- Assessment/Fee dback Learning activities Academic staff development Curriculum (+examination) development Institutional strategies 1 Didactical Interactions
  • 39.
    Digital Didactical Design:5 elements and their relations in a constructive alignment! isa.jahnke@umu.se Teaching aims (learning intentions) Digital Media Learning activities Process-based Assessment/Feed back (self-, peer-, teacher-) social relations Jahnke & Kumar, 2012 Jahnke et al., 2014 Klafki, 1963 Fink, 2003 “Course design” Reeves 2006 “how do you know they learn?” B. Hudson 2008 Bergström, 2012 “Designing for the unknown” Hauge & Dolonen, 2012 “activity designs for learning” Biggs 2003 “Constructive alignment”
  • 40.
    isa.jahnke@umu.se Teaching aims ICT/ media tablets Teaching activities Process-b. reflections (guided by the teacher) Learning aims ICT/ media tablets social relations/roles Learning activities Process-b. reflections (guided by the students) social relations/roles
  • 41.
    TO enhanced byiPads social relations LA A-F isa.jahnke@umu.se When all the elements fit together, then learning takes place A Digital Didactical Design (DDD) is like a good house, • all elements aligned together makes a building, a strong home, where learning takes place • When some elements of the DDD do not fit, then they are just building blocks, no home at all, no learning or only by coincidence = students do learn = students don’t learn
  • 42.
    I II IIIIV V isa.jahnke@umu.se Information Delivery Delivery of Structured Knowledge David Kember, 1997 Johannes Wildt, 2012 Anderson & Krathwohl 2001 Teacher Student Interaction Facilitation of Under-standing Supporting Conceptual Change and Intellectual Development (behavior change) Quality of learning? David Kember 1997 •collaborative reflections •going beyond the horizon •Being critical, creating sth. new deeper learning •Teacher-centered •content-oriented •Remembering facts surface levels
  • 43.
    isa.jahnke@umu.se Teaching aims (learning intentions) Digital Media Learning activities Process-based Assessment/Feed back (self-, peer-, teacher-) DDD= 5 components social relations
  • 44.
    From teacher-led classrooms(inner circle) to learner-centric learning situations (outer circle) Fostering Social Relations and Multiply Roles isa.jahnke@umu.se Learning activities (mainly deep learning) Teaching aims clear and visible Outer circle=5 Inner circle=1 Mobile Technology multimodal integration isa.jahnke@umu.s e Process-based Assessment (guided reflections)
  • 45.
    isa.jahnke@umu.se 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
  • 46.
    isa.jahnke@umu.se Learning activities (mainly deep learning) ID 8 Danish writing (Fb) Process-based Assessment Teaching aims clear and visible Mobile Technology multimodal integration Fostering Social Relations and Multiply Roles
  • 47.
    isa.jahnke@umu.se Process-based assessment Teaching aims clear and visible ID 12 creating a digital pres (geography) Mobile Technology multimodal integration Learning activities (mainly deep learning) Fostering Social Relations and Multiply Roles
  • 48.
    isa.jahnke@umu.se Process-based assessment ID 14 writing a story Mobile Technology multimodal integration Teaching aims clear and visible Learning activities (mainly deep learning) Fostering Social Relations and Multiply Roles
  • 49.
    isa.jahnke@umu.se Process-based assessment ID 9 creating a mindmap (biology f) Mobile Technology multimodal integration Teaching aims clear and visible Learning activities (mainly deep learning) Fostering Social Relations and Multiply Roles
  • 50.
    5 forms (16of 24 classrooms towards learner-producing approaches) • Media-tablet didactics Alignment of all five elements towards learner-centric learning situations (11 classes) isa.jahnke@umu.se • 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)
  • 51.
  • 52.
    isa.jahnke@umu.se Research projects  Media tablets in Schools in Swedish schools (granted by VR.se) 2014-2016  Media tablets in Danish schools, 2012-2014  Media tablets in Preschool Teacher Education • DaVINCI, Creativity in Higher Education BMBF, 2008-2011 • PeTEX, Remote Controlled Experiments in Engineering Education EU, 2008-2010 • InPUD, Community Learning in Computer Science NRW, 2001-2004 & TUD 2005-2009 Isa Jahnke, Lars Norqvist & Andreas Olsson, 2014
  • 53.
    Matrix for DifferentForms of Learning isa.jahnke@umu.se
  • 54.
    isa.jahnke@umu.se Preschool class// 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)
  • 55.
    isa.jahnke@umu.se Educreation inmath 3rd grade Educreations app for applying different math strategies in small groups
  • 56.
    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”
  • 57.
    isa.jahnke@umu.se 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 FB here writing something
  • 58.
    isa.jahnke@umu.se QR code“improving grammar skills” 7th grade • 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
  • 59.
    isa.jahnke@umu.se Videos inphysics, 9th grade collaborative producing of videos about experiments in physics
  • 60.
    Findings - Ashift in teaching practices? isa.jahnke@umu.se Teachers' designs for learning… • Focus on action: Teachers activate the pupils' engagement through "producing" • Process-oriented learning • Information seeking in classrooms via online spaces => bringing the world into the schools • Connecting the learning process to a real audience • Different places • Designs for Learning: more than one answer/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
  • 61.
    From traditional course-basedlearning 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.isa.jahnke@jahnke@umu.se se Learning does take place in loops with back and forths; it is not a straight ahead way, rather it has detours
  • 62.
    The teacher’s roleis still changing "require teachers to undertake more complex reasoning than before in their planning and practice" (Webb & Coxx, 2007) 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 isa.jahnke@umu.se Teachers are didactical and process designers Teachers are collaborative learners at the workplace
  • 63.
    isa.jahnke@umu.se Do weneed a new teaching theory? Digital Didactical Designs as a new design for forming the sociotechnical-pedagogical teaching processes with the aim to enable quality learning
  • 64.
    Thanks a lot! isa.jahnke@umu.se Professor Dr. Isa Jahnke Umeå University, Sweden Dep of Applied Educational Science ICT, media and learning (IML) isa.jahnke@.umu.se http://www.isa-jahnke.com (personal website) http://iml.edusci.umu.se/ictml/ (Team website) http://www.facebook.com/isajahnke Twitter isaja Publications online
  • 65.