Active-Meaningful Learning with Technologies

@isaja
Meaningful Learning With
Technologies
Prof. Dr. Isa Jahnke
@DGWF in Ulm, Deutschland
September 20th, 2019

@isaja
University of Missouri
Gegründet 1839

@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.

@isaja
Lehrende können Prozesse gestalten, um
Lernen zu fördern

@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

@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

@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

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Aktive Lernstrategie:
Meaningful learning
Howland, Jonassen, & Marra, 2012
New book: “Meaningful Online Learning” 2018

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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

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Veranstaltungs(Re)-Design
Rahmenkonzept:
Digitales Didaktisches Design

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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)

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Lehr-/Lernziele Sichtbar & deutlich für Studierende?
Wo können Studierende diese lesen?

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Lern-
Aktivitäten
• Authentisch
• Aktiv
• Konstruktiv
• Kollaborativ
• Intentional
Lehr-/Lernziele

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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

@isaja
Rollen / Interaktion
Soziale
Beziehungen
Rollenvielfalt für
Studierende: active agents/co-designer;
Lehrende: nicht nur Experten,
auch LernbegleiterInnen
Lehr-/Lernziele
Lern-
Aktivitäten

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Technologien
Wird nicht das Lehrbuch ersetzen,
sondern” ”mindtool”
(learning with technologies)
Rollen / Interaktion
Soziale
Beziehungen
Lehr-/Lernziele
Lern-
Aktivitäten

@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

@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).

@isaja
Checklist 1
Planungsphase
Online verfuegbar:
https://www.isa-jahnke.com/teaching

@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

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Online-Seminar
Beispiel

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Log in to Canvas
8 weeks
6 Modules
Workload: 9 Std. / Woche
hauptsächlich
asynchron!

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Each Module has:
Overview of readings, literature and assignments
in this week

@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

@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

@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

@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

@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

@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

@isaja
Assessment – (fast) jede Woche
Modul 3

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Assessment -
Lehrende Sicht

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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

@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.

@isaja
Important for teachers: Be present!
in online discussions, via messages or announcements;
have one synchronous online meeting in the first week

@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

@isaja
The first principle of true teaching is that
Nothing can be taught
(Oscar Wilde)
….und dies meint:
Viel Spass beim Ausprobieren und Anwenden!

@isaja
Prof. Dr. Isa Jahnke
Director of the Information Experience Lab
Email
jahnkei@missouri.edu
Website
http://www.isajahnke.net

Active-Meaningful Learning with Technologies

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