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Designing for
iPad-classrooms -
Digital Didaktik
Isa Jahnke,
Lars Norqvist, Andreas Olsson
ECSCW2013
Cyprus
Yes, with k
Is there a problem?
Last years, Textbook learning
is the center of teaching
(consumer learning; passive
learning)
but how to create didactical
designs for teaching and for
learning where students
become more active, where
students become a pro-sumer
(activity-driven designs)?
2
isa.jahnke@umu.se
What happens in iPad-
classrooms?
Will the textbook approach
survive, or do the teachers
apply new methods and new
designs, if yes, which ones,
how and why?
Study in a municipality in Denmark
6 (of 7) schools (April 2012, Aug 2012, Aug 2013)
•24 Classroom observations (45-90 mins. each)
and interviews with teachers (ca. 60 mins. each)
•Meetings with schools leaders, pedagogical leaders, etc.
= ca. 15 days from 8am-2pm data collections
Range of teaching subjects:
•Danish, Math, English, Art, Physics, Chemistry …
Range of classes
•preschool class to K-9
•10-27 students
Here we present the
classrooms of the innovative
teachers (Rogers 2003)
ECSCW: Teachers are
learners at the workplace!
3
isa.jahnke@umu.se
S.Hyysalo "not rely on snap-
shot studies, encompass
multiple times/loci where
technology is shaped"
“There is no
technology in there”
“An iPad is the little
baby for pupils”
“Finally! Someone got
the vision to think
differently”
Teachers’ attitude towards
technology is special
4
isa.jahnke@umu.se
enhanced by
ICT/ iPads
Teaching
objectives/aims
(problem)
Learning
activities
(constructing
knowledge,
indiv./collab.
learning;
surface/deeper)
Process based
Assessment/Fe
edback
(self-, peer-,
teacher-)
Digital Didactical Design –
How do teachers organize, recognize and foster students
progress in learning?
socialrelations
socialrelations
social relations
5
isa.jahnke@umu.se
Biggs, 2003
“Constructive alignment”
ID 19 and ID 21
12
isa.jahnke@umu.se
Timeline
From birthday
until today
Popplet
mindmap app
Chronological order
Students journeys during
summer vacation
Pages
app
What do you think
happened?
5 patterns – Rethinking existing didactical
concepts when technology is implemented
7
isa.jahnke@umu.se
1. Innovative iPad-classrooms
Alignment of didactics & technology (5 classes) = ipad-didactics
2. Almost innovative classrooms
(not as strong as in pattern A) (3 classes)
3. Weak alignment of Digital Didactics but learning benefit through
iPad-integration (1 class)
4. A Potential for Digital Didactics, alignment differs & medium/low
extent of iPad-use (4 classes)
5. Applied designs limited learning experiences, re-alignment of a
digital didactical design is required; better without iPads?
(2 classes)
ID 5
Transformative learning
Transformation of existing “math stories”: students get the task
to create “comics”; using the iPad to create the stories
(App: Strip Designer)
6
isa.jahnke@umu.se
ID 6
Complex learning
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
7
isa.jahnke@umu.se
ID 8
Peer-Reflective learning
Students write something
from their childhood and
reflect in peer-reviews their
writing skills using
Facebook; iPads deliver
Internet-Access
8
isa.jahnke@umu.se
Facebook photo
ID 11 Personalized learning
(individual needs of the learners)
• students design experiments in physics (sound/light);
• other students create a mindmap first
to collect their (non-)knowledge
9
isa.jahnke@umu.se
ID 17
Learning expeditions 1
•Students search for QR codes,
which lead them to a website
to answer questions about
Grammar (improving writing
skills)
•Combining learning outdoors
and learning in the trad.
classroom
•Meta-reflections about the
process
10
isa.jahnke@umu.se
Another photo
ID 23
11
isa.jahnke@umu.se
Learning expeditions 2
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”
Findings – emerged design principles
(1) Focus on action and on (co-)produce sth. –
Focus on learning processes (not exams/test only)
(2) Teachers design new learning goals beyond curriculum
driven goals:
b)explorative learning where more than one correct answer exists,
c)meta-learning: reflection on process
(3) iPad as a “booster” to making learning visible in different
products -- student choice of tasks
(4) Teachers do not use iPads as an exercise tool -- Teachers use
apps primarily not built for education: "Bring your own app"-
metaphor
®Activating students engagement through DOING***
13
isa.jahnke@umu.se
enhanced by
ICT
T.O.
L.A. A./F.
socialrelations
socialrelations
social relations
Learning in schools
= formal settings
Curiosity driven
Problem driven
The way is unknown
Answer is not known
Curriculum driven
Planned learning
Guided activities
Answer is known
Learning outside of schools
= non- & informal settings
Learning is an active process of
constructing rather than
acquiring knowledge
You have a problem, a question,
an unsolved issued? No problem
“google” it, ask your SNS,
forums etc.
Rethinking
Digital Didactical Designs
14
isa.jahnke@umu.se
Curiosity driven
Problem driven
The way is unknown
Answer is not known
Thanks a lot!
Professor Dr. Isa Jahnke
ICT, media and learning
Umeå University
Dep of Applied Educational Science
isa.jahnke@umu.se
http://www.isa-jahnke.com
http://www.facebook.com/isajahnke
Twitter: isaja

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ecscw2013 Designing for ipad-classrooms

  • 1. Designing for iPad-classrooms - Digital Didaktik Isa Jahnke, Lars Norqvist, Andreas Olsson ECSCW2013 Cyprus Yes, with k
  • 2. Is there a problem? Last years, Textbook learning is the center of teaching (consumer learning; passive learning) but how to create didactical designs for teaching and for learning where students become more active, where students become a pro-sumer (activity-driven designs)? 2 isa.jahnke@umu.se What happens in iPad- classrooms? Will the textbook approach survive, or do the teachers apply new methods and new designs, if yes, which ones, how and why?
  • 3. Study in a municipality in Denmark 6 (of 7) schools (April 2012, Aug 2012, Aug 2013) •24 Classroom observations (45-90 mins. each) and interviews with teachers (ca. 60 mins. each) •Meetings with schools leaders, pedagogical leaders, etc. = ca. 15 days from 8am-2pm data collections Range of teaching subjects: •Danish, Math, English, Art, Physics, Chemistry … Range of classes •preschool class to K-9 •10-27 students Here we present the classrooms of the innovative teachers (Rogers 2003) ECSCW: Teachers are learners at the workplace! 3 isa.jahnke@umu.se S.Hyysalo "not rely on snap- shot studies, encompass multiple times/loci where technology is shaped"
  • 4. “There is no technology in there” “An iPad is the little baby for pupils” “Finally! Someone got the vision to think differently” Teachers’ attitude towards technology is special 4 isa.jahnke@umu.se
  • 5. enhanced by ICT/ iPads Teaching objectives/aims (problem) Learning activities (constructing knowledge, indiv./collab. learning; surface/deeper) Process based Assessment/Fe edback (self-, peer-, teacher-) Digital Didactical Design – How do teachers organize, recognize and foster students progress in learning? socialrelations socialrelations social relations 5 isa.jahnke@umu.se Biggs, 2003 “Constructive alignment”
  • 6. ID 19 and ID 21 12 isa.jahnke@umu.se Timeline From birthday until today Popplet mindmap app Chronological order Students journeys during summer vacation Pages app What do you think happened?
  • 7. 5 patterns – Rethinking existing didactical concepts when technology is implemented 7 isa.jahnke@umu.se 1. Innovative iPad-classrooms Alignment of didactics & technology (5 classes) = ipad-didactics 2. Almost innovative classrooms (not as strong as in pattern A) (3 classes) 3. Weak alignment of Digital Didactics but learning benefit through iPad-integration (1 class) 4. A Potential for Digital Didactics, alignment differs & medium/low extent of iPad-use (4 classes) 5. Applied designs limited learning experiences, re-alignment of a digital didactical design is required; better without iPads? (2 classes)
  • 8. ID 5 Transformative learning Transformation of existing “math stories”: students get the task to create “comics”; using the iPad to create the stories (App: Strip Designer) 6 isa.jahnke@umu.se
  • 9. ID 6 Complex learning 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 7 isa.jahnke@umu.se
  • 10. ID 8 Peer-Reflective learning Students write something from their childhood and reflect in peer-reviews their writing skills using Facebook; iPads deliver Internet-Access 8 isa.jahnke@umu.se Facebook photo
  • 11. ID 11 Personalized learning (individual needs of the learners) • students design experiments in physics (sound/light); • other students create a mindmap first to collect their (non-)knowledge 9 isa.jahnke@umu.se
  • 12. ID 17 Learning expeditions 1 •Students search for QR codes, which lead them to a website to answer questions about Grammar (improving writing skills) •Combining learning outdoors and learning in the trad. classroom •Meta-reflections about the process 10 isa.jahnke@umu.se Another photo
  • 13. ID 23 11 isa.jahnke@umu.se Learning expeditions 2 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”
  • 14. Findings – emerged design principles (1) Focus on action and on (co-)produce sth. – Focus on learning processes (not exams/test only) (2) Teachers design new learning goals beyond curriculum driven goals: b)explorative learning where more than one correct answer exists, c)meta-learning: reflection on process (3) iPad as a “booster” to making learning visible in different products -- student choice of tasks (4) Teachers do not use iPads as an exercise tool -- Teachers use apps primarily not built for education: "Bring your own app"- metaphor ®Activating students engagement through DOING*** 13 isa.jahnke@umu.se
  • 15. enhanced by ICT T.O. L.A. A./F. socialrelations socialrelations social relations Learning in schools = formal settings Curiosity driven Problem driven The way is unknown Answer is not known Curriculum driven Planned learning Guided activities Answer is known Learning outside of schools = non- & informal settings Learning is an active process of constructing rather than acquiring knowledge You have a problem, a question, an unsolved issued? No problem “google” it, ask your SNS, forums etc. Rethinking Digital Didactical Designs 14 isa.jahnke@umu.se Curiosity driven Problem driven The way is unknown Answer is not known
  • 16. Thanks a lot! Professor Dr. Isa Jahnke ICT, media and learning Umeå University Dep of Applied Educational Science isa.jahnke@umu.se http://www.isa-jahnke.com http://www.facebook.com/isajahnke Twitter: isaja

Editor's Notes

  1. It could be that Traditional teaching patterns will be reinforced Classroom will be changed into a creative learning experience Teacher applies new forms of teaching methods like ‘5-mins-didactics’; or other types of ‘microlearning’ Something else happens => Whatever occurs in the classroom, it mainly depends on the teacher (who is embedded into a social environment) a) her/his understanding of learning & didactical plans….
  2. J: K-3 History A: K-4 improving writing skills
  3. K-2
  4. Preschool class
  5. K-7
  6. K-7
  7. K-7
  8. K-5
  9. *** we know that there is a positive relation between ACTIVE and LEARNING ==Complexity and richness of cases !!!