This document summarizes a presentation on perspectives of blended learning in Europe. It discusses difficulties in defining "Europe" and "blended learning" for research purposes. It also shares the results of an expert survey that uncovered diverse uses and opinions of the term "blended learning" among European researchers. Additionally, the presentation analyzes differences between educational researchers in Europe and North America in their approaches to studying blended learning.
This document discusses fostering creativity in higher education. It explores different levels and perspectives of creativity concepts from the individual to societal level. It also references a framework with three dimensions - science, person, and practice. The document outlines a study that interviewed professors and conducted an online survey of teachers to understand their conceptions of student creativity. The study found teachers associate student creative achievements with six facets: self-reflective learning, independent learning, showing curiosity and motivation, learning by creating something, multi-perspective thinking, and reaching original ideas.
Professor Isa Jahnke gave a presentation on digital didactical designs in higher education at the University of Bolzano. She discussed how physical classrooms are merging with digital spaces through student use of mobile devices, creating new "crossaction spaces." She outlined characteristics of learning in this digital age, including students connecting resources, asking online networks questions, and creating and sharing work. She presented examples of didactical designs centered around student production, cooperation, and reflection to support meaningful learning goals. These examples engaged students in research processes, online knowledge sharing, and generating educational content.
This document discusses digital didactical design (DDD), which is designing teaching practices that enable learning using mobile technology. It provides examples of empirical studies using mobile devices in higher education. DDD involves three layers - interactions, design, and conditions - that influence each other. The document proposes designing from teacher-centric to learner-centered practices by establishing clear learning aims and activities, process-based assessment, integrating mobile technology, and fostering social roles and relations. It suggests moving from traditional course-based learning to more open-ended "learning expeditions" and reflecting that teaching is evolving from a routine activity to a design project approach.
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
This document discusses fostering creativity in higher education. It explores different levels and perspectives of creativity concepts from the individual to societal level. It also references a framework with three dimensions - science, person, and practice. The document outlines a study that interviewed professors and conducted an online survey of teachers to understand their conceptions of student creativity. The study found teachers associate student creative achievements with six facets: self-reflective learning, independent learning, showing curiosity and motivation, learning by creating something, multi-perspective thinking, and reaching original ideas.
Professor Isa Jahnke gave a presentation on digital didactical designs in higher education at the University of Bolzano. She discussed how physical classrooms are merging with digital spaces through student use of mobile devices, creating new "crossaction spaces." She outlined characteristics of learning in this digital age, including students connecting resources, asking online networks questions, and creating and sharing work. She presented examples of didactical designs centered around student production, cooperation, and reflection to support meaningful learning goals. These examples engaged students in research processes, online knowledge sharing, and generating educational content.
This document discusses digital didactical design (DDD), which is designing teaching practices that enable learning using mobile technology. It provides examples of empirical studies using mobile devices in higher education. DDD involves three layers - interactions, design, and conditions - that influence each other. The document proposes designing from teacher-centric to learner-centered practices by establishing clear learning aims and activities, process-based assessment, integrating mobile technology, and fostering social roles and relations. It suggests moving from traditional course-based learning to more open-ended "learning expeditions" and reflecting that teaching is evolving from a routine activity to a design project approach.
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
This document provides an overview of a workshop on integrating Chromebooks into classroom teaching and learning practices. The workshop goals are to help participants understand how digital devices can support meaningful learning, identify appropriate apps, discuss challenges, and develop web-based learning activities. The agenda includes introductions, presentations on how technology changes classrooms, examples from tablet schools, and small group work for participants to assess their own classes and identify improvements. The document also shares insights and examples from schools that have integrated tablets successfully to support various subjects like science, language arts, and history in ways that foster collaboration, reflection, and deeper learning.
Active-Meaningful Learning with Technologies Isa Jahnke
Bei der Anwendung von Internet-fähigen Technologien in der Weiterbildung, beim Online-Lernen und mit zunehmender Integration von mobilen Endgeräten im Alltag entstehen neue Lehr- und Lernräume: CrossActionSpaces. Dies sind dynamische, flexible Informations- und Kommunikationsräume, in denen Lernende die richtigen Antworten online suchen oder diskutieren können. Herausforderungen sind, um einige zu nennen, die Vielzahl falscher Informationen und fehlendes kritisches oder systemisches Denken. Hier kann das Digitale Didaktische Design (DDD) als Lehr-/Lernstrategie helfen. DDD fördert die Gestaltung von Lernen mit Technologien anstelle des Lernens durch Technologien. DDD es ist ein aktivitäts-basiertes Didaktik-Modell, das von der der Grundannahme ausgeht, dass Lernende nicht aufgrund der Aktivitäten der Lehrenden lernen, sondern durch eigene Aktivitäten. Zentrales Element des DDD ist, dass Lernende Artefakte in einem iterativen Prozess erstellen, kritisch reflektieren und verbessern. In der Keynote wird das DDD und Beispiele für meaningful learning with technologies in Weiterbildung und Fernstudium vorgestellt.
Sociotechnical Walkthrough Workshop@AECT17 Isa Jahnke
This document provides an overview of the SocioTechnical Walkthrough (STWT) method. STWT is a participatory design method used to model current social practices and identify how new technologies can help enable new social practices. It involves holding a series of workshops where participants map out activities, roles, information flows, and other process elements on diagrams. The facilitator guides discussion with prepared questions. The outcome is a set of models, notes, and documents that provide ideas for changing work practices with the new technology.
AECT 2017 - Digital Didactical Designs as a Framework for iPad/Tablet classr...Isa Jahnke
We present results from 64 Nordic 1:1 iPad-classrooms. The data analysis revealed three clusters: Cluster A (n=23) demonstrated full integration and alignment toward deeper learning that we termed Learning by Crossaction; cluster B (n=21) showed potential for deeper learning but only a semi-alignment of design elements; and cluster C (n=20) revealed irritations and conflicts. The results highlight the different types of designs and implications for meaningful integration of media tablets for learning.
Published in:
Isa Jahnke, Peter Bergström, Eva Mårell-Olsson, Lars Häll, & Swapna Kumar (2017). Digital Didactical Designs as Research Framework – iPad Integration in Nordic Schools. In: Computers & Education (2017). Volume 113, October 2017, pp. 1-15. http://dx.doi.org/10.1016/j.compedu.2017.05.006 Read more: http://www.isa-jahnke.com/publications/
The document summarizes a digital learning project on risk-based food import inspections. It describes:
1) The project goals of developing online training on risk-based food import inspections for food inspectors.
2) The design process including storyboarding, expert reviews, usability testing, and evaluating the learning experience.
3) Key results showing the design was effective at improving knowledge but needed optimization for efficiency and advanced learners. Further iterations were planned to enhance the learning experience design.
This document provides an overview of the LeXMizzou project which involves students designing digital games for learning experiences at the University of Missouri. It introduces the goals of the project which are to create location-based augmented reality games on campus topics and test them through iterative design. Students will work in groups over 5 workshops to design, develop, and test their games. Communication will occur through Slack and game development can utilize tools like ARIS Editor. Students will receive $100 for participation upon submitting their game at the final event. The next steps outlined are for students to create storyboards for their game ideas to bring to the next workshop.
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
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.
The document discusses the benefits and challenges of introducing iPads into classroom learning. It notes that iPads can positively impact student engagement, promote collaborative learning, and enrich learning connections. However, integrating iPads requires changes to curriculum, assessment, and educational theory to fully leverage their potential. A pilot study found that iPads increased student activity and independence but required more time for open-ended lessons and group work. Effective use depends on wireless infrastructure and app selection.
1. The document discusses the use of digital media in education, focusing on using, sharing, and producing digital content as well as collaboration.
2. It outlines different models of learning like inquiry-based learning and emphasizes that the focus should be on supporting learners' learning processes.
3. The rapid pace of technological change is transforming education and there is a need for new pedagogical approaches that engage students and prepare them for jobs that have not yet been created.
Designing Teaching to Enhance Learning in CrossActionSpaces (Informal-In-Form...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. The term provides a view on learning from the perspective of social sciences while emphasizing a change of human action: from inter-action into cross-action. Under these new conditions the questions are: how to design for learning, how can teaching enhance learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be applied to study, evaluate and reflect on educational practices toward deep and meaningful learning expeditions.
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
This document discusses new learning practices and learning analytics for educational innovation. It provides an overview of CEITER, a research center focusing on learning analytics and educational innovation. Some key points:
- CEITER aims to measure and support new collaborative, creative, and problem-based learning practices through learning analytics and educational research.
- Examples of projects include measuring technology use in schools, tools for collaborative learning, and tracing learning in digital environments.
- Research looks at the coupling of individual and collective learning, with cognition seen as mediated by social and material environments.
- CEITER aims to build research infrastructure to increase funding opportunities, recruit students, and boost visibility through a more systematic, collaborative approach.
2013 ectelmeets-ecscw-v3isajahnke CSCL@Work Isa Jahnke
Employees use social media at work to solve problems collaboratively in hidden ways. This document discusses computer-supported collaborative learning (CSCL) at the workplace and proposes research questions to better understand the topic. It reviews cases of CSCL at work and suggests design criteria are needed to support collaborative learning across organizational boundaries using technology. The discussion aims to develop a shared understanding of CSCL at work across disciplines.
L cutrim schmid_euline_eurocall_teacher_education_sig[1]nickyjohnson
The document describes a research study that used video-stimulated reflective dialogues to examine how English as a foreign language (EFL) teachers develop competencies for using interactive whiteboard (IWB) technology in their teaching. The study involved longitudinal case studies of EFL teachers in Germany. Analysis of classroom observations, interviews and reflective dialogues revealed that teachers developed competencies in using the multimodal resources of IWBs, managing technology-mediated interactions, and gradually introducing the new technology to manage stress. Teachers found the reflective dialogues useful for professional development and self-evaluation of their pedagogical practices.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim SchmidThe Open University
The document discusses a study that used video-stimulated reflective dialogues to examine the professional development of English as a foreign language teachers integrating interactive whiteboard technology into their teaching. The study was informed by a socio-cognitive approach to computer-assisted language learning. Seven teachers participated in longitudinal case studies involving classroom observations, interviews, and video-stimulated reflective dialogues. The dialogues helped teachers reflect on and evaluate their pedagogical development and beliefs. The study provides insights into the competencies teachers need to effectively use new technologies and the role of video reflection in teacher professional learning.
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
This document provides an overview of a workshop on integrating Chromebooks into classroom teaching and learning practices. The workshop goals are to help participants understand how digital devices can support meaningful learning, identify appropriate apps, discuss challenges, and develop web-based learning activities. The agenda includes introductions, presentations on how technology changes classrooms, examples from tablet schools, and small group work for participants to assess their own classes and identify improvements. The document also shares insights and examples from schools that have integrated tablets successfully to support various subjects like science, language arts, and history in ways that foster collaboration, reflection, and deeper learning.
Active-Meaningful Learning with Technologies Isa Jahnke
Bei der Anwendung von Internet-fähigen Technologien in der Weiterbildung, beim Online-Lernen und mit zunehmender Integration von mobilen Endgeräten im Alltag entstehen neue Lehr- und Lernräume: CrossActionSpaces. Dies sind dynamische, flexible Informations- und Kommunikationsräume, in denen Lernende die richtigen Antworten online suchen oder diskutieren können. Herausforderungen sind, um einige zu nennen, die Vielzahl falscher Informationen und fehlendes kritisches oder systemisches Denken. Hier kann das Digitale Didaktische Design (DDD) als Lehr-/Lernstrategie helfen. DDD fördert die Gestaltung von Lernen mit Technologien anstelle des Lernens durch Technologien. DDD es ist ein aktivitäts-basiertes Didaktik-Modell, das von der der Grundannahme ausgeht, dass Lernende nicht aufgrund der Aktivitäten der Lehrenden lernen, sondern durch eigene Aktivitäten. Zentrales Element des DDD ist, dass Lernende Artefakte in einem iterativen Prozess erstellen, kritisch reflektieren und verbessern. In der Keynote wird das DDD und Beispiele für meaningful learning with technologies in Weiterbildung und Fernstudium vorgestellt.
Sociotechnical Walkthrough Workshop@AECT17 Isa Jahnke
This document provides an overview of the SocioTechnical Walkthrough (STWT) method. STWT is a participatory design method used to model current social practices and identify how new technologies can help enable new social practices. It involves holding a series of workshops where participants map out activities, roles, information flows, and other process elements on diagrams. The facilitator guides discussion with prepared questions. The outcome is a set of models, notes, and documents that provide ideas for changing work practices with the new technology.
AECT 2017 - Digital Didactical Designs as a Framework for iPad/Tablet classr...Isa Jahnke
We present results from 64 Nordic 1:1 iPad-classrooms. The data analysis revealed three clusters: Cluster A (n=23) demonstrated full integration and alignment toward deeper learning that we termed Learning by Crossaction; cluster B (n=21) showed potential for deeper learning but only a semi-alignment of design elements; and cluster C (n=20) revealed irritations and conflicts. The results highlight the different types of designs and implications for meaningful integration of media tablets for learning.
Published in:
Isa Jahnke, Peter Bergström, Eva Mårell-Olsson, Lars Häll, & Swapna Kumar (2017). Digital Didactical Designs as Research Framework – iPad Integration in Nordic Schools. In: Computers & Education (2017). Volume 113, October 2017, pp. 1-15. http://dx.doi.org/10.1016/j.compedu.2017.05.006 Read more: http://www.isa-jahnke.com/publications/
The document summarizes a digital learning project on risk-based food import inspections. It describes:
1) The project goals of developing online training on risk-based food import inspections for food inspectors.
2) The design process including storyboarding, expert reviews, usability testing, and evaluating the learning experience.
3) Key results showing the design was effective at improving knowledge but needed optimization for efficiency and advanced learners. Further iterations were planned to enhance the learning experience design.
This document provides an overview of the LeXMizzou project which involves students designing digital games for learning experiences at the University of Missouri. It introduces the goals of the project which are to create location-based augmented reality games on campus topics and test them through iterative design. Students will work in groups over 5 workshops to design, develop, and test their games. Communication will occur through Slack and game development can utilize tools like ARIS Editor. Students will receive $100 for participation upon submitting their game at the final event. The next steps outlined are for students to create storyboards for their game ideas to bring to the next workshop.
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
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.
The document discusses the benefits and challenges of introducing iPads into classroom learning. It notes that iPads can positively impact student engagement, promote collaborative learning, and enrich learning connections. However, integrating iPads requires changes to curriculum, assessment, and educational theory to fully leverage their potential. A pilot study found that iPads increased student activity and independence but required more time for open-ended lessons and group work. Effective use depends on wireless infrastructure and app selection.
1. The document discusses the use of digital media in education, focusing on using, sharing, and producing digital content as well as collaboration.
2. It outlines different models of learning like inquiry-based learning and emphasizes that the focus should be on supporting learners' learning processes.
3. The rapid pace of technological change is transforming education and there is a need for new pedagogical approaches that engage students and prepare them for jobs that have not yet been created.
Designing Teaching to Enhance Learning in CrossActionSpaces (Informal-In-Form...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. The term provides a view on learning from the perspective of social sciences while emphasizing a change of human action: from inter-action into cross-action. Under these new conditions the questions are: how to design for learning, how can teaching enhance learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be applied to study, evaluate and reflect on educational practices toward deep and meaningful learning expeditions.
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
This document discusses new learning practices and learning analytics for educational innovation. It provides an overview of CEITER, a research center focusing on learning analytics and educational innovation. Some key points:
- CEITER aims to measure and support new collaborative, creative, and problem-based learning practices through learning analytics and educational research.
- Examples of projects include measuring technology use in schools, tools for collaborative learning, and tracing learning in digital environments.
- Research looks at the coupling of individual and collective learning, with cognition seen as mediated by social and material environments.
- CEITER aims to build research infrastructure to increase funding opportunities, recruit students, and boost visibility through a more systematic, collaborative approach.
2013 ectelmeets-ecscw-v3isajahnke CSCL@Work Isa Jahnke
Employees use social media at work to solve problems collaboratively in hidden ways. This document discusses computer-supported collaborative learning (CSCL) at the workplace and proposes research questions to better understand the topic. It reviews cases of CSCL at work and suggests design criteria are needed to support collaborative learning across organizational boundaries using technology. The discussion aims to develop a shared understanding of CSCL at work across disciplines.
L cutrim schmid_euline_eurocall_teacher_education_sig[1]nickyjohnson
The document describes a research study that used video-stimulated reflective dialogues to examine how English as a foreign language (EFL) teachers develop competencies for using interactive whiteboard (IWB) technology in their teaching. The study involved longitudinal case studies of EFL teachers in Germany. Analysis of classroom observations, interviews and reflective dialogues revealed that teachers developed competencies in using the multimodal resources of IWBs, managing technology-mediated interactions, and gradually introducing the new technology to manage stress. Teachers found the reflective dialogues useful for professional development and self-evaluation of their pedagogical practices.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim SchmidThe Open University
The document discusses a study that used video-stimulated reflective dialogues to examine the professional development of English as a foreign language teachers integrating interactive whiteboard technology into their teaching. The study was informed by a socio-cognitive approach to computer-assisted language learning. Seven teachers participated in longitudinal case studies involving classroom observations, interviews, and video-stimulated reflective dialogues. The dialogues helped teachers reflect on and evaluate their pedagogical development and beliefs. The study provides insights into the competencies teachers need to effectively use new technologies and the role of video reflection in teacher professional learning.
This document summarizes a research study that investigated Japanese university students' experiences in English-medium content courses. The study used qualitative methods such as observations, interviews, surveys and document analysis. Key findings included:
1) Students found understanding course content, especially lectures, very challenging due to factors like speech rate and technical vocabulary.
2) Students used various strategies to increase comprehension, such as outlining chapters before class and discussing content with peers.
3) Students showed a preference for prepared outlines and pre/post-class peer discussions to better understand course material delivered in English.
The results provide guidance for those involved in designing and teaching content courses in a foreign language, especially regarding supporting student comprehension.
Developing a WERA International Research Network on Didactics - Learning and ...Brian Hudson
Introduction given to a workshop on developing a WERA International Research Network on Didactics - Learning and Teaching at the Scottish Education Research Association (SERA) conference in Edinburgh earlier today.
This document summarizes a presentation on a literature synthesis examining studies on Universal Design for Learning (UDL) interventions in K-12 settings. The presentation included:
1) An overview of 17 studies meeting the inclusion criteria, including 8 K-12 studies and 9 postsecondary studies.
2) Details and examples from 5 of the K-12 studies, describing the purpose, project/intervention, and findings.
3) Discussion of the need for more explicit description of how UDL principles are applied in studies and suggestions for linking specific project elements to UDL guidelines.
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
SAAIR: Implementing learning analytics at scale in an online world: lessons l...Bart Rienties
Workshop objectives:
Explore how institutions like Open University UK have implemented learning analytics at scale. Workshop activities:
Presentation from the facilitator and interactive with questions via pollev, chat, and Zoom. Facilitator biography:
Dr. Bart Rienties is Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. He leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. He has published over 250 academic outputs, and is the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020) and the 3rd most cited author on higher education internationalisation in Asia in the period 2013-2018 (Can & Hou, 2021), the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020). More info at https://iet.open.ac.uk/people/bart.rienties
Paper Review - "Problems Underlying the Learning Object Approach", Sami Nurmi...Stephen McConnachie
Paper Review for assignment, EDEM628 in 2012 at University of Canterbury. "Problems Underlying the Learning Object Approach", S. Nurmi & T. Jaakkola, (2005), “Problems Underlying the Learning Object Approach”, Instructional Technology & Distance Learning, Vol. 2 No. 11, Article 7
DISTANCE EDUCATION AND AFRICAN STUDENTS” College of Agriculture and Environme...Bart Rienties
The document discusses a project exploring the role of distance education in Africa using the University of South Africa (UNISA) as a case study. The project has teams in the UK and South Africa and uses methods like questionnaires, interviews, and learning analytics data from UNISA courses. The goals are to examine equitable access to distance education for African students, assess and improve quality of education, and advance theoretical understandings of distance education through a postcolonial framework. The project takes a multidisciplinary approach and involves collaboration between various universities.
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“An experience is any situation you encounter that takes a certain amount of time and that leaves some kind of impression.”
“A learning experience is a holistic experience that is intentionally designed and carefully crafted to help the learner achieve a meaningful learning outcome that is (mostly) predefined.”
Aktivitäten / Interaktionen / Umgebungen, … durch die Lernende Wissen, Einstellungen und Kompetenzen erwerben
Jede Interaktion, jeder Kurs, jedes Studienprogramm, jede andere Lernerfahrung
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Iced2014 bl-v2-What is blended in Blended Learning?
1. Blended Learning – a one and only
global discourse?
Anders Norberg
Education Strategist
and PhD student
Campus Skellefteå
Isa Jahnke
Professor
Umeå University
ICED2014
Stockholm
2. Question from Charles Graham: What about
Europe and ”Blended Learning”?
BL - most cited papers & books (Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S.
(2012, in press). An analysis of high impact scholarship and publication trends in blended learning. Distance
Education, 33(3). Doi:10.1080/01587919.2012.723166
BL – Dissertations & theses (Drysdale, J. S., Graham, C. R., Halverson, L. R., & Spring, K. J. (2013,
in press). Analysis of research trends in dissertations and theses studying blended learning. Internet and Higher
Education. )
• …isn´t there more European BL research?
• …is there BL at all at European universities? What is it called?
….and we found the questions interesting.
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
3. Chapter 17
”Blended? Are you working in the kitchen? –
European Perspectives on Blended Learning”
Anders Norberg & Isa Jahnke
4. Anders Norberg & Isa Jahnke (2014): “Are you Working in the
Kitchen?”: European Perspectives on Blended Learning. In
Anthony G. Picciano, Charles D. Dziuban, & Charles R. Graham
(Eds.), Blended Learning – Research Perspectives. Vol. 2.
Routledge/Taylor & Francis, pp. 251-267.
A version of the paper (not the final version) on
- Researchgate.net
- Academia.edu
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
5. …a small mixed methods study
• Email / expert survey (online)
• Literature review
• Universities’ websites analysis / frequency counts
…for constructing a first understanding on
1. Use of term ”Blended Learning” in Europe?
2. European contributions to BL research?
3. Hypotheses about transatlantic differences
regarding ”Blended Learning” in research
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
6. ”Europe”? ”Blended Learning”?
• Good question!
• ”Good luck with opening this can of vorms!”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
8. Difficulty 1: ”Europe”?
• EU member states, 28?
• Bologna declaration 49 signatory countries?
…we have mostly looked on the UK, Germany,
Austria, Scandinavia, Balticum, France, Spain.
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
9. Difficulty 2 BL =
Maybe a descriptive/normative model?
Research Practice
Not called BL
Called BL
CSCL
”Blended”
”Hybrid”
ICT
integration
Flipped
classroom
Using LMS
in F2F
class Using x in
F2F class
Using new
combinations of
tools, places, time
modalities
CSL
Blending online
and F2F
Blend of
media
Blend of
tools
Any change
= ”blend”?
…40 models
identified
(Dziuban)
CSLW
TPACK
X
”Mixed”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
10. Blended Learning
Practice when called BL
• ”Blended learning” is a common expression at
most European university web sites, used for…
– Categorizing courses in information to students
– Discussing future development and strategies
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
11. Web search, European university web sites:
”Blended Learning”:
a) 10 highest ranked
European universities
(Times 2012):
• Average 208 mentions
• (0-1250, median 57).
• Three university websites
omitted BL
b) Randomly chosen
universities, one from each of
47 countries (using Wikipedia
univ./country listings):
• Average 186 mentions
• (0-2490, median 11).
• Six university websites
omitted BL
Comparison: Suny.edu 807; ucf.edu 207; byu.edu 119 Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
12. Survey: Three questions to experts
1) What is “blended” in blended learning for
you? How do you use the term?
…about the term ”Blended Learning”, the BL
discourse
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
13. 1. Quotes (about the term ”BL”):
• "In the strictest sense, blended learning is where an
instructor combines two methods in the delivery of
instruction.“
• "Simply put, at the nine universities I have worked
for, blended learning has meant that you have some
face-to-face teaching and you have resources
available online. Nothing more complex than that.
Consequently, almost every programme in the UK is
like that these days.”
• “...it….goes without saying that all learning is
blended, but that does not get us anywhere.”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
14. Quotes (about the term ”BL”)
• “I never use the term – nor do I use the term e-learning any
longer”
• “I find ‘Blended learning’ to be a completely useless term.”
• “I always emphasize that blended learning is NOT a didactical
concept…”
• “… many European researchers did not understand blended
learning like I do. They mix many kinds of things in blended
learning.”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
15. Critique; Oliver & Trigwell (2005)
• The term ”Blended” (in BL) should be abandoned or
reconceived. It promotes dichotomies in learning.
• The term ”Learning” (in BL) should be abandoned. The learner
is not the subject of BL. It is about teaching. Give back the
term ”learning” to its rightful owners!
• There is no unblended learning. There is no ”blending” theory
to build on – but there is a possibility to draw on variation
theory instead.
• MARTIN OLIVER, KEITH TRIGWELL (2005) Can 'Blended Learning' Be Redeemed?, E-Learning and Digital
Media, 2(1), 17-26. http://dx.doi.org/10.2304/elea.2005.2.1.17
…but are they hostile to blended learning practices
/ developments?
No?! Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
16. Sharpe et al.; The term ”Blended Learning” is a
success factor!
2006
“Use the term blended learning.
Although difficult to define, the term
‘blended learning’ is finding
acceptance among higher education
staff. We suggest that the advantages
of the term include its poor definition
- which allows staff to negotiate their
own meaning - the implication of the
protection of face to face teaching,
and the implication of designing for
active learning.”
p. 4
http://www.heacademy.ac.uk/assets/documents/researc
h/literature_reviews/blended_elearning_exec_summary
_1.pdf
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
17. Sharpe et al.; 3 UK meanings for ”Blended
learning”
1. The provision of supplementary resources
2. Transformative course designs
3. A student-centered holistic view of technology and
learning, including the use of the learners’ own
technologies
From a student interview:
“To me its just learning, the fact that it’s online as opposed to in a
classroom is irrelevant. It’s just another way of accessing it. It’s all just
learning …. for me I just think of it as learning and I don’t use the term
[e-learning].” (Creanor et al., 2006a, p.5)
Creanor, L., Gowan, D., Howalls, C. & Trinder, K. (2006a) The learner's voice: A focus on the learner experience [online]. Networked Learning Conference.
Lancaster, UK. Available from http://networkedlearningconference.org.uk/abstracts/pdfs/P24%20Creanor.pdf [25 August 2006].
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
18. Special European BL terms?
• ”Blended e-Learning”
• ”Overblended Learning”
• ”B-Learning”
• ”Blended learning scenarios”
• ”Blended learning situations”
• ”Blended learning arrangements”…etc
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
19. Survey: Three questions to experts
2) Could you possibly recommend a favourite
paper on blended learning, or an author,
conference or other favourite resource?
…about the European contribution to BL research
…whether it is called BL or not
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
20. European contributions to BL research & theory
• Mandl & Kopp 2006 Mandl, Heinz and Kopp, Birgitta (2006): Blended Learning: Forschungsfragen und Perspektiven. (Research report No. 182). LMU Munich: Chair of
Education and Educational Psychology, Internet, ISSN 1614-6336
• Kudrik, Lahn & Morch 2009 Kudrik, Y., Lahn, L., & Morch, A. (2009) A Case Study of Blended Learning in a Nordic Insurance Company: Three Issues for E-
learning. Conference paper at The International Conference on E-Learning in the Workplace 2009, June 10th-12th, New York, NY, USA
• Littlejohn & Pegler 2007 Littlejohn, A., Pegler, C. (2007). Preparing for blended e-learning. Routledge, London.
• Derntl & Motschnig-Pitrik 2005 Derntl, M., & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. The
Internet and Higher Education, 8, 111–130. Doi:10.1016/j.ihe-duc.2005.03.002
• Kerres & de Witt 2010 Kerres, M. & De Witt, C. (2003). A didactical framework for the design of blended learning
arrangements. Journal of Educational Media, 28, 101–114.
…all use the ”BL” term
…all search for a deeper theoretical understanding
…all try to formulate applicable models
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
21. Heinze & Procter
...point out 4 contributors to BL theory that don´t
use/used the ”BL term themselves:
• Vygotsky & ”Zone of Proximal Development”
• Vygotsky, L. (1962). Thought and language. Cambridge: MIT Press.
• Lave & Wenger & ”Community of Practice” Lave, J., & Wenger,
E. (1998). Communities of Practice: Learning, Meaning, and Identity: Cambridge University Press.Lonchamp, J. (2010): CS in CSCL, Conference paper at ICL 2010m Hasselt
Belgium, Sept 15-17
• Laudraillard & ”Conversational Framework” Laudrillard, D.
(2002). Rethinking university teaching: A framework for the effective use of educational technology(2nd ed.). London: Routledge/Falmer.
• Salmon & ”E-moderating model” Salmon, G., (2000) E-Moderating: The key to Teaching and
Learning online. Kogan Page Limited: London
Heinze, A., & Procter, C. (2006) Online Communication and Information Technology Education, Journal of Information Technology Education, Vol. 5, 2006
..all concentrate on quality in the learning process
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
22. Survey: Three questions to experts
3) Do you have any feeling or hypothesis about
the differences between North American and
European research on blended learning?
…explicit question about differences US/Canada
– Europe?
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
23. 3. Hypotheses concerning differences ”Blended
Learning” N America - Europe
• “Since in Europe as well as in N. America people
share the same technology to support the learning
process, I suppose that there are no significant
differences in this research.”
• “No. I consider the diversity in blended learning is
already very important among universities in the
same country, and the main factor is the fact that
blended learning is developed as a top-down
learning methodology or as a complementary
model that has developed after the f2f model in
the organisation.” Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
24. Hypotheses concerning differences ”Blended
Learning” N America - Europe
• “The hypotheses on both sides of the Atlantic
seem ill defined, and largely unhelpful in
bringing about any meaningful change in
education or learning. This could be because
the area has become largely development-
focused, lacking analytical rigour.”
• “I always emphasize that Blended Learning is
NOT a didactical concept”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
25. Hypotheses concerning differences ”Blended
Learning” N America - Europe
• “I have not looked specifically at differences between
European and North American research on blended
learning. However, everything comes to the same
point: How do academics understand the term
"Pedagogy"”
• “A major obstacle in the German research is firstly the
gap between pedagogues in schools and researchers
from the field of E-learning/Blended learning and the
lack of reference between Higher education didactics
and the area of E-learning/Blended learning. This seems
to be different in the USA.”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
26. Clue; Who is doing the research?
A. ”Educational researchers” (Education as a science)
B. ”Researchers on education” (Education as a study object
for discipline specialists)
C. ”Researchers on educational practice and
change” (Teachers making research on change in own courses)
D. ”Research by educational developers and
technologists”(various backgrounds; studying ICT integration in
educational practices)
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
27. A. ”Educational researchers”
• Education as a science in its own right
• Research in support of teacher education
• Fighting with low scientific status
• Europe, except the UK
• Little interest in technology in education at all
• …and even less in ”blended learning”
• …often background in German ”Didaktik”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
28. B. ”Researchers on education”
• Sociologists, historians, psychologists, philosophers,
computer scientists, etc
• Education is a study object for the methods used in
the expert science
• …are safe in their own science
• …don´t hesitate about ”blended learning”, that is
what this new thing to study is called
• Depends sometimes more on US research and
discourse than on European concerning BL
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
29. C. ”Researchers on educational practice and
change”
• ”Science of teaching and learning”
• Teachers make research on own practices and
implementations
• Typical research: Case study
• Uses ”Blended Learning” discourse frequently,
relies often on N American literature /
research
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
30. D. ”Research by educational developers and
technologists”
• In the US: Instructional technology /
Instructional design, as science in its own
right. (=B. Researchers on education?)
• In Europe: Missing!? Some of this is done by
computer science / Informatics researchers
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
31. Other clues to differences
• ”Education” on a scale between..
• Different theoretical backgrounds/traditions?
(Didaktik / Instructional technology/design?)
Education as a
product on a
market
Education as
a society
”good”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
32. In short
• European practitioners use BL terminology and rest on US research
• European researchers on education are differently interested in BL
(discourse/phenomenon), often following which kind of researchers
they are
• Researchers and teachers may have different relations in N America
and in Europe
• Some critique to ”BL” discourse and some additions to BL research
comes from Europe
• Critique concerns the ”too pragmatic” and ”not theory-connected”
sides of BL.
• Theoretical backgrounds can be important for understanding
differences – and assets in further development of both research
and practice?
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
33. We need for this a simple and broader work
definition of BL:
• Ongoing integration of new technology-
enhanced teaching/learning with traditional
and mainstream education practices ?
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014
Editor's Notes
Anders Norberg & Isa Jahnke (2014): “Are you Working in the Kitchen?”: European Perspectives on Blended Learning. In Anthony G. Picciano, Charles D. Dziuban, & Charles R. Graham (Eds.), Blended Learning – Research Perspectives. Vol. 2. Routledge/Taylor & Francis, pp. 251-267.