The document discusses the design and evaluation of sociotechnical-educational learning environments, emphasizing the role of technology and social interactions in fostering creativity in education. It presents various research projects and methodologies, particularly design-based research, aimed at developing innovative educational practices influenced by social media and collaboration. The speaker, Isa Jahnke, outlines her academic background and research interests, focusing on enhancing creativity and learning cultures in a Web 2.0 context.

1. Creative Learning Cultures educational innovations in a Web2.0-world Isa Jahnke [email_address] June, 17, 2011 Umeå, Presentation at Dep of Education

2. Theoretical background Case studies / Projects Who I am? About me… What I want to do? Overview [email_address]

3. About me [email_address] Social Science, esp. Sociology (1997) 3 years at Consultancy company (knowledge management) 2001-2004 Informatics and Society (PhD) 2005 Disputation 2005-2007 Information & Technology Management (Post Doc) 2007 USA, Boulder (Co) 2008-2011 Center for Higher Education (Ass Prof) Since 4/2011 Umeå Prof in ICT, media and learning (at TUV)

4. Overview Designing the interdependencies Inter-dependencies Use of Technology (Social Media) Teaching and Learning Cultures (different faculties, disciplines, subjects) Didactical approaches (e.g., fostering creativity) [email_address]

5. Designing the interdependencies Inter-dependencies Use of Technology (Social Media) Teaching and Learning Cultures (different faculties, disciplines, subjects) Didactical approaches (e.g., fostering creativity) Design-Based Research Inter-actions Trans-actions [email_address]

6. Research question How to design (develop & evaluate) sociotechnical-educational learning successfully ? Wasson (2007): Design and Use of Technology Enhanced Learning Environments What does “ successful ” mean? What elements can be designed? What are appropriate methods? Jahnke et al. 2010, GMW Zurich; REV Stockholm [email_address]

7. What does “successful” mean? (regarding computer-enhanced learning) Degree of structural coupling (degree of interdependency) how close/loose are the three elements connected 2) Degree of quality how good the three elements play together 3) Successful for whom? different target groups and different roles (dynamical changes!) Jahnke, Pleul, Terkowsky, Tekkaya 2010 Suchman 1987/ 2007 Orlikowski, 1996 Coakes, 2002 Herrmann/Loser/Jahnke 2007 [email_address]

8. Socio-technical paradigm – what we already know Coakes (2002), knowledge management; Emery & Trist (1964), Mumford (2000) The study of the relationships and interrelationships between the social and technical parts of any systems / equal weight to social and technical issues Suchman (1987), workplace studies STS research = how people use ICT in social interactions/actions “ Situated action ” = focusing on concrete situations where people use technology (technology development without regarding social context tend to fail) Orlikowski (1996) Metamorphoses of technology usage over time (duality of technology) Herrmann, Loser, Jahnke (2007) Communication (in “situated action”) generates new structures and regulations... which form (coin) the technical system/structures which are partially determined by the technical system duality of structures Giddens 1984 from IS [email_address]

9. Socio-technical paradigm what we already know Socio-technical approach / CSCW (e.g., Data/information/Knowledge, Willke 2001; knowledge management systems, Coakes 2002; G. Fischer 2007) CSCL: co-construction of knowledge (e.g., Koschmann, Stahl, Suthers, Dillenbourg 2003) + Socio-technical Communities/STC (e.g., Communities of practice, Wenger & et al. 2002; Online communities, Preece, 2000) Analyzing/Dev “roles” as small group interactions! Roles = interaction patterns include.. -position, -actor ’s activities/tasks, -implicit/explicit expectations, -concrete role-playing Workshop organization, France, COOP 2008 Guest editor IJWBC 2009 with Piet Kommers/NL Jahnke & Koch 2009, E-CSCW, Web 2.0 goes academia Workshop with G. Fischer, Boulder (Co), GROUP 2010 CSCL 2009, Greece; Jahnke 2009 Presentation in York/UK 2006; Jahnke 2010, GMW; Guest Editor IJSKD (Coakes, UK) with Ulbrich/Canada & Mårtensson/Sweden ( “Knowledge Development and the Net Generation in HE”), IJSKD 2010 Presentation in Washington DC, 2005 Jahnke 2006, Dissertation EARLI Budapest 2007, with Jan-W. Strijbos/NL; Jahnke 2010, Journal “Computers in Human Behavior” [email_address]

10. Methodology: Design-Based Research Reeves, Herrington & Oliver 2005 Wang & Hannafin, 2005 Analysis (Evaluation,…) Design (Development,…) Data collection / - analysis Methods: Interviews participant observation questionnaires login files evaluation … Changing practice [email_address]

11. Research projects DaVINCI, BMBF, 2008-2011 creativity PeTEX, EU, 2009-2010 online learning InPUD, TUD 2001-2009 community cultures MARIS, BMBF, 2005-2008 --- case studies, knowledge management, production processes eGOV, 2006-2007 Informationsbüro d-NRW --- study about electronic government trends, actors, topics WINK, BMWI, 2005-2007 --- formative evaluation of 7 knowledge media projects EVAL, BMBF, 2005-2006 --- “knowledge loops” of BMBF research programs and –projects, summative and formative evaluation LearnDO, BMBF,2002-2004 --- learning region Dortmund, knowledge sharing with BSCW Werk-Stadt Dortmund, SFS-KOWA, 2002 --- socio-technical web design of regional networks; Dortmund, study of participatory design via Internet [email_address]

12. PeTEX Platform for eLearning and Telemetric Experimentations Production Engineering EU, 2008-2010, Partners: Stockholm KTH, Palermo DTMPIG 3 Labs: Tensile test, compression test (semi- and fully-automatic), Friction stir welding (semi-automatic); Milling process (semi-automatic) RQ: How to design live-experiments embedded into online learning? Developing tele-operated experiments including video-supported, web-based interfaces to the labs embedded into a LMS (Moodle) with peer-reviewed feedback (Blogs, “reflective learning”) Method: Design-based research (DBR) with modeling method Midterm evaluation with experts (2009) Final evaluation (2010) Jahnke et al. 2009 DELFI conf [email_address]

13. [email_address]

14. [email_address] 1. Learning Modules (interactive tasks) 2. Preparing and doing an EXP 3. Reflective learning (learners write a report, get reviews)

15. DaVINCI Creativity can be learnt! - How to design this learning process? Title Creativity in (Technology-Enhanced) learning; BMBF 2008-2011, together with Bochum U, Germany Methods/phases Interviews with 20 outstanding & ”normal” teachers (2009)Online survey for teachers and students (2010) Creating ‘creative learning scenarios‘ for the classroom (2010)Creating ‘workshops for teachers’ (2010) Evaluation of intervention / redesign (2010-2011) [email_address]

16. Creativity = Knowledge and experience from different areas will be merged --- into new ideas --- while overcoming solidified structures and established “ old ” thought patterns. [email_address] Innovation = research field of “acceptance of new ideas” (social factors, power, roles, experts,…)

17. 6-facets-model: fostering creativity in higher education Jahnke &Haertel, 2010 Journal “Das Hochschulwesen” 50% 62% 42% 47% 55% 56% Answers n =587 What is a creative effort by your students? [email_address]

18. [email_address] Creativity in HE Description (Enabling students to do…) Examples „What is a creative effort of students? “ 6. Original, entirely new ideas The production of many ideas can be encouraged through creativity techniques and appropriate environment: ‘ enable the possibility of arrival ’; allowing and encouraging mistakes. Showing, using new ways of solutions Students create new relations (between existing topics) Unusual, original topics for presentations etc. A new „story “ about a research topic 5. Fostering a new culture of thinking Change of perspective, learn to have multi-perspectives on one topic, break through routines and patterns of habit, take a different attitude, reduce prejudice, integrate provocations, dealing with ambiguities, reflection on one's own creativity and thought-structure, knowledge about the inner-workings of the brain. Several perspectives on one topic (multiple perspect.) Deviances from standards and routines Relations to different disciplines 4. Fostering constructive learning … where students create something ; enable creation of interconnections, projects, planning a conference, create a teaching course, create a small research group, … Students create something (e.g., conference planning/-conduction; e-Infrastructure-concept; podcasts; students design a lesson for other students) instead of doing a traditional presentation 3. Fostering research curiosity / motivation to learn Enabling situated learning, use experiences of students, developing interesting ways to pose questions or identify problems ; richness/variety; establish a link to practice; use of metaphors, humor Students use their own experiences (e.g., experiences as student worker, from school etc.)… … and integrate these into lectures, courses Students are fascinated from the topics 2. Fostering the ability to work autonomously Enabling the individual student to set the acquisition of knowledge in motion; Enabling students to learn that they are responsible for his/her own processes of learning; enabling to make one's own decisions. Students develop own research questions and choose a topic autonomously Students work on the topic and organize the learning process self-controlled and autonomously They create own learning outcomes 1. Fostering independent, self-reflective learning Learner constructs knowledge rather than adopting it; enabling students to hold an internal dialog, breaking out of a receptive posture , supporting lateral and critical thinking critical thinking, when students think about (quality of discussion contributions) not repetitive Students identify stereotypes, assumption, … They do more than given task

19. InPUD (2001-2009) In formatics P ortal U niversity of D ortmund = InPUD, a socio-technical community (STC) for students in CS launched 2002 RQ: How to design knowledge management about study organization? Methods: Open-ended interviews (with students and teachers, professors, study advisors) before the STC was initiated (2001-2002) -> reveal student ’ s problems Standardized questionnaires before launching the STC ( 2002 ) and seven years later (2009) - online survey Participant observation supplemented with interviews (in particular 2002-2004) Jahnke Diss 2006 Jahnke 2008, Krems & Journal CiHB, 2010 [email_address] Designing designing, development continuing improvements

20. What community members do… Preparing for examinations Knowledge exchange with students Subject-specific questions about courses Asking sth. about exercises Learning to handle different opinions Solving exercises collaboratively Sharing information about lectures, tutorials Members’ activities (very often & often, Likert scale / n=182) Helping other students Asking organizational issues (courses) Communication with teachers Getting in contact with other people Getting in contact to companies [email_address]

21. Improvements by InPUD When to attend what courses How to combine lectures, tutorials, practical courses etc Who is responsible for what in the department Getting in contact with other students How many hours does a student need to complete the course When to expect problems Improvements & side-by effects No effects (no improvements by InPUD) When and how to prepare for what examinations How important a lecture/course is for the studies/job/competence development etc. [email_address]

22. InPUD shows… InPUD study shows Knowledge sharing is more effective with an online DISCUSSION BOARD than with Web 1.0 conditions only Such a Comm. is an effective supplement to formal learning Learning needs a balance of fo rmal and informal environments Possible explanations… STC supports flexibility (flexible learning) just-in-time-learning; anywhere, anytime It makes it easier to engage users; integration of weakly coupled users [email_address]

23. CBT 1980… CSCL 1990… Social Media (Web 2.0) 2004… … Educational mash-ups Creative lifelong learning cultures 2011... Jahnke 2009, STC in: Whitworth ‘ s Handbook Jahnke 2006, presentation in York, UK What I want to do? Research about…. [email_address]

24. People Process embedded into institutional cultures Fostering creativity in Technology-Enhanced learning cultures Research program [email_address] Skills, competencies (e.g., i-literacies, creative thinking/actions) Students (the reflective student/learning groups; „Being 3.0 “ ) a Teachers (professional development ICTML!) b Designing new courses & scenarios => mobile lab! „ Master of ICTML in higher education “ (new program?) c Classroom Assessment Techniques e (Student ‘ s) Evaluation of teaching f Informal & formal learning (lifelong learning) d How to bring innovations into practice? g

25. 2 Phd positions Mobile Learning at schools How to enable learning at schools with mobile devices (e.g. tablet PCs)? Does using a tablet PC affect the ability to learn among students and with regard to the teachers? To what extent? … b) Creative learning cultures How to build and foster creative groups? To what extent are computational tools useful to foster creativity in learning processes? How to design such innovative tools that encourage nonlinear, non-standard thinking and problem-solving, as well as the exploration and generation of new knowledge? … [email_address]

26. [email_address] Edited book, S. Goggins, i. Jahnke & V. Wulf (2011), in preparation Learning is no longer an activity that is separate from work... A conceptual framework… www.csclatwork.org Goggins & Jahnke, 2011, submitted to ijCSCL [email_address]

27. IML2011 symposium IML2011 Interactive Media and Learning Creative Learning Cultures – Educational Innovations in a Web 2.0 World 21-22 September 2011 Website http://symp.edusci.umu.se 11 invited outstanding exerts Gerhard Fischer, USA Barbara Wasson, Norway Thomas Herrmann, Germany Scott Wilson, UK George Siemens, Canada Jennifer Masters, Australia Kirsten Drotner, Denmark … [email_address]

28. Thanks for your attention! Publications? Please ask, I send it to you Online http://www.isa-jahnke.de [email_address]