Uploaded byIsa Jahnke
Pres oslo2013-digital-didactics-isajahnke-v4
The document presents research by Professor Isa Jahnke on digital didactics, focusing on the theory and practice of teaching and learning in a social media context. It explores the integration of educational technology and its impact on active learning and collaborative creativity, revealing challenges faced in implementing mobile learning through case studies. The findings emphasize the need for rethinking didactical design to support creativity and the roles of teachers and students in contemporary educational environments.
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Pres oslo2013-digital-didactics-isajahnke-v4
- 1. Digital Didactics Thetheory of designing teaching and learning in a Social Media world Isa Jahnke Umeå University Presentation at InterMedia, University of Oslo 15 Jan 2013
- 2. Umeå European Capital of Culture 2014 Datum Sidfot 2
- 3. Research group “ICTML: DigitalDidactics” • Professor Dr. Isa Jahnke, Dep Applied Educational Science -- background: Social scientist in Computer Science (CSCL and CSCW) -- Dynamics of social roles in socio-technical systems -- Didactics (German Didaktik) • 4 PhD students • Andreas Olsson: Mobile Learning • Lars Norqvist: Creative Learning • Leif Marklund: Game-based learning • Anders Norberg: Blended learning • 1 Post-Doc (Visby Program): Nataliia Sharkova (Ukraine) • 2 Post-Docs (50%) to be announced • Our Website: https://iml.edusci.umu.se/ictml/ isa.jahnke@edusci.umu.se 3
- 4. Umeå University built in1965 4
- 5. Umeå University –Campus in Winter 2012 5
- 6. Umeå University “creative learningspaces” 6
- 7. WiFi chairs free Internetaccess heated in the winter Mikael Richter 2002 “social installation” 7 7 isa.jahnke@edusci.umu.se
- 8.
- 9. Road map …today Not the access to knowledge only -- an approach to encourage collaborative creativity (study 2), examples of PeTEX A theoretical and teacher ed framework of Digital Didactics, useful to understand the new A new situation situation in teaching due to mobile A case study (1) shows devices the use of mobile device. It did fail…! 9
- 10. New situations…. , or No pro blem, a question blem! You have a pro ue? google it. Pos Go to the Int an unsolved iss ask yo t it to o ernet nline f an Linked ur per sonal orums d In, Fa netwo and ceboo rks Slides k, Twi in hare, tter, etc. s of nge in dis cussion culture We observe a cha stance, when facts are s. For in daily-life group takes her a st one person discussed at le rmation nd ‘go ogles’ the info smartphone a Jahnke, Bergström, et al., 2012 10
- 11. A new personemerged …the “Homo Interneticus” “A bunch of my friends are coming over this evening to play on their Phones” (Your e-Cards) 11
- 12. Relation of “informallearning” to “formal learning” in a Web 2.0 world Schools Schools 50 years ago nowadays Formal Formal learning learning Informal learning Informal learning 12
- 13. We don’t liveany longer in a social constructed reality Homo I nterne BUT ticus ? we live in a idakticus socio-technically Homo D constructed society The social construction of reality Berger & Luckmann, 1967 Homo Interneticus Aleks Krotoski, 2011 13
- 14. Challenges for Teachingand Learning RQ 1. What are appropriate didactical approaches for teaching-learning scenarios nowadays? RQ 2. To what extent can Educational Technology be integrated to strengthen active learning, student engagement and collaborative creativity? Th. Herrmann, 2009: collaborative creativity G. Fischer, 2010: learning when the answer is not known Lund & Hauge, 2011: designs for teaching; designs for learning 14
- 15.
- 16. My research isinfluenced by... Sociology • Social Construction of Reality (Berger & Luckmann, 1967) - "Objective facticity" • Duality of social structures (Anthony Giddens) • Mediatization (Hjarvard 2008) Central concept • Society designs new forms of media and communication • New media affects society - media is integrated into the operations of social institutions. Media becomes an active agent • People live in a media-constructed world where we have a difference between 'reality' and 'reality given by different media' 16
- 17. My research isinfluenced by... CSCW, CSCL, Didaktik • Suchman, 1987, workplace studies, situated actions • Orlikowski, 1996, metamorphoses of technology usage over time • Coakes, 2002, socio-technical knowledge management • Herrmann, Loser, Jahnke, 2007, STWT • Lave & Wenger, 1998, situated learning, communities of practices • Herrmann, Jahnke, Loser, 2004, dynamics of social roles in online learning communities • Stahl, 2009, co-construction of knowledge, group cognition • Wang & Hannafin, 2005, Design-based research, action research • Wildt, Jahnke, 2010, Hochschul-Didaktik, 'Didactics' 17
- 18. From a broaderperspective – Designing the interdependencies Didactics (challenge-ba sed learning) Trans-formations Inter-actions Inter- dependency Us e o f Technology (Social Media Teaching an , iPads) d Learning Cultures (different disc different subje iplines, cts) Jahnke, Terkowsky, Pleul, Tekkaya 2010: PeTEX project 18
- 19. Academic staff Digital development Didactics The theory of designing* teaching and learning in a Social Media World National institutions (municipality) Teaching School / aims University Classroom / Course Teacher Learning Student Content Assessment/Feed activities ICT/Pads ICT/iPads back ICT/iPads Course Curriculum development development
- 20. Learning approach by David Kember Deeper learning takes place in a community of reflecting peers •Teacher-centered • Student-centered •content-oriented • learning-oriented surface learning • collaborative learning deeper learning I II III IV V Information Delivery of Teacher Delivery of Delivery Structured Structured Student Facilitation Facilitation Supporting Supporting Knowledge Interaction of Under- Knowledge of Under- Conceptual Conceptual standing standing Change and Change and Intellectual Intellectual Development Development ((behaviorchange)) behavior change David Kember, 1997 Johannes Wildt, 2012 20
- 21. Social Roles -the Forgotten Theory Teacher's and Learner's roles Teacher's and Learner's roles 100 years ago nowadays = balanced = not balanced Position Position Purpose Purpose Purpose Purpose Position (tasks) Position (tasks) Purpose Purpose (tasks) (tasks) (tasks) (tasks) Role-playing Role-playing Expectations Expectations Expectations Expectations Role- Role- playing playing Role-playing Role-playing Position Position Expectations Expectations Social roles published in Jahnke, 2010 Herrmann, Jahnke, Loser, 2004 21
- 22. Method 22
- 23. Digital Didactics asmethod to analyze the current situation, to design and develop teaching and learning Teaching objectives/aims (problem) so s ole cia lr l ro cia les so ICT (social media) Learning social roles activities Process-based (Co-constructing Assessment/Fee knowledge) dback (self-, peer-, teacher-) Lund & Hauge 2001 Fink 2003 Bergströ 2012 m Jahnke & Kumar, 2012 23
- 24. Case study 1 Course „Industrial project management“ (IPM2): • Summer 2011 • 23 students in engineering education • Aim: To apply what they have learnt in IPM 1 • Assignment: the students got a task by a real firm • iPods for supporting cooperation/communication • Participant observation and interviews Results • Students did not use iPods (or just very little use) • Students prefered to meet face-to-face. Liebscher & Jahnke, 2012 GMW 24
- 25. What the studentssaid... Why the students did not use the iPods • Mobile devices were too small • WIFI were not available on the road • Students said, no difficulties to coordinate their group work. However, the students said, it was difficult to figure out... a)What was the problem of the firm? , b)How to proceed to develop a solution? Students said, support were needed when to develop a solution to the firm‘s problem – here, the iPods could be useful to support creative thinking, collaborative creativity! 25
- 26. The problem.... •Students missed support for a)Collaborative creativity => How to support collaboration; to develop collaboratively a solution to a problem when there exist no correct answer? a)Problem-solving processes Planning and conducting a project, needs professional knowledge and creativity but the latter was not part of the didactical design. • Other problems – It was not clear for the students when to use the different technical platforms (what to use when for what purposes?) Collaborative creativity, Thomas Herrmann 2009 26
- 27. Creativity was notplanned – was not mirrored in the didactical design New 7. Collaborative Didactical Design IPM creativity (what it should be, 6. Creating but not was) 5. Evaluating 4. Analyzing Didactical Design IPM 3. Applying (what it was) 2. Understanding 1. Remembering Bloom’s Taxonomy Anderson & Krathwohl, 2001) 27
- 28. The change ofdesigning teaching How do students construct new knowledge… ….when the answer to a particular problem is not known? => creativity is required! Research questions a)What is creativity in formal education (schools, HE)? b)To what extent support ICT/iPads different forms of creativity? c)What didactical designs for teaching/learning do universities need to foster creativity? Th. Herrmann, 2009: collaborative creativity G. Fischer, 2010: learning when the answer is not known Lund & Haug, 2011: designs for teaching; designs for learning 28
- 29. What is creativity? Differentcontradictory understandings… ew New i deas e o f n h a t? for w p tanc accept w Acce – who hom is w h at ne w? s idea Systemic understandings Grea t Mind Creat iv Creat e person l iv y Creat e process idua abilit iv Creat e product div tive In ni ive e nviro nmen co g Colla t borat ive cr eativ ity Guilford, 1956 Gardner, 1993 Csikszentmihalyi, 1996 Amabile et al., 2002 Jahnke, Haertel, Wildt, submitted 28 isa.jahnke@edusci.umu.se
- 30. Study 2 –DaVINCI - What is creativity? Creativity is a social construction It can’t be measured in general But it can be contextualized by asking the involved people …in that way, the construction becomes visible. DaVINCI project Haertel, Terkowsky, Jahnke (2012) Jahnke & Haertel (2010) 30
- 31. DaVINCI method creativity inhigher education DaVINCI – Fostering creativity in higher education (2008-2011) empirical study 1.10 interviews with outstanding teachers, award winners etc. 2.10 interviews with teachers in pedagogy and computer science =First Framework about creativity in higher education 6 Facets of Creativity in HE 3. Online survey, university teachers (to proof the framework) 4. Online survey, students (how they perceive creativity) =Confirmed framework about creativity in higher education 6 Facets of Creativity in HE Haertel & Jahnke, 2010 Jahnke, 2011 31
- 32. “What is acreative effort given by your students?” (open question, coded later => 6 facets) Facet 1 - self-reflections, self-reflective learning Facet 2 – independent learning (making decisions) Facet 3 - curiosity, motivation to learn Facet 4 – learning by creating something Facet 5 - multi-perspective thinking Facet 6 – reaching for original, entirely new ideas Haertel & Jahnke, 2010 Jahnke, 2011 32
- 33. Online survey “What isa creative effort by your students?” Haertel & Jahnke, 2010 Jahnke, 2011 33
- 34. 6 Facets ...by supportingthe ability to learn autonomously (F2) ...by enabling to get original, entirely new ideas (F6) ...by supporting a new thinking; enabling multi-perspectives (F5) ...by reflecting & srcutinizing established „things“ (F1) ...by constructing something (F4) ...by supporting curiosity, motivation (F3) It doesn‘t match n=587, multiple answers in percent Jahnke, Haertel, Wildt, submitted 34
- 35. Next steps Wedid design methods how to evaluate the 6 facets: A questionnaire, informal feedback, and product analysis We created different courses for the different creativity facets
- 36. Examples Supporting collaborative creativity togetherwith experts we designed learning • The case of PETEX in engineering education and learning at work – remote labs (Stockholm, Dortmund, Palermo) • The case of teacher education – blended learning supported by Wikis • The case of computer science in higher education, the course called “Informatics and Society” 36 isa.jahnke@edusci.umu.se
- 37. example 1 PeTEX -platform for elearning and telemetric experiments 37
- 38. PeTEX PeTEX EU project 2008-2010 (Dortmund, Stockholm, Palermo) How to integrate remote laboratories and live experiments in online-learning regarding a)Human-computer interaction? b) sociotechnical-didactical approach? Tobias Haertel, Claudius Terkowsky, Isa Jahnke (2012). Where have all the inventors gone? ICL-IGIP 2012. 38 1 isa.jahnke@edusci.umu.se
- 39. • Manufacturing Technology •Lab experiments – Joining process (DTMPIG) – Cutting process (KTH) – Material characterization (IUL) • Interdisciplinary & holistic approach – human-computer interaction – E-learning environment – Collaboration Terkowsky, Pleul, Tekkaya, 39 2 isa.jahnke@edusci.umu.se
- 40. Individual learning Planning and conduction EXP Collaborative Reflections 40 3 isa.jahnke@edusci.umu.se
- 41. 41 4 isa.jahnke@edusci.umu.se
- 42. PeTEX – overview Terkowsky,Pleul, Jahnke & Tekkaya (2011): Platform for E-Learning and Telemetric Experimentation (PeTEX). 42 Conference “EDUCON” Amman/Jordan 5 isa.jahnke@edusci.umu.se
- 43. PeTEX, three learninglevels Learning Didactics Blooms taxonomy Creativity type Level 1. Scripted Remembering, Self-reflective Beginner learning paths Understanding learning 2. Real world Applying; Analyzing Learning by Intermediate Scenarios creating 3. Research- Evaluating, Reach for Advanced based Creating original ideas learning Terkowsky, Pleul, Jahnke & Tekkaya (2011): Platform for E-Learning and Telemetric Experimentation (PeTEX). Conference “EDUCON” Amman/Jordan 43 8 isa.jahnke@edusci.umu.se
- 44. example 2 Blended learningin teacher education Wiki for „research-based learning“ http://ews.tu-dortmund.de 37 44
- 45. Organization of thecourse – example summer 2009 Presence Introduction (20. Apr 2009) Online An scientific paper WIKI-EWS Coaching including three feedback meetings) Presence Students conduct a 90 mins school lesson 5 courses 2008-2011 4 days in Aug 2009 45
- 46. „Planning and DoingResearch“ = foundation for the learning approach 3-5 students per group: They together generate a scientific paper • 1. Find a topic and formulate a research question • 2. Finding References ! • 3. Changing of the research question back • 4. Developing the Approach Feed • 5. Planning and conducting an empiral study • 6. Analyzing and writing results Exercising an empirical study, e.g. Interviews Students do a peer-review (Teacher provided a review guide ! ) Students conduct a 90-mins interactive session about what they have learnt (Teacher provided a guideline !) 46
- 47. Timeline Apr. Mai Juni Juli Aug. Introduction 20.4. Literature (Basics) 11.5. Feed 17. 5 WIKI- paper ready 22.06. Presence incl. Interview - Fr 26.June, G1-5 Reviews 3.07. - Fr 03.July, G6-10 Session plan 13.07 Fee20.07 31.07- 01.08.200 9 47
- 48. Evaluation results ++ • Facet4 – learning by constructing was successful • Facet 6 – the course triggered the students to deveop new ideas + • Facet 1 – Students were able to reflect their learning activities, however, a deeper critical self-reflection was missing. neutral • Facet 2 – Students had a range of making own decisions, students made positive comments -- • Facet 3 – no change in motivation • Facet 5 – no multi-perspective thinking 48
- 49. Digital Didactics astool for designing and analyzing – lack in… Teaching objectives/aims so s ole cia lr l ro cia les so ICT (social media) Learning social roles activities Process-based Often surface learning Assessment/Fee Lack of collaborative creativity dback (self-, peer-, teacher-) Lund & Hauge 2001 Fink 2003 Bergströ 2012 m Jahnke & Kumar, 2012 49
- 50. Conclusion Do not focus on the learnin (anytime-any g infrastructu where didac res tics) - it is a ll there! C olla b ora t iv e c re a tiv in the didacti i t y , a nd h ow cal designs, to integrate it needs our att ention. For this, the s oc ia l re la p ro ce ss - b a tio ns h ip s/ r s e d fe e db a o l e s and designed - c k activities need to be better than it is today! 50
- 51. Thanks a lot! ProfessorDr. Isa Jahnke ICT, media and learning Umeå University Dep of Applied Educational Science isa.jahnke@edusci.umu.se http://www.isa-jahnke.com http://www.facebook.com/isajahnke http://iml.edusci.umu.se/ictml isa.jahnke@edusci.umu.se 44
Editor's Notes
- #2 In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing. What are appropriate didactical teaching-learning scenarios nowadays? To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning? ((What are the right conditions?)) The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools. Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
- #3 Umeå – Oslo = ca. 900 km
- #5 Here you see 2 photos from Umeå University build in 1965 according to an American university Campus role model. It is a relax atmosphere , nice location outside, in the summer .
- #6 Umeå is also known as the city of the birches Because of a big fire Downtown in the 19 century where a lot of houses burnt down, birches are trees which have a lot of waTER inside And so, to prevent a big fire storm again, you can see birches everywhere
- #8 When I moved in 2011 to Umeå , one year ago, I started with a project called “taking a photo whenever I see something special what is different from “my” old cultures in Germany” Here I give you 2 examples This photo shows a chair in Umeå Downtown near by the opera house where 2 people have a seat. The special thing is that FIRST it is heated in the winter, so you also can sit there when there is snow around you. SECOND, you have free wireless access to the internet. This kind of “social installation” has been made in 2002 by Mikael Richter, 10 years ago!
- #9 This is my favorite photo. My best argument for eLearning ? Without using any new technologies you don ’t have access to public toilettes or restrooms. On this picutre, you see how to use your cell phone, You call an operator, s/he sends an SMS with a code to your cellphone and with that code you enter the door. This service costs 5 swedish krones
- #11 --USA: viele iPads in CA --Studie KNO 90% zufriedenheit mit APP gegenueber 70% Zufriedenheit der Studierenden ohne APP --TAZ: LehrerInnen sehr optimisch, offen gegenueber solchen iPads / Touchpads Implementationen --
- #14 … .and the question is: To what extent can we connect the Homo Interneticus and the Homo Didacticus ?
- #19 Coming back to the questions: “how to design a combination of formal teaching and informal learning”
- #30 These concepts might be true for their specific contexts! However, what is creativity in higher education from the university teachers points of view?
- #39 Design-based Research (DBR)
- #41 4 Bereiche Items mit Bezug Experiment (s. nächste Folie) technisches Design (???) Didaktisches, pädagogisches Konzept (???) Soziales Konzept (Community, Kommunikation)