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.

1. Digital Didactical Designs
– Re-Imagining designs for
teaching and learning using
mobile technology
Isa Jahnke, Andreas Olsson,
Anders Norberg, Lars Norqvist, Eva Mårell-Olsson
1

2. 130 students got iPads launched in 2012130 students got iPads launched in 2012
Anders Norberg
PhD Student
http://iml.edusci.umu.se/ictml/
2
Eva Mårell-Olsson
Post-doc

3. Our empirical studies
in higher education
• Media Tablets: 130 students got iPads launched in 2012 in teacher
education at Umeå university (Andreas Olsson)
• Telepresence Robots => various spaces and processes merge together
(Anders Norberg)
• GoogleGlass in dentist education at Umeå university
(Eva Mårell-Olsson)
• EU project PeTEX, Remote-controlled labs in Engineering HE (2009-2011)
• Teachers' conceptions of students' creativity (BMBF 2008-2011)
• Wiki course in teacher education (2008-2011)
• InPUD Computer Science study programme (NRW 2001-2005; 2009)
isa.jahnke@umu.se3

4. An alternative perspective -
ICT is more than just a tool
The physical lecture hall (seminar room) and
web-enabled mobile/wearable devices merge into
co-located multi-overlaid spaces – the
expansion of communication spaces
Co-located communication spaces
isa.jahnke@umu.se4

5. Physical classrooms Web-enabled mobile technology
Co-located
Communication spaces
affects
teaching and learning
= New forms of social interaction:
Multiply CrossActions
• Content driven assignments
=> learners ask their social online networks
New aims (ILO)
necessary
New activities
(problem-orient.)
necessary
New roles and role
reflections necessary
5
• Textbook driven courses => access to the
Internet allows new forms of engaged
reflections (e.g., memorizing definitions
make no sense any more)
• Students are consumers
=> students become active
searchers for solutions
isa.jahnke@umu.se

6. Question
In co-located spaces, how do teachers design
teaching processes in practice to enable
learning?
isa.jahnke@umu.se7

7. Theoretical lens
Design is the act of giving a form to the teaching
practice; it is the act of modeling the teaching
processes (sociotechnical-pedagogically) to enable
student learning
How do the teachers design for learner-centred
classes?
isa.jahnke@umu.se8

8. Social
mobile
ICT
Teaching aims
Learning
activities
(from surface to deep
learning)
Process-based
Assessment
social roles
Digital
Didactical
Design
How do the teachers in
practice design a
constructive alignment
from teacher-centric to
learner-centred
classes?
isa.jahnke@umu.se9

9. isa.jahnke@umu.se10

10. Teaching aims
clear and visible
Learning
activities
(mainly
deep learning)
Process-based
Assessment (guided reflections)
Mobile Technology
multimodal
integration
Fostering Social
Relations and
Multiply
Roles
11

11. Quality of Learning
isa.jahnke@umu.se
12

12. Digital
Didactical
Design
3 layers
affect each
other
ICT ICT
ICT
ICT
Student
Teacher
Content
Teaching
objectives
Pro.-
Assessment/Feedbac
k
Learning
activities
Academic staff
development
Curriculum (+examination)
development
Institutional
strategies
1 Didactical
Interactions
2 Digital
Didactical Design
3 Didactical
Conditions
15

13. DDD - design in co-located spaces
Digital Didactical Design
• From Aims (ILO) to Co-Aims: teacher ask students about
their aims and their expectations and match them to
his/her design to create a new design (my WIKI course)
• From Surface to Deeper Learning: Assignments are linked to
the world outside of the university (learning expeditions)
• From Assessment to Process-based assessment (learning
reflections): 3+ milestones during the course to adjust the
DDD dynamically
Traditional design
Biggs & Tang, 2007
• Intended learning
outcomes (ILO)
• Teaching and learning
activities
• Assessment
How to engage students?
• From Static Roles to Multiply Roles: the teacher use different
roles purposeful during her course, helping the students to take
different roles => teacher: from expert to process-mentor;
students: from consumer to producer/co-designer
• From Technology as tool to Co-located communication spaces
(new forms of social interactions)
17

14. From traditional course-
based learning to learning
expeditions
Learning expeditions stand for more open-ended, problem-based learning
paths which include aims-oriented learning to master X, or explore and
understand the implications of Y, in which the learning methods and
instruments very open.
isa.jahnke@umu.se18
Learning doesn't take place in processes but in loops with back and
forths; it is not a straight ahead way rather it has detours

15. Further findings
Teachers become jongleurs of the elements;
complexity increases through technical
breakdowns which affects their pedagogical plan
Teaching was a routine activity, it is moving
towards a design project in teacher teams
isa.jahnke@umu.se
19

16. The university of the
future - design thinking
Teaching in the university of the future is organized in
project teacher teams across existing disciplines
Teacher teams from different departments work
together per semester and do together a "learning
expedition" (or a lecture/seminar etc.) which is
planned/conducted in a design project
isa.jahnke@umu.se
20