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.
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
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
The half-day workshop has two goals, understanding and applying of the Sociotechnical-Walkthrough (STWT). The STWT is a participatory design and development method that supports collaborative work among educational designers, programmers and users (e.g., learners, teachers) to elicit workflows and communication processes while anticipating technology support. Participants will learn how to apply the STWT in different stages of a project—STWT can be used in the beginning of projects or during IT refinement to gain deeper understanding of specific functionalities.
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
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
The half-day workshop has two goals, understanding and applying of the Sociotechnical-Walkthrough (STWT). The STWT is a participatory design and development method that supports collaborative work among educational designers, programmers and users (e.g., learners, teachers) to elicit workflows and communication processes while anticipating technology support. Participants will learn how to apply the STWT in different stages of a project—STWT can be used in the beginning of projects or during IT refinement to gain deeper understanding of specific functionalities.
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/
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)
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.
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.
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
A webinar presentation for Open Education Week with:
- Karen Fasimpaur, K12 Open Ed
- Jeff Mao, State of Maine Department of Education
- Ahrash Bissell, National Repository of Online Courses
- Delaina Tonks, Open High School of Utah
- Jason Neiffer, Montana Digital Academy
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.
This is the ppt for a webinar during which online math courses were demonstrated and online math teachers discussed best practices and strategies for teaching math online.
http://retapedia.pbworks.com/Teaching-Online-Math
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
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/
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)
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.
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.
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
A webinar presentation for Open Education Week with:
- Karen Fasimpaur, K12 Open Ed
- Jeff Mao, State of Maine Department of Education
- Ahrash Bissell, National Repository of Online Courses
- Delaina Tonks, Open High School of Utah
- Jason Neiffer, Montana Digital Academy
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.
This is the ppt for a webinar during which online math courses were demonstrated and online math teachers discussed best practices and strategies for teaching math online.
http://retapedia.pbworks.com/Teaching-Online-Math
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
WCOL2019: "What can learning analytics do for me?" Students' and teachers' pe...Marko Teräs
Presentation at the 28th ICDE World Conference on Online Learning of a national-level learning analytics research and development project funded by the Finnish Ministry of Education and Culture. Student and teacher needs analysis results for LA pilot development and for policy recommendations.
Planning Digital Learning for K-12 ClassroomMagic Software
Digital learning for K-12 is effective as it aims at meeting learning objectives and the learning skills are designed around skills such as cognitive skills, interpersonal skills and psychomotor skills. The following presentation will help you understand the learning objectives and instructional methods of e-learning programs in more details.
Teaching and Learning Experience Design – der Ruf nach besserer Lehre: aber wie?Isa Jahnke
Der Ruf danach, dass es bessere Lehre geben muss oder das Lehre verbessert werden sollte, ist nicht neu. Es gibt auch schon seit längerer Zeit Rufe danach, dass Lehre der Forschung in Universitäten gleichgestellt werden soll. (Und in den letzten Jahren ist in Deutschland auch einiges an positiven Entwicklungen geschehen, z.B. durch die Aktivitäten des Stifterverbands). Wie kann die Verbesserung der Lehre weitergehen? Fehlt etwas in dieser Entwicklung? Ja, sagt dieser Beitrag, der zum Nachdenken und Diskutieren anregen soll. In diesem Beitrag wird ein forschungsbasierter Ansatz zur Diskussion gestellt. Es wird argumentiert, dass Lehre nur dann besser wird, wenn es mit den Prinzipen der Wissenschaft und Forschung angegangen wird (d.h. gestalten, Daten erheben, auswerten, verbessern). Es benötigt neue Verhaltensregeln oder -prinzipien bei der Gestaltung von Lehrveranstaltungen. Das bedeutet zum Beispiel das Prinzipien der Evidenzbasierung und wissenschaftliche Herangehensweisen im Lehr-Lerndesign als zentrales Fundament etabliert werden sollte. Evidenzbasierung hier meint, folgt man der Logik der Forschung, dass Lehrveranstaltungen als Intervention verstanden werden. Mit dieser Intervention werden Studierende befähigt, bestimmte vorab festgelegte Kompetenzen zu entwickeln. Und die Frage, die sich bei jeder Lehr-Lernveranstaltung dann stellt, ist, ob diese Objectives bzw. Learning Outcomes auch erreicht wurden. Klar ist, dass die subjektive Lehrevaluation der Studierenden oder auch die Notengebnung nicht ausreichen, um diese Frage zu beantworten. Hierfür gibt es eine Reihe von Methoden, die genutzt werden können, z.B. aus dem Bereich des User- / Learning Experience Design. Diese Methoden umfassen unter anderem Usability-Tests, Learner Experience Studies, Pre-/Post-Tests, und Follow-up Interviews. Diese können zur Gestaltung und Erfassung von effektiven, effizienten und ansprechenden digitalen Lerndesigns verwendet (Reigeluth 1983, Honebein & Reigeluth, 2022).
Der Beitrag will die Entwicklung zur Verbesserung von Lehre weiter pushen. Neue Ideen in die Bewegung bringen. Als Gründungsvizepräsidentin der UTN hab ich die Chance, hier ein neues Fundament für eine gesamte Uni zu legen. Wird das Gelingen? Ist dieser Ansatz, den ich hier vorstelle, eine erfolgsversprechende Option dafür? Hier können sich die TeilnehmerInnen an dieser Entwicklung beteiligen.
“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
Ansatz unterstreicht Ziel der Bildungsinteraktion: das Lernen - nicht ihren Ort (Schule, Klassenzimmer) oder ihr Format (Kurs, Programm).
Dank digitaler und intelligenter Technologie entstehen neue Lehr- und Lernräume: sogenannte CrossActionSpaces. In den dynamischen und flexiblen Informations- und Kommunikationsumgebungen diskutieren die Lernenden online und suchen im Internet nach Lösungen. Dabei werden falsche Informationen und fehlendes kritisches Denken zur Herausforderung.
In unserem CrossActionSpace laden wir dazu ein, gemeinsam mit Prof. Isa Jahnke Lösungen für erfolgreiches digital gestütztes Lehren und Lernen zu finden!
Kann man Zukunft antizipieren und wie geht man damit um? Ja, zu einen gewissen Grad. Auf der Grundlage vergangener Trends, aktueller Umstände und Expertenanalysen können fundierte Vermutungen oder Vorhersagen darüber gemacht werden, was passieren könnte. Im Bereich Lehr-Lern-Gestaltung gibt es dazu verschiedenen Methoden (z.B. Datenanalyse, Expertenmeinungen, Scenario Planung, Beobachtung aktueller Ereignisse). Unter Verwendung des neuen Forschungsfeldes „Learning Experience Design (LXD)“ wird die Gestaltung von digitalem Lehren und Lernen – enjoyable experiences (anticipated future) – anhand empirischer Studien vorgestellt, z.B. in den Kontexten von Games for learning mit AR, Mobile-Microlearning, und Online-Learning. Methoden umfassen unter anderem Usability-Tests, User Experience Studies, Pre-/Post-Tests, und Follow-up Interviews. Diese werden zur Gestaltung und Erfassung von effektiven, effizienten und ansprechenden digitalen Lerndesigns verwendet. Das Design von digital learning experiences umfasst drei Dimensionen: die Interaktion von Lernenden mit den Technologien (technische Dimension), die Interaktion mit anderen Lernenden und Lehrenden vermittelt durch die Lernplattformen (soziale Dimension), und die Interaktion der Lernenden mit didaktischen Elementen eingebettet in technischen Tools (pädagogische Dimension).
Digitalität als didaktisches Design
Wie kann man die swissuniversities Grundsätze und Leitvorstellungen in die Praxis einsetzen und weiterführen?
Was bedeuten die Leitvorstellungen für die Bildungswelt aus der Perspektive des Digitalen Didaktischen Design Ansatz?
CoMo Game Dev - usability and user experience methods Isa Jahnke
This month we'll be hearing from Dr. Isa Jahnke, Director of the User Experience and Learning Design Lab at the University of Missouri. She will be discussing usability, user experience, and how to get the most out of focus groups and testing nights for the CoMO game development community.
Information Experience Lab, IE Lab at SISLTIsa Jahnke
Founded in 2003
The Information Experience Laboratory, IE Lab – is a usability and user experience lab …
… with the mission to improve learning technologies, information and communication systems.
We here present the IE Lab and methods .
Saudi Arabia stands as a titan in the global energy landscape, renowned for its abundant oil and gas resources. It's the largest exporter of petroleum and holds some of the world's most significant reserves. Let's delve into the top 10 oil and gas projects shaping Saudi Arabia's energy future in 2024.
CW RADAR, FMCW RADAR, FMCW ALTIMETER, AND THEIR PARAMETERSveerababupersonal22
It consists of cw radar and fmcw radar ,range measurement,if amplifier and fmcw altimeterThe CW radar operates using continuous wave transmission, while the FMCW radar employs frequency-modulated continuous wave technology. Range measurement is a crucial aspect of radar systems, providing information about the distance to a target. The IF amplifier plays a key role in signal processing, amplifying intermediate frequency signals for further analysis. The FMCW altimeter utilizes frequency-modulated continuous wave technology to accurately measure altitude above a reference point.
Forklift Classes Overview by Intella PartsIntella Parts
Discover the different forklift classes and their specific applications. Learn how to choose the right forklift for your needs to ensure safety, efficiency, and compliance in your operations.
For more technical information, visit our website https://intellaparts.com
About
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
Technical Specifications
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
Key Features
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface
• Compatible with MAFI CCR system
• Copatiable with IDM8000 CCR
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
Application
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
NUMERICAL SIMULATIONS OF HEAT AND MASS TRANSFER IN CONDENSING HEAT EXCHANGERS...ssuser7dcef0
Power plants release a large amount of water vapor into the
atmosphere through the stack. The flue gas can be a potential
source for obtaining much needed cooling water for a power
plant. If a power plant could recover and reuse a portion of this
moisture, it could reduce its total cooling water intake
requirement. One of the most practical way to recover water
from flue gas is to use a condensing heat exchanger. The power
plant could also recover latent heat due to condensation as well
as sensible heat due to lowering the flue gas exit temperature.
Additionally, harmful acids released from the stack can be
reduced in a condensing heat exchanger by acid condensation. reduced in a condensing heat exchanger by acid condensation.
Condensation of vapors in flue gas is a complicated
phenomenon since heat and mass transfer of water vapor and
various acids simultaneously occur in the presence of noncondensable
gases such as nitrogen and oxygen. Design of a
condenser depends on the knowledge and understanding of the
heat and mass transfer processes. A computer program for
numerical simulations of water (H2O) and sulfuric acid (H2SO4)
condensation in a flue gas condensing heat exchanger was
developed using MATLAB. Governing equations based on
mass and energy balances for the system were derived to
predict variables such as flue gas exit temperature, cooling
water outlet temperature, mole fraction and condensation rates
of water and sulfuric acid vapors. The equations were solved
using an iterative solution technique with calculations of heat
and mass transfer coefficients and physical properties.
Cosmetic shop management system project report.pdfKamal Acharya
Buying new cosmetic products is difficult. It can even be scary for those who have sensitive skin and are prone to skin trouble. The information needed to alleviate this problem is on the back of each product, but it's thought to interpret those ingredient lists unless you have a background in chemistry.
Instead of buying and hoping for the best, we can use data science to help us predict which products may be good fits for us. It includes various function programs to do the above mentioned tasks.
Data file handling has been effectively used in the program.
The automated cosmetic shop management system should deal with the automation of general workflow and administration process of the shop. The main processes of the system focus on customer's request where the system is able to search the most appropriate products and deliver it to the customers. It should help the employees to quickly identify the list of cosmetic product that have reached the minimum quantity and also keep a track of expired date for each cosmetic product. It should help the employees to find the rack number in which the product is placed.It is also Faster and more efficient way.
Hybrid optimization of pumped hydro system and solar- Engr. Abdul-Azeez.pdffxintegritypublishin
Advancements in technology unveil a myriad of electrical and electronic breakthroughs geared towards efficiently harnessing limited resources to meet human energy demands. The optimization of hybrid solar PV panels and pumped hydro energy supply systems plays a pivotal role in utilizing natural resources effectively. This initiative not only benefits humanity but also fosters environmental sustainability. The study investigated the design optimization of these hybrid systems, focusing on understanding solar radiation patterns, identifying geographical influences on solar radiation, formulating a mathematical model for system optimization, and determining the optimal configuration of PV panels and pumped hydro storage. Through a comparative analysis approach and eight weeks of data collection, the study addressed key research questions related to solar radiation patterns and optimal system design. The findings highlighted regions with heightened solar radiation levels, showcasing substantial potential for power generation and emphasizing the system's efficiency. Optimizing system design significantly boosted power generation, promoted renewable energy utilization, and enhanced energy storage capacity. The study underscored the benefits of optimizing hybrid solar PV panels and pumped hydro energy supply systems for sustainable energy usage. Optimizing the design of solar PV panels and pumped hydro energy supply systems as examined across diverse climatic conditions in a developing country, not only enhances power generation but also improves the integration of renewable energy sources and boosts energy storage capacities, particularly beneficial for less economically prosperous regions. Additionally, the study provides valuable insights for advancing energy research in economically viable areas. Recommendations included conducting site-specific assessments, utilizing advanced modeling tools, implementing regular maintenance protocols, and enhancing communication among system components.
We have compiled the most important slides from each speaker's presentation. This year’s compilation, available for free, captures the key insights and contributions shared during the DfMAy 2024 conference.
3. @isaja
Teaching
• Traditional teaching (lectures, seminars) since 2001
• First blended/hybrid learning course: 2002
• First fully online learning course: 2015 (M.Sc online since 2003)
Professor
• TU Dortmund, Germany (2008-2011) – pre-tenure
• Umea University, Sweden (2011-2015) – post-tenure
• University of Columbia MO (USA) (2015-active) – post-tenure
Research
• Educational researcher: Focus on Learning Technologies
• Interdisciplinary Ph.D. in Informatics and Social Science
• STEM / Engineering Education researcher
4. @isaja
Higher education
• InPUD, technology-embraced informal-in-formal learning
(Germany, NRW grant: 2001-2004; 2005-2009) (Jahnke, 2012)
• DaVINCI, creativity in higher education
(BMBF grant, 2008-2011) (Jahnke, Haertel, & Wildt, 2017)
• PeTEX, Remote labs in engineering education
(EU grant, 2008-2011) (Jahnke et al., 2011; Terkowsky et at., 2012)
• AR / GoogleGlass project, dentistry education, Eva Marell-Olsson
(Marell-Olsson, Meitoft, & Jahnke 2019)
• LeXMizzou, AR-enhanced located-based games for learning (app)
(Mizzou IIFund 2016-2017) (Ringbauer et al., 2016)
Middle schools
• 1:1 Tablet classrooms in DK, SWE, FIN, and MO
(Swedish Research Council grant, 2014-2016) (Jahnke et al., 2017)
User eXperience / Usability (my ielab.Missouri.edu)
• NSF Cybersecurity, sociotechnical systems, Honestbroker/KBCommons (2018-2020)
• Alert-System Implementation in an Elderly Care Facility, C.of Engineering (2019-2020)
• Mobile-Microlearning with School of Journalism (2017-2019)
• Socio-technical-pedagogical heuristics for technology-enhanced learning (2018-2019)
Learning technologies –
research projects (selection)
6. @isaja
… they change how we communicate, express, share,
receive information, collaborate, connect, network,
learn …
Web-enabled technologies or Information Communication
Technologies (ICTs) change conditions and ways of human
interaction…
We are living in CrossActionSpaces …
7. @isaja
Classroom
/ Course
Classroom /
Course
Digital-enhanced classroom:
Physical and online spaces are
merging
We go to college/university
because of
getting access to learning processes
Twitter, FB,
GroupApps, …
Interactive/Live
Broadcasting, …
Websites,
Blogs, …
and
more
Traditional classroom:
Separation
We went to college/univ.
because of
getting access to information
CrossActionSpaces
Published in:
Jahnke (2015)
8. @isaja
Physical, online spaces, and web-enabled technologies
are merging into new spaces where human action
happens: co-expanded co-located communication and
interaction spaces
Jahnke, 2015
Routledge
CrossActionSpaces
9. @isaja
What kind of learning
in CrossActionSpaces?
Artist: Ralf Jahnke-Wachholz
… with active, student centered
learning strategies…
Shift from teacher thinking
onto student thinking …
… where the answer is
not known.
10. @isaja
Active Learning
increases positive student learning outcomes and student
performance
Why active learning?
What is active Learning?
Freeman et al., 2014
Chi, 2009: Active-Constructive-Interactive
Hodges, L.C. (2018). Contemporary issues in group learning in
undergraduate science classrooms: A perspective from student
engagement. CBE-Life Sciences Education, 17(2), es3.
https://www.lifescied.org/doi/full/10.1187/cbe.17-11-0239
Activity-based model of instruction
Students don’t learn because the instructor does some
activity but students learn through their own activity
11. @isaja
Passive Active, student centeredActive, teacher centered
Lecture Lecture with iClicker Students produce artifacts
Higher order thinking skills,
e.g., analyzing, creating
What course design does
support active
student centered learning?
Active and student centered
learning
Examples
Lower order thinking skills,
e.g., recall, understanding
Skills
learned
12. @isaja
Active learning strategy (one of many):
Meaningful learning
Howland, Jonassen, & Marra, 2012
New book: “Meaningful Online Learning” 2018
13. @isaja
Active Learning with technology
(not: learning from technology)
Jonassen, 1996
Learning from
technologies
Learning about
technologies
Learning with
technologies
Drill and practice, tutorials,
memorizing (passive
learning)
Computer literacy Active learning,
higher order learning skills
• Learner has no input into
the process,
• students are controlled by
the technology
• Learning about how to
use the technology,
• to understand how the
computer works
• Intellectual partnership,
• computer enhances learner
thinking /learning
Computer program is
programmed to teach the student,
to direct activities toward the
acquisition of prespecified
knowledge or skills
Memorizing parts of facts about
technologies is relatively
meaningless; better would be to
understanding results from using not
memorizing
Technology use to extend cognitive
functioning during learning and
engage learners in cognitive
operations while constructing
knowledge that they would not
otherwise been capable of.
Video-recorded
lecture
Students use technology
as mindtools
18. @isaja
Learning
activities
Teaching goals
Roles / social
relations (human
interaction)
Students are active agents, co-designer;
Instructors are not only experts but
learning-companions
(coach & empowerment, Prensky)
Assessment as iterative process
19. @isaja
Learning
activities
Teaching goals
Assessment as iterative process
Web-enabled technologies
Not substitute for textbooks
Use technologies to produce something
(learning WITH not FROM)
Roles / social
relations (human
interaction)
20. @isaja
Web-enabled
technologies
When designing for active and student-
centered learning with technologies,
how do you know, your design is on the
’right’ (usable) way?
Assessment as iterative process
Learning
activities
Teaching goals
Roles / social
relations (human
interaction)
21. @isaja
Outer circle=5
Inner circle=1
1
2
3
4
5
From traditional classrooms (inner circle=1)
to
active, student-centered practices (outer circle=5)
Web-enabled
technologies
Assessment as iterative process
Learning
activities
Teaching goals
Roles / social
relations (human
interaction)
22. @isaja 2
DDD component Description of Coding scheme
Character of
Teaching goals/ILO and
intended/expected learning
outcomes: clear and visible?
TA/ILO
1= Not clear, not visible, no communication about teaching aims or learning intentions; focus on content
2=
3= Oral communication
4=
5= Teaching aims are clear and visible for students; intended learning outcomes in forms of development of skills; a source
is available where the students can go and read aims and objectives; at best, co-aims of students are included, students know
the criteria for learning progress (available right form the start).
Character of
Learning activities: towards
producing in engaged,
authentic, deep, open
settings?
LA
1= Students hear what teachers read from the textbook (surface learning only; e.g. remembering/ repetition of facts);
theoretical problems without connecting it to a real world problem
2=
3= In-between (…) – signs are: students are not so engaged, too much time for doing other things (e.g. playing cards
instead)
4=
5= Learning activities have a range from surface to deep learning: students produce something, engaged classrooms,
collaboration with peers; the activities are connected to the students world and include a real-world problem (e.g. everyday
experience); a real audience, students critically reflect on existing content (e.g. evaluating/creating/making), relate
knowledge to new knowledge; “organize and structure content into coherent whole” (Marten & Säljö, 1979), students are
engaged in producing, using the Internet or other sources beyond the physical school walls (signs of crossactions)
Character of assessment:
process-based?
ASM
1 = Feedback only at the end (summative feedback); character of the feedback is rather summative, not formative
2=
3= Feedback during the class (not only technical help) by coincidence; teacher only gives feedback when they ask for
support; passive support
4=
5= Criteria for a learning progress are visible for students from the beginning of the learning process; Feedback/feed-
forward at the end but mainly process-based assessment for learner’s development; a plan exists for how the teacher creates
pro-assessment (formative evaluation); a range of forms such as self-assessment; peer-reflective learning and feedback by
the teacher, e.g. students document learning (electronically; a map or text, etc.), the teacher asks them to go back and reflect.
Character of
Social relations: multiple
roles (not only consumers?)?
RO
1= Teacher is in the traditional role of the expert only; students are only seen as consumers (of solving closed questions and
tasks where only one correct answer is possible)
2=
3= Teacher is in 1-2 roles but spends majority of time as expert; teacher does not support student engagement to be active
4=
5= TEACHER plays different roles, e.g., expert, process mentor, learning-companion, coach, she fosters students to be in
different roles such as consumers, producers, collaborators, critical reflectors, etc.; teacher engages students; teacher
activates the students to change their roles; STUDENTS are in several roles, e.g. teachers for their peers, finding own
learning aims, creating own learning tasks, etc., teacher supports student reflection of roles and development of new roles.
Character of
Web-enabled technology/
tablets for crossactions?
TAB
1= Low extent, drill and practice; students work primarily alone when using technology, not related to the real world (e.g.,
technology is substitute for pen and paper)
2=
3= Medium extent (e.g., new technology is substitute for existing media; for example, tablet substitutes a laptop)
4=
5= High extent, multimodal, beyond writing texts, camera app, digital paintings, apps for collaborative creation; students
construct, share, create, publish their knowledge (to a real audience); students use online resources, actively select topics
beyond the limitations of even the best school library, signs of crossaction (using online world to solve a learning activity).
23. @isaja
Evaluate your plan and
evaluate your practice!
Access to the self-assessment tool :
https://www.isa-jahnke.com/teaching
by
• self-assessment
• peers
• Students
28. @isaja
• What kind of active learning pedagogy does PeTex
apply?
• How to redesign PeTEX into active and student
centered learning?
PeTEX
Published in:
e.g., Jahnke, Terkowsky et al. (2010)
29. @isaja
LeXMizzou –
location-based AR gamified learning
https://lexmizzou.wordpress.com/
Ethics Game
The learner navigates through campus,
protect campus visitors while also navigating difficult ethical situations,
questioning the very nature of right and wrong.
Will you make the right choice?
30. @isaja
• Communication channel in lectures
(e.g., polleverywhere.com)
• Places off campus
(e.g., construction of bridges: go to
existing bridges)
• Students create artifacts (team-based)
(e.g., Berlin wall app)
Three types of course designs
using mobile devices
Active still teaching centered
Active and student centered
Published in:
Jahnke & Liebscher (2020)
35. @isaja
Modules
Mod-1
Intro-
duction
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
Project
(2 weeks)
Mod-5
Reflec-
tion
Mod-1a) Introduce yourself by creating a
video, 1-2mins. (4 points)
Mod-1b) Discussion of terminologies such
as Learning and Web-based Technologies
(4 points)
Week 1
Week 1:
Listen to the Intro Slides
in Voicethread
36. @isaja
Modules
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
LwI project
(2 weeks)
Mod-6
Reflec-
tion
Mod-2a: Discussion of challenges and pitfalls (4 points)
Mod-2b: Start to design for meaningful collaborative learning with
technologies (20 points)
Week 2
37. @isaja
Modules
Mod-3a: Discussion of roles and Group
Dynamics (4 points)
Mod-3b: Team Project: Collaborative
Meaningful Learning Project (20 points)
Week 3-4
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
LwI project
(2 weeks)
Mod-6
Reflec-
tion
38. @isaja
Modules
Mod-4: How to Design for Learning (4 points)
Week 5
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
LwI project
(2 weeks)
Mod-6
Reflec-
tion
39. @isaja
Mod-5: Individual Project:
Learning With Web-based
Technologies (30 points)
Apply what you have learned
In your context and report!
Week 6-7
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
LwI project
(2 weeks)
Mod-6
Reflec-
tion
Modules
41. @isaja
Assessment: each week (process-based)
Feedback to student work (grading) –resubmit 1x
1. Click on the assignment
link (here: Mod-2b), then
a new window opens:
2. read my comments
(“test”)
3. add your comments
42. @isaja
Course design
pedagogy active and student centered learning
technology ”with”, not “from”, technology
the social humanizing the hybrid/online space
43. @isaja
Traditional teaching is conceptualized as a routine activity;
Future: Teaching is turning into a co-design project
Traditional teaching views the instructors as subject matter expert
Future: Teachers are learners at the teaching-workplace
Implications
(Goggins, Jahnke, & Wulf, 2013)
44. @isaja
Higher/engineering education…
… teacher teams across disciplines
(e.g., our study with Eva Mårell’s GoogleGlass/AR with three different study programs)
… designs for active and student centered learning processes
… learning with technologies (not ‘from’ techn.)
… don’t forget to humanizing the online/hybrid spaces!
„knowledge is not the destination
but an ongoing activity”
(Jonsson et al., 2013)
45. @isaja
The first principle of true teaching is that
Nothing can be taught
(Oscar Wilde)
….and this means:
Happy applying!
(don’t forget to collect data to study the
learner experience and learning outcomes)
46. @isaja
Prof. Dr. Isa Jahnke
& Director of the Information Experience Lab
Email
jahnkei@missouri.edu
Website
http://www.isa-jahnke.com