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.
Role Of Transgenic Animal In Target Validation-1.pptx
Pres oslo2013-digital-didactics-isajahnke-v4
1. Digital Didactics
The theory 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: Digital Didactics”
• 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
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 person emerged
…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 “informal learning” 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 live any 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 Teaching and 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
16. My research is influenced 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 is influenced 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 broader perspective –
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
23. Digital Didactics as method
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 students said...
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 not planned – 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 of designing 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?
Different contradictory 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 in higher 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 a creative 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 is a creative effort
by your students?”
Haertel & Jahnke, 2010
Jahnke, 2011
33
34. 6 Facets
...by supporting the 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
We did 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
together with 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
43. PeTEX, three learning levels
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 learning in teacher education
Wiki for „research-based learning“
http://ews.tu-dortmund.de
37 44
45. Organization of the course
– 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 Doing Research“
= 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
++
• Facet 4 – 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 as tool 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!
Professor Dr. 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
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.
Umeå – Oslo = ca. 900 km
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 .
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
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!
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
--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 --
… .and the question is: To what extent can we connect the Homo Interneticus and the Homo Didacticus ?
Coming back to the questions: “how to design a combination of formal teaching and informal learning”
These concepts might be true for their specific contexts! However, what is creativity in higher education from the university teachers points of view?
Design-based Research (DBR)
4 Bereiche Items mit Bezug Experiment (s. nächste Folie) technisches Design (???) Didaktisches, pädagogisches Konzept (???) Soziales Konzept (Community, Kommunikation)