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Prof. Dr. Isa JahnkeEDEN Research WSOctober, 6, 2016
Studying Learning Expeditions in CrossActionSpaces with Digital Didactical Designs
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iSchool.missouri.edu & EdTech.missouri.edu Educational Technology – Master study program @ Mizzou
fully online (started 1999 with first course online)
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My research (selection)
in higher education - InPUD, technology-embraced informal-in-formal learning
(Germany, NRW grant), 2001-2004 (-2009) (Jahnke, 2012)- DaVINCI, creativity in higher ed (German BMBF grant) 2008-2011
(Jahnke, Haertel, & Wildt, 2015)- PeTEX , Remote Labs in Engineering Education (EU, European Commission grant)
(Jahnke et al., 2010, Terkowsky et al., 2011)- GoogleGlass project in higher education, Eva Marell-Ohlsson
(Jahnke, Marell-Ohlsson, Meitoft, 2016)- LeX, Augmented Learning eXpeditions (started 2015, University of Missouri)
(Ringbauer et al., 2016)
in K-12- iPad studies (Swedish, VR funded, 2014-2016)
(Jahnke et al., 2014)
Interdisciplinary: Social Sciences, Computer Science, Educational Sciences
Intercultural: Germany, Sweden, USA
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Question to youWho is using a device with Internet access?
Perfect!
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Web-enabled technologies (tablets, wearables…)change ways and conditions for human/social interaction***:
how we communicate, share, receive information, collaborate, network, ...
ICT is more than just a "tool"
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Human interaction -> crossaction
(I look at interaction as a form of communication – N. Luhmann)
Crossaction• The example of conferences
when participants use Twitter
• Humans connect to each other’s resources,• no clear difference between offline and online, • ’in’ different places at same time (Instagram, Twitter, …).
Photo: Ralf Jahnke-Wachholz
Floridi, 2014Jahnke, 2016
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Classroom / School
Classroom / School
Digital classroom: Spaces Merging
We go to school because of
getting access to learning processes
Twitter, FB, GroupApps, …
Interactive/Live Broadcasting, …
Websites, Blogs, …
and more
Traditional classroom:Separation
We went to school because of
getting access to information
View 1: Classroom perspective CrossActionSpaces
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Online Course (Canvas,
Moodle,…)
Online Course (Canvas,
Moodle,…)
Spaces Are Merging
Learners apply classroom themes to the material world (communities)
in which they are living
Twitter, FB, GroupApps, …
Interactive/Live Broadcasting, …
Websites, Blogs, …
and more
Traditional:Separation
Online vs. material world around the learners
View 2: Online classroom perspective
Material world
Material world
CrossActionSpaces
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What ‘is’ learning (cognitive, but socially framed)
in crossactionspaces?
Photo: Ralf Jahnke-WachholzReflections = people interact, make choices and decisions and can explain why they are
doing it what they are doing, and why this is useful for their learning progress
• reflective doing of multiply crossactions • reflective performance of crossactions• reflective communication
Jahnke, 2016
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Learning ExpeditionsHow to design for Learning in CrossActionSpaces? Learners use classroom themes and connect them to the (socio-)material world in which they are living: Design for Learning Expeditions (Ringbauer et al., 2016; Jahnke & Norberg, 2013), Sociomateriality (Tessy Ceratto-Pargman et al., 2015)
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What kinds of ‘designs for learning’ are applied/supported in the practice of online classesand in crossactionspaces?
Surface/shallow learning (focus on remembering)?Deeper Learning?Meaningful learning?Creative learning?…
The Research View
How can we study this?
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Theoretical lensDesign is the act of giving a form to something
Teaching is the ’design act’ of creating conditions for learning; more specific, it is the act of modelling sociotechnical-pedagogical processes/’workflows’ to enable student learning
Designs for Learning
Bonderup-Dohn & Hansen, 2014 Jahnke, Norqvist, & Olsson, 2014
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Digital Didactical Design3 layersaffect eachother
ICT ICT
ICTICT
Student
Teacher
Content
Teachingobjectives
Pro.-Assessment/Feedback
Learning activities
Academic staff development
Curriculum (+exams) development
Institutional strategies
1 Didactical Interactions
2 Digital Didactical Design
3 Didactical Conditions
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Teaching goalsIntended Learning Outcomes
Learning activities Process-based
AssessmentFeedback/guided reflections
(by peers, teachers, self-reflections)
socia
l relati
ons/
roles
social relations/roles
social relations/roles
Web-enabled technologies
Digital Didactical Design - 5 components
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DDD component Description of Coding scheme Character of Teaching goals and intended/expected learning outcomes (Intended 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 problem2= 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 support4= 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 active4=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 cross-actions?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).
Coding Scheme
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Social Relations, Multiple Roles:From 1 to many &Student is agent
Learning activities:(From shallow todeep learning)
Teaching goals:From non-clear to clear and visible
Outer circle=5Inner circle=1
From teacher-led classrooms (inner circle)to
meaningful learner-centered practice (outer circle)
Mobile TechnologyIntegration:From substitution to multimodal
Process-basedAssessment: From summative to formative
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Learning activities
Process-basedAssessment
iPadintegration
Social Relations, Roles
Teaching goals
ID 11 Physics class
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ID 12 creating a digital pres (geography)
Learning activities
Process-basedAssessment
iPadintegration
Social Relations, Roles
Teaching goals
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ID 19 creating a timeline
Learning activities
Process-basedAssessment
iPadintegration
Social Relations, Roles
Teaching goals
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Cluster A (23 in total) new teaching practice toward meaningful learning by crossaction; new instructional designs
Cluster B (21 cases) on the way but sticky
Cluster C (20 in total) conflicting, trapped in traditional designs
3 clusters...
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… and 2 Patterns across clusters
Pattern A: 40 cl.across all layers/clusters
(focus on TAB and LA
Pattern B: 3 cl.(focus on ASM and TAB)
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The university of the future… is made of crossactionspaces, in which
teaching is organized in project teacher teams across existing disciplines (Eva Mårell’s GoogleGlas project: involving 3 different study programs)
teacher teams from different departments work together and design a Learning expedition – and the students develop learning expeditions- learning by topic / not by subject
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Dr. Isa Jahnke, Associate Professor and Director of Research for the Information Experience Lab
at the iSchool
Email [email protected]
Websitehttp://www.isa-jahnke.com
My bookRoutledge, 2016