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Jahnke, Isa
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Publications (10 of 62) Show all publications
Jahnke, I., Bergström, P., Mårell-Olsson, E., Häll, L. & Kumar, S. (2017). Digital Didactical Designs as research framework: iPad integration in Nordic schools. Computers and education, 113, 1-15
Open this publication in new window or tab >>Digital Didactical Designs as research framework: iPad integration in Nordic schools
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2017 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 113, p. 1-15Article in journal (Refereed) Published
Abstract [en]

In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities and students’ learning activities in the classroom and how web-enabled technologies are integrated into teaching, learning, and assessment. Semi-structured classroom observations were conducted to investigate how teachers apply the elements of DDD in their classroom practice, and what kinds of learning they support. The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements. The findings point out that tablet integration needs the alignment of all five DDD elements to achieve meaningful learning. Pedagogy has to evolve to include new uses of the technology: it is a co-evolutionary growth of the five DDD elements together. DDD can be used by teachers for planning, self-assessment or reflective collaboration with peers and by schools to plan, document, evaluate, and rethink the interwoven pedagogy-technology relationship in tablet classrooms.

Keywords
Media in education, Improving classroom teaching, Pedagogical issues, Interactive learning environments
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-135313 (URN)10.1016/j.compedu.2017.05.006 (DOI)000406728400001 ()
Projects
Designs of Digital Didactics – What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?
Funder
Swedish Research Council, 721-2013-774
Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2018-06-09Bibliographically approved
Jahnke, I., Haertel, T. & Wildt, J. (2017). Teachers' conceptions of student creativity in higher education. Innovations in Education & Teaching International, 54(1), 87-95
Open this publication in new window or tab >>Teachers' conceptions of student creativity in higher education
2017 (English)In: Innovations in Education & Teaching International, ISSN 1470-3297, E-ISSN 1470-3300, Vol. 54, no 1, p. 87-95Article in journal (Refereed) Published
Abstract [en]

Creativity is one of the important skills of the twenty-first century and central to higher education (HE). When we look closer into research on creativity in HE, however, it is not clear how university teachers conceptualise student creativity. How do teachers grasp, observe and express student creativity? Different methods such as interviews and online questionnaire have been used in this study. From the teacher perspective, student creativity is categorised into a 6-Facet-Model, in which teachers 'see' student creativity expressed through (1) student self-reflections, (2) independent decisions, (3) through curiosity and motivation, (4) producing something, (5) multi-perspectives and (6) when students develop original new ideas. The results provide a new understanding of student creativity from university teachers' perspective that is useful for re-organising course designs.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
creativity, higher education, data-grounded framework, empirical study
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-110538 (URN)10.1080/14703297.2015.1088396 (DOI)000392580700011 ()
Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2018-06-07Bibliographically approved
Jahnke, I. (2016). Digital didactical designs: teaching and learning in CrossActionSpaces. Routledge
Open this publication in new window or tab >>Digital didactical designs: teaching and learning in CrossActionSpaces
2016 (English)Book (Refereed)
Abstract [en]

As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences—learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.

Place, publisher, year, edition, pages
Routledge, 2016. p. 220
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-110539 (URN)9781138928480 (ISBN)9781138928497 (ISBN)9781315681702 (ISBN)
Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2018-06-07Bibliographically approved
Jahnke, I., Mårell-Olsson, E. & Mejtoft, T. (2016). Organizing teaching in project teacher teams across established disciplines using wearable technology: digital didactical designing, a new form of practice. In: Liudvika Leisyte and Uwe Wilkesmann (Ed.), Organizing academic work in higher education: teaching, learning, and identities (pp. 169-185). Routledge
Open this publication in new window or tab >>Organizing teaching in project teacher teams across established disciplines using wearable technology: digital didactical designing, a new form of practice
2016 (English)In: Organizing academic work in higher education: teaching, learning, and identities / [ed] Liudvika Leisyte and Uwe Wilkesmann, Routledge, 2016, p. 169-185Chapter in book (Other academic)
Place, publisher, year, edition, pages
Routledge, 2016
Series
International Studies in Higher Education
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-109106 (URN)9781138909908 (ISBN)
External cooperation:
Available from: 2016-03-03 Created: 2015-09-18 Last updated: 2018-06-07Bibliographically approved
Ramstedt, M., Hedlund, T., Björn, E., Fick, J. & Jahnke, I. (2016). Rethinking chemistry in higher education towards technology-enhanced problem-based learning. Education Inquiry, 7(2), 115-135
Open this publication in new window or tab >>Rethinking chemistry in higher education towards technology-enhanced problem-based learning
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2016 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 7, no 2, p. 115-135Article in journal (Refereed) Published
Abstract [en]

A range of factors can lead to situations where university courses have to be taught with a very small number of students. In this paper, we report on our experiences of a chemistry course that was especially designed to encourage learning in small groups of students (four to five per course). The course design included inquiry-based approaches, case methodology and problem-based learning concepts. The main goal was to enhance student motivation and to support them to become active agents (‘pro-sumers’). Technology was adopted to support students in their inquiry-based learning processes by using online logs, group wikis and quizzes and with sections of laboratory work. We explored student perceptions during the first 2 years in two courses. The students were, in general, very positive about the course and communicated that the technological tools along with the pedagogical design decisions had assisted them to different extents in their learning. Our conclusion is that such a design is appropriate for an advanced-level chemistry course with small numbers of students, and the course will continue to be given in this form.

Keywords
chemistry, technology-enhanced learning, PBL, small groups, design-based explorative study
National Category
Chemical Sciences Learning
Identifiers
urn:nbn:se:umu:diva-122085 (URN)10.3402/edui.v7.27287 (DOI)
External cooperation:
Available from: 2016-06-15 Created: 2016-06-15 Last updated: 2018-06-07Bibliographically approved
Norqvist, L., Leffler, E. & Jahnke, I. (2016). Sweden and informal learning: Towards Integrated Views of Learning in a Digital Media World. A Pedagogical Attitude?. In: Harring, M., Witte, M. D, Burger, T. (Ed.), Handbuch Informelles Lernen: Interdiziplinäre und Internationale Perspektiven (pp. 217-235). Weinheim/München: Juventa Verlag
Open this publication in new window or tab >>Sweden and informal learning: Towards Integrated Views of Learning in a Digital Media World. A Pedagogical Attitude?
2016 (English)In: Handbuch Informelles Lernen: Interdiziplinäre und Internationale Perspektiven / [ed] Harring, M., Witte, M. D, Burger, T., Weinheim/München: Juventa Verlag, 2016, p. 217-235Chapter in book (Refereed)
Place, publisher, year, edition, pages
Weinheim/München: Juventa Verlag, 2016
Keywords
Learning, Informal learning, Non-formal learning, Formal learning, Pedagogical attitude, Lärande, Informellt lärande, Icke-formellt lärande, Formellt lärande, Pedagogiskt förhållningssätt
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-110607 (URN)978-3-7799-3295-6 (ISBN)
Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2018-06-07Bibliographically approved
Bergström, P., Häll, L., Kuuskorpi, M. & Jahnke, I. (2016). Teacher's Didactical Design in Finnish 1:1 Tablet Classrooms: Perspectives on Content and Meaning. In: Leading Education: The Distinct Contributions of Educational Research and Researchers. Paper presented at The European Conference on Educational Research (ECER), Dublin, August 23-26, 2016.. European Educational Research Association, Freie Universität Berlin
Open this publication in new window or tab >>Teacher's Didactical Design in Finnish 1:1 Tablet Classrooms: Perspectives on Content and Meaning
2016 (English)In: Leading Education: The Distinct Contributions of Educational Research and Researchers, European Educational Research Association, Freie Universität Berlin , 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper reports on the first year of a two-year study in Finland about Finnish teachers didactical design in one-to-one (1:1) tablet classrooms. In it's simplest form 1:1 means that each student and teacher is equipped with a computing device. In this study all students and teachers are equipped with an Apple iPad. Compared to other European countries (EUN, 2013) the digitalisation of Finnish schools progress at a slow rate where the ratio of computers per child in year 7-9 is among the lowest, but has started to increase. The project is conducted during the transition from the 2004 national curriculum to the 2016 national curriculum. Researchers indicate that equipping each student with a digital device is a great challenge for the so-called ecology of the classroom (Håkansson Lindqvist, 2015). Aspect of digitalisation concerns wireless Internet access (WiFi) and cloud computing. Such technologies highlight the notion of what content students have access to and how content is shared among teachers and students. Traditionally, teaching have been organised with textbooks while with 1:1 computing students got access to a great number of new resources that possibly challenges the thinking of what represents content. However, it is not the content per se that create students learning experience, it is how the teacher design students' learning expedition (Jahnke, Norqvist and Olsson, 2014) with the curriculum and the content.

Aim and research questions: The aim of this paper is to contribute to knowledge about teachers' didactical design in schools with one-to-one tablet programs.

- What characterises the students' interaction with the content in one-to-one tablet contexts?

- How can we understand the teachers' didactical design based on the relationship between the privileging features of the one-to-one tablet context in relation to the teaching practice?

Place, publisher, year, edition, pages
European Educational Research Association, Freie Universität Berlin, 2016
Keywords
didactical design, content, meaning, one-to-one
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-127111 (URN)
Conference
The European Conference on Educational Research (ECER), Dublin, August 23-26, 2016.
Available from: 2016-11-11 Created: 2016-10-31 Last updated: 2018-06-09Bibliographically approved
Jahnke, I., Cerratto-Pargman, T., Furberg, A., Järvelä, S. & Wasson, B. (2015). Changing teaching and learning practices in schools with tablet-mediated collaborative learning (#TMCL15): Nordic, European and International views. In: Oskar Lindwall, Päivi Häkkinen, Timothy Koschmann, Pierre Tchounikine, and Sten Ludvigsen (Ed.), Exploring the material conditions of learning: computer supported collaborative learning (CSCL) conference 2015, volume 2. Paper presented at 11th International Conference on Computer Supported Collaborative Learning, Gothenburg Sweden, June 7-9 2015 (pp. 889-893). Atlanta: ISLS
Open this publication in new window or tab >>Changing teaching and learning practices in schools with tablet-mediated collaborative learning (#TMCL15): Nordic, European and International views
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2015 (English)In: Exploring the material conditions of learning: computer supported collaborative learning (CSCL) conference 2015, volume 2 / [ed] Oskar Lindwall, Päivi Häkkinen, Timothy Koschmann, Pierre Tchounikine, and Sten Ludvigsen, Atlanta: ISLS , 2015, p. 889-893Conference paper, Oral presentation only (Refereed)
Abstract [en]

We propose an interdisciplinary workshop to share and discuss ongoing research and existing results with regard to studies revolving around tablet-mediated collaborative learning in schools. The guiding question is: Is the expanding use of media tablets on the way to change teaching and learning practices in schools? If yes, which are these emergent practices, how are they developing, and in what ways do they contribute to renew computer-supported collaborative learning? Current studies on the use of media tablets in schools raise an important set of issues and potentials for research in CSCL. They point at the examination of teachers’ and learners’ sociotechnical-pedagogical practices that are enacted in the classroom on a daily basis.

Place, publisher, year, edition, pages
Atlanta: ISLS, 2015
Series
CSCL: Computer Support for Collaborative Learning, ISSN 1573-4552 ; 2
Keywords
media tablets, empirical studies, design, change, sociotechnical-pedagogical practices
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-110541 (URN)978-0-9903550-7-6 (ISBN)
Conference
11th International Conference on Computer Supported Collaborative Learning, Gothenburg Sweden, June 7-9 2015
Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2018-06-07Bibliographically approved
Mårell-Olsson, E., Mejtoft, T. & Jahnke, I. (2015). Designing for collaborative learning expeditions by using wearable technology and smart glasses. In: O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine & S. Ludvigsen (Ed.), Exploring the material conditions of learning: the computer supported collaborative learning (CSCL), conference 2015. Paper presented at 11th International Conference on Computer Supported Collaborative Learning (CSCL), Gothenburg, Sweden, June 7-11 2015 (pp. 689-690). Göteborg, 2
Open this publication in new window or tab >>Designing for collaborative learning expeditions by using wearable technology and smart glasses
2015 (English)In: Exploring the material conditions of learning: the computer supported collaborative learning (CSCL), conference 2015 / [ed] O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine & S. Ludvigsen, Göteborg, 2015, Vol. 2, p. 689-690Conference paper, Published paper (Refereed)
Abstract [en]

Wearable web-enabled technology is the newest social fad, but in what ways is it useful in education? In this paper, we illustrate an explorative study of wearable technology for supporting collaborative learning. More specifically, university students from three different study programs collaboratively developed a gamification activity for pupils in secondary schools. The study illustrates a new way of collaborative learning towards “learning expeditions” where the students become designers for a collaborative learning situation.

Place, publisher, year, edition, pages
Göteborg: , 2015
Series
Computer-supported collaborative learning, ISSN 1573-4552 ; 2015:2
Keywords
collaboration, gamification, wearable technology, Google Glass
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-110540 (URN)978-0-9903550-7-6 (ISBN)
Conference
11th International Conference on Computer Supported Collaborative Learning (CSCL), Gothenburg, Sweden, June 7-11 2015
Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2018-06-07Bibliographically approved
Häll, L. O., Jahnke, I. & Bergström, P. (2015). Digital Didactical Designs for tablets: experiences from Finland. In: : . Paper presented at 11th International Conference on Computer Supported Collaborative Learning (CSCL), 2015. Gothenburg, Sweden.
Open this publication in new window or tab >>Digital Didactical Designs for tablets: experiences from Finland
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study explores how teachers use tablets for learning in secondary schools. The use of tablets in compulsory school education is increasing (Balanskat et al. 2013), and research is has to some extent focused on the affordances and potential of the technology. Calls have been made for research on emergent teaching designs, classroom practices and learning. Part of a larger research effort this paper draws upon observations of, and subsequent interviews with teachers using tablets in their 1:1 Finnish secondary school classrooms. This allows description and comparison of teachers and their different Digital Didactical Designs (DDD) in practice. Grounded in Jahnke's DDD model (e.g. Jahnke et al. 2013), and informed by CSCL research, this paper identifies patterns and challenges in tablet-supported didactical designs. The discussion focus on opportunities to enhance the interactions between learners and their partners that enhances tcollaborative learning with tablets in secondary school education.

Keywords
secondary school, teachers, technology, student learning, didactics, design, collaboration
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-121367 (URN)
Conference
11th International Conference on Computer Supported Collaborative Learning (CSCL), 2015. Gothenburg, Sweden
Available from: 2016-06-01 Created: 2016-06-01 Last updated: 2018-06-07Bibliographically approved
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