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  • 1.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Häll, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Kuuskorpi, Marko
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Teacher's Didactical Design in Finnish 1:1 Tablet Classrooms: Perspectives on Content and Meaning2016Inngår i: Leading Education: The Distinct Contributions of Educational Research and Researchers, European Educational Research Association, Freie Universität Berlin , 2016Konferansepaper (Fagfellevurdert)
    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?

  • 2.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Teachers' Digital Didactical Design: Towards Maker Movement Pedagogies In Tablet Mediated Learning2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper illustrates a project about digital didactical designs in one-to-one (1:1) computing classrooms in Sweden. The study focuses on schools in four municipalities with 1:1 media tablet (iPads) programs. In Sweden, there have been two major changes that have led to new situations and new challenges for schools. A new school reform started in 2011, at the same time there was a boom using mobile web-enabled technologies in teaching and learning. With the new national curriculum LGR 11 the main changes involves stronger guidance what teachers teaching should involve at the subject level, a new grading system and specific knowledge's students should achieve in school year 3, 6 and 9. The boom of mobile technologies highlights a shift away from separating Information and Communication Technology (ICT) and education (e.g. computer labs) (Henderson & Yeow, 2012) into co-located settings (De Chiara, Di Matteo, Manno, & Scarano, 2007). Mobile technology becomes part of classrooms; both merged into new spaces for learning – we call them co-expanded spaces. In general, we assume these new situations affect the designs of teaching and learning in different aspects. Results from our previous studies in Denmark indicate a shift in students' learning culture from consumption of content into production of content (Jahnke & Kumar, 2014) similar to what Hatch (2013) addresses as the maker movement culture. In this study, we explore how teachers meet the new challenges by studying the pedagogical communication. Specifically, from a Digital Didactics approach, we explore how the new situation affects didactical designs in such new settings where physical teaching and learning spaces are expanded by mobile technologies.

    Aim

    The aim of this study is to understand the teaching and learning designs-in-practice, especially the facets of such designs in co-expanded spaces. By studying the innovative teachers' didactical designs in media tablet classrooms, a particular focus is on the social relationship as a function of the teacher-student interaction and communication.

    Research questions

    1. How can the teacher-student relationships be described and understood in relation to tablet mediated learning classroom practice?

    2. How can teachers' communication about tablet mediated teaching and learning be described and understood in relation to tablet mediated classroom practice?

    3. How can the forms of teachers’ digital didactical designs be described and understood in relation to the curriculum?

    Theoretical framework

    For understanding the designs of media tablet classroom practices, we used two sets of theories. Firstly, Jahnke, Norqvist, & Olsson's (2014) approach of digital didactical design that is based on learning intentions, learning activities, assessment, and the social relations was applied for framing the analysis. In this paper the social relations constitute the teacher-student communication, which mirrors the teachers' didactical design. For understanding the teacher-student communication, Bernstein’s (2000) theory of classification and framing was applied. The concepts of classification and framing are translated into power and control relations. Classification highlights the relation between different categories. What turns a category into a unique category is its unique relationship to other categories. The uniqueness of a category is based on its specialisation e.g. teacher or student. The degree of specialisation creates boarders and a space between the categories as either strong or weak. The outcome of the classification analysis indicates practices of media tablet classrooms. These practices are further analysed through the relative concept of framing as either strong or weak. The concept of framing contributes to the understanding of the locus of control in the teacher-student relationship. The locus of control relates to several issues in the teacher student relationship, which reflects Bernstein’s concepts of selection, sequence, pacing and evaluation.

    Methodology, Methods, Research Instruments or Sources Used

    The methodology in this research project has been pre-tested in a pilot study in Denmark in 2012 to 2014. The qualitative method has been conducted to explore the teachers' designs in Swedish classrooms ranging from preschool to upper secondary school. Applying a purposeful sampling (Patton, 1990), schools were selected where teachers and pupils have been using media tablets longer than six months, preferably within a one-to-one computing program in which the pupils can also use the iPads at home. We focused on innovative teachers and early adopters (Rogers, 2003). In total we studied schools in four municipalities in Sweden in six clusters: one preschool, one preschool class (children at age 6), and classes in school years 1-3, 4-6, 7-9, and 10-12. The schools have been visited two times during the school year 2014/2015. In total we have conducted 20 classroom observations and teacher interviews. Data collection The classroom observations were conducted of 2-3 observers. The field notes were developed, as close as possible to the observation, into thick descriptions (Kullberg, 2004) that are described as narrative, describing, analysing and interpreted. After the observations the thick descriptions were discussed until an agreement was reached among the researchers. During the observations the observer take notes, photos, short video recordings. Each lesson lasted between 40-60 minutes. The subjects range from Native Language, Math, Science, English, Spanish and Social studies. The class sizes were around 20 to 25 students in each class. The observations were followed up with teacher interviews. For the teacher interviews, a half-structured interview guide were used that is divided into five themes with sub-questions: (1) background (age, gender, years as teacher, teaching subjects; first "thought" when implementing iPads); (2) the teachers teaching; (3) Learning (4) Assessment (5) magic wizard offers three wishes (what would teacher wish). The interviews were conducted by at least two researchers; audio-recorded and transcribed. Each interview lasted for about 60 minutes. Conclusions, Expected Outcomes or FindingsFindings from the innovative media tablet classrooms indicate two sets of didactical designs. The first set of didactical design demonstrates a majority of blurred boarders between categories, ranging from teachers' organisation of desks in the classroom to the software applications used in teaching and learning. The second set of didactical designs illustrates designs based on clear boarders between categories, which indicates strong power relationships. These two sets of relationship between categories create two kinds of social relationship in the classroom. Media tablet classrooms based on weak classification indicates a pedagogical practice that involves students' decision making to a greater extent than in classrooms based on strong classification. The weak classification between categories in the classrooms becomes the underpinning framework for didactical designs where the media tablets are integrated for making products. The making of products demonstrates students' influence regarding the selection and sequence of content, for example when making films. With regard to the learning intentions in the curriculum, in students' creative work, the teachers' support student learning by using explicit and implicit criteria for keeping the right track in students' learning. An important issue concerns the sociological notion of sharing resources involving signs of changed communication and interaction patterns in the classrooms.

  • 3.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Teachers' Digital Didactical Design: Towards Maker Movement Pedagogies In Tablet Mediated Learning2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation reports on the results of the first round of data collection in an ongoing research project about teachers' didactical design with media tablets. A qualitative approach was taken that aimed to understand the teachers' enacted didactical design-in-practice. Three research questions scrutinize the teachers’ form of didactical designs, the teachers' communication and the social relationships in relation to tablet mediated teaching and learning. In total, 15 K-12 education classrooms were observed and documented by text, sound and photos. The results demonstrate classrooms where ICT can be taken for granted based on the precondition of 1:1 computing, WiFi, cloud services and production of content. Further, the results indicate a diverse and complex practice based on a modified relationship between teachers and students.

  • 4.
    Buchem, Ilona
    et al.
    Beuth University of Applied Science Berlin, Berlin, Germany.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Pachler, Norbert
    Institute of Education, University of London, London, UK.
    Special Issue on Mobile Learning and Creativity: Current Concepts and Studies2013Inngår i: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 5, nr 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Internationally, there is a growing body of research related to mobile learning dedicated to the design, implementation and evaluation of mobile learning tools and scenarios (Buchem et al., 2011). However, whilst some studies within the socio-cultural framework address important aspects such as user-generated contexts (Pachler et al., 2010), ownership and changed power relations (Traxler, 2011), the role of mobile learning for fostering creativity is still an under-explored and under-researched area. As such, the relationship between mobile learning and creativity is ambiguous and in need of attention. This Special Issue aims to contribute to this developing area of knowledge and practice while locating mobile learning with a socio-culturally orientated approach proposed by Pachler, Bachmair and Cook (2010). The papers in this volume contribute particularly to the role of mobile learning for fostering creativity. They explore the relationship between learning and creativity in different contexts (for instance, formal education, workplace learning, informal learning), and analyse ways in which mobile media and methods applied to in the design of mobile learning may – or may not – foster creative learning.

  • 5. Goggins, S.
    et al.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Herrmann, T.
    Computer-Supported Collaborative Learning at Work: CSCL@Work - Bridging Learning and Work2013Inngår i: CSCL 2013 conference proceedings volume 2: short papers, panels, posters, demos & community events / [ed] Nikol Rummel, Manu Kapur, Mitchell Nathan, Sadhana Puntambekar, 2013, s. 436-440Konferansepaper (Fagfellevurdert)
    Abstract [en]

    We created an interdisciplinary workshop to explore principles of computer-supported collaborative learning in work settings. The workshop's theme was, simply CSCL at work. Our first workshop at ACM Group 2010, the 2 nd at ACM Group 2012, and the resulting book, raise an important set of issues and potentials for research, but does not solve the thorny and controversial issues. This workshop wanted to make progress on the identified issues. The CSCL@Work workshop was a half-day workshop devoted to sharing innovative approaches and discussing solutions aimed at understanding studying and designing 'learning at work' supported by digital/mobile technologies. We selected the CSCL conference as an ideal venue for a workshop on this topic because the North American and European communities who participate in the Learning Sciences include leading members of the international CSCL communities. The workshops at ACM group focused more on CSCW whereas this proposed workshop on CSCL2013 included CSCL researchers. It started with contextualizing the current situation. Then, participant questions and proposed solutions aimed at the issues we have raised and begun to recognize. We focused on working groups, an approach, which supports knowledge building. To participate in the workshop, discussants was asked for a position paper of up to 2 pages in standard CSCL conference format. Our edited book was made available to participants in advance, and selected authors provided overviews of their work and perspective in an interleaved way with the more action oriented working sessions.

  • 6.
    Goggins, Sean
    et al.
    College of Information Science and Technology, Drexel University, Philadelphia .
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    CSCL@Work: Computer-Supported Collaborative Learning at the Workplace: Making Learning Visible in Unexpected Online Places Across Established Boundaries2013Inngår i: Computer-Supported Collaborative Learning at the Workplace: CSCL@Work / [ed] S. P. Goggins, I. Jahnke & V. Wulf, Springer-Verlag New York, 2013, s. 1-20Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    We introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a conceptual framework for bridging the knowledge of researchers in the field of CSCL to work-based learning. Research in the field of Organizational Learning emerged in 1978, and gathered increased attention beginning in the 1990s when the questions were focused on how to create a culture and practices for sharing existing knowledge within a firm. In addition to managing existing knowledge sharing, managing the creation of new knowledge is important for firms today. But are they able to create new knowledge when the answer to a problem is not available? What cultures of learning exist to support this? Contemporary answers to these questions must recognize that learning is an implicit, often invisible component of work. Some firms even avoid the term “learning.” From the cases presented in this book titled, CSCL@Work, we derived three theses: (1) Learning occurs in unexpected and unusual online learning places through social media. (2) Learning activities incorporate feedback from diverse sources, which are not available within traditional organizational boundaries. (3) Making learning visible across established boundaries is necessary in this new age. Designing explicit construction of new knowledge needs to be integrated into workplace practices today through pedagogical and technological design.

  • 7. Goggins, Sean
    et al.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Wulf, Volker
    Computer-Supported Collaborative Learning at the Workplace: CSCL@Work2013Bok (Annet vitenskapelig)
  • 8.
    Goggins, Sean P
    et al.
    Drexel University, USA.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    CSCL@work: making learning visible in unexpected online places across established boundaries2012Inngår i: International Journal of Sociotechnology and Knowledge Development, ISSN 1941-6253, Vol. 4, nr 3, s. 17-37Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a conceptual framework for bridging the knowledge of researchers in the field of CSCL to work-based learning. Research in the field of Organizational Learning emerged in 1978, and gained further attention in the 1990’s when challenges centered on the creation of organizational cultures to support existing knowledge sharing. In contemporary firms, shepherding the creation of new knowledge is of equal importance, and is driven by two primary research questions. First, how do organizations create new knowledge when the answer to a particular problem is not available within the firm? Second, what cultures of learning must and do exist to support solving problems when the answer is not known within an organization? Contemporary answers to these questions must recognize that learning is an implicit, often invisible component of work, and explicitly decouple the construct of learning from its main western institutionalization, the school. To advance thinking in this area, we undertook a meta analysis of 8 CSCL@Work cases and developed 3 design theses: 1) Learning occurs in unexpected and unusual online learning places, especially through Social Media. 2) Learning activities incorporate feedback from diverse people, who are not available within traditional organizational boundaries; 3) learning must be made visible across established boundaries. Designing explicit construction of new knowledge needs to be integrated into workplace practices today through pedagogical and technological design.

  • 9. Haertel, Tobias
    et al.
    Terkowsky, Claudius
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Where have all the inventors gone?: Is there a lack of spirit of research in engineering education curricula?2012Konferansepaper (Fagfellevurdert)
  • 10. Herrmann, Thomas
    et al.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Role Making and Role Taking in Learning2012Inngår i: Encyclopedia of the Sciences of Learning (ESL) / [ed] Seel, Norbert, New York: Springer, 2012, s. ?-?Kapittel i bok, del av antologi (Fagfellevurdert)
  • 11.
    Häll, Lars O
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Digital Didactical Designs for tablets: experiences from Finland2015Konferansepaper (Fagfellevurdert)
    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.

  • 12.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). Information Science and Learning Technologies at the University of Missouri, USA.
    Digital didactical designs: teaching and learning in CrossActionSpaces2016Bok (Fagfellevurdert)
    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.

  • 13.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). School of Information Science and Learning Technologies (SISLT, iSchool), University of Missouri, USA.
    Digitales Didaktisches Design: Jongleure und Prozess-Designer2015Inngår i: Epistemic and Learning Cultures at the University of the 21 Century: Wohin sich Universitäten entwickeln / [ed] I. Langemeyer, M. Fischer & M. Pfadenhauer, Juventa Verlag, 2015, s. 167-188Kapittel i bok, del av antologi (Fagfellevurdert)
  • 14.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Hochschuldidaktik 2.0?: Digitale Didaktische Designs für kollaboratives and kreatives Lehren und Lernen2014Inngår i: Kommunikation und Kollaboration: Methoden und Chancen für die Lehre / [ed] Ewa Darmstätter, Alexander Schnücker, Kristina Seibert, Siegen: Kompetenzzentrum der Universität Siegen , 2014, s. 7-54Kapittel i bok, del av antologi (Fagfellevurdert)
  • 15.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    How to Foster Creativity in Technology Enhanced Learning?2011Inngår i: Social Media Tools and Platforms in Learning Environments: Present and Future / [ed] Bebo White, Irwin King & Philip Tsang, Springer Berlin/Heidelberg, 2011, s. 95-116Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Creativity-fostered learning in higher education enhanced by social media is described. The fostering of creativity in teaching and learning is illustrated by three examples; a) a European project about experimental online learning in production engineering (PeTEX), b) a longitudinal study about informal learning supported by online forums in a computer science faculty (InPUD), and c) a mind mapping scenario supported by a Web 2.0 tool. Aspects and conceptions towards a framework about fostering creativity in higher education regarding Mediaenhanced education are illustrated.

  • 16.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Informal Learning via Social Media: Preparing for Didactical Designs2013Inngår i: Science and the Internet / [ed] A. Tokar, M. Beurskens, S. Keuneke, M. Mahrt, I. Peters, C. Puschmann, T. van Treeck, K. Weller, Düsseldorf: Düsseldorf University Press , 2013, s. 59-72Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The paper argues that didactical designers, teachers, and researchers can learn from informal learning situations to build a meaningful learning experience in formal education. By illustrating three research projects, five theses will be outlined in order todescribe the shift from traditional teaching to“learning to be creative.

  • 17.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Preparing didactical designs for learning to be creative using iPads2012Inngår i: Workshop "Mobile Learning and Creativity" (MLCW), 2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Creativity is socially constructed and is not an objective fact at all. How do people socially construct creativity in a specific context like schools; what does creativity consist of with regard to teaching and learning from the teachers’ perspective and how can it be supported? From our projects, one in the field of creativity in higher education and a second about iPad-classrooms in Danish schools, we present and discuss didactical concepts with regard to ‘learning to be creative’ using mobile devices what we call iPad-Didactics.

  • 18.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Socio-technical Learning2012Inngår i: Encyclopedia of the Sciences of Learning (ESL) / [ed] Seel, Norbert, New York: Springer, 2012, s. ?-?Kapittel i bok, del av antologi (Fagfellevurdert)
  • 19.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Teaching Practices in iPad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity2013Inngår i: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 5, nr 3, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Creativity is socially constructed and is not an objective fact at all. How do teachers perceive students’ creativity and how can they foster students’ creative learning? From two case studies, one in higher education and a second on iPad-classrooms in schools, the paper reflects on didactical concepts for creativity using mobile devices. Interviews, classroom observations and qualitative data were analyzed. The results reveal that the most creativity has been observed when the teacher designed such activities for mobile learning where no correct solution is available. When there is a shift from traditionally separating ICT and education to new co-located settings where mobile devices and education merged into new learning expeditions, then there is a need to rethink traditional Didactics towards Digital Didactical Designs bridging ‘learning what is known’ (curriculum-driven learning) and ‘learning when the answer is not known’.

  • 20.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Technology-embraced informal-in-formal learning2012Inngår i: 21st Century Learning for 21st Century Skills / [ed] A. Ravencroft, S. Lindstaedt, C. Delgado Kloos, D. Hernandez-Leo, Berlin: Springer, 2012, s. 395-400Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Informal learning takes usually place outside of a formal task given by a teacher. A characteristic is that a person has an unsolved issue and starts searching for answers. To what extent can we transfer such a 'motivation to learn' into formal education? In 2002, an online, open and free, forum at a university has been launched for around 2,000 students at a computer science study program (CS). Users got the opportunity to co-construct new knowledge about issues what they want like content of courses, open issues or self-organization. Designed in that way, the online forum provides an informal learning space. What kinds of informal learning activities take place? Studying the forum from a role-based approach, one conclusion is that the iForum activates the conative level of learning. The term conation by Kolbe in 1990 refers to a concrete action; the learner does not only know but s/he really acts, s/he is willing, s/he is doing to do. This aspect of learning is often neglected in formal schooling where cognitive learning “learning what” and “textbook knowledge” is more focused. With an iForum the conation of learners can be partly re-activated.

  • 21.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Lindwall, Krister
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Paulsson, Fredrik
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Vinnervik, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Understanding, reflecting and designing learning spaces of tomorrow2012Inngår i: Proceedings of IADIS Mobile Learning 2012 / [ed] I. Arnedillo Sánchez & P. Isaías, IADIS Press, 2012, s. 147-156Konferansepaper (Fagfellevurdert)
    Abstract [en]

    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.

  • 22.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. University of Missouri-Columbia.
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Häll, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Kumar, Swapma
    University of Florida.
    Digital Didactical Designs as research framework: iPad integration in Nordic schools2017Inngår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 113, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 23.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). School of Information Science and Learning Technologies (SISLT, iSchool), University of Missouri, USA.
    Cerratto-Pargman, Tessy
    Stockholm University.
    Furberg, Anniken
    University of Oslo, Norway.
    Järvelä, Sanna
    Oulu University, Finland.
    Wasson, Barbara
    Bergen University, Norway.
    Changing teaching and learning practices in schools with tablet-mediated collaborative learning (#TMCL15): Nordic, European and International views2015Inngår i: 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, s. 889-893Konferansepaper (Fagfellevurdert)
    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.

  • 24.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Haertel, Tobias
    TU Dortmund, Hochschuldidaktisches.
    Wie kommt die Kreativitätsförderung in die Hochschullehre?2011Inngår i: Zeitschrift für Hochschulentwicklung, ISSN 2219-6994, Vol. 6, nr 3, s. 238-245Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    To date, very little attention has been paid to fosterting creativity in higher education. The project “DaVinci – Fostering Creativity in Higher Education” was designed to address this issue. This paper presents the results of the empirical research and contrasts it with the initial practical experience with higher education teacher workshops and student courses designed to foster creativity. The tension between the expectations of students and teachers emerged as a crucial point, particularly in situations where teachers have to grade student work.

  • 25.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Haertel, Tobias
    Centre for higher education, TU Dortmund University, Dortmund, Germany.
    Wildt, Johannes
    Centre for higher education, TU Dortmund University, Dortmund, Germany.
    Teachers' conceptions of student creativity in higher education2017Inngår i: Innovations in Education & Teaching International, ISSN 1470-3297, E-ISSN 1470-3300, Vol. 54, nr 1, s. 87-95Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 26.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Haertel, Tobias
    Hochschuldidaktisches Zentrum, Technische Universität Dortmund.
    Winkler, Michael
    Hochschuldidaktisches Zentrum, Technische Universität Dortmund.
    Sechs Facetten der Kreativitätsförderung in der Lehre: empirische Erkenntnisse2011Inngår i: Der Bologna-Prozess aus Sicht der Hochschulforschung: Analysen und Impulse für die Praxis / [ed] Sigrun Nickel, CHE gemeinnütziges Centrum für Hochschulentwicklung , 2011, , s. 293s. 138-152Kapittel i bok, del av antologi (Fagfellevurdert)
  • 27.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Kumar, Swapna
    University of Florida.
    Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes2014Inngår i: Journal of Digital Learning in Teacher Education, Vol. 30, nr 3, s. 81-88Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This research presents five examples of how teachers integrated iPads into their classrooms, as part of a larger study of 15 Danish classrooms. Classroom observations and interviews with teachers revealed the use of multiple apps and a focus on creativity, production, and collaboration in the learning process. We discuss the results in the context of digital didactical designs that are needed when integrating mobile devices into teaching and learning.

  • 28.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Kumar, Swapna
    IPad-Didactics: Didactical Designs for iPad-classrooms: Experiences from Danish Schools and a Swedish University2014Inngår i: The New Landscape of Mobile Learning: Redesigning Education in an App-based World / [ed] Charles Miller, Aaron Doering, Routledge, 2014Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 29.
    Jahnke, Isa
    et al.
    Zentrum für HochschulBildung, Dortmund.
    Kunzendorf, MartinaMattick, Volker
    eLEARNing TUDo 2011: Kreativ Lehren und Lernen mit digitalen Medien2011Collection/Antologi (Annet vitenskapelig)
  • 30.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Liebscher, Julia
    Universität Duisburg-Essen.
    Mobile Endgeräte und Kreativität: Der Ansatz einer kreativitätsförderlichen Didaktik2012Inngår i: Hamburger elearning Magazin, Vol. 9, s. 18-20Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 31.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Liebscher, Julia
    Universität Duisburg-Essen.
    Mobile Learning: Szenarien, Potenziale und Grenzen für die betriebliche Weiterbildung2011Inngår i: Weiterbildung - Zeitschrift für Grundlagen, nr 5, s. 34-37Artikkel i tidsskrift (Fagfellevurdert)
  • 32.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Liebscher, Julia
    Duisburg-Essen University, Centre for Higher Education and Quality Development (ZFH), Germany.
    Towards a Didactical Design Using Mobile Devices to Encourage Creativity2013Inngår i: Enhancing Learning in the Social Sciences, ISSN 1756-848X, Vol. 5, nr 1, s. 51-64Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Mobile devices (iPods) were used to investigate whether technical devices can support students in terms of group co-ordination and work organisation. The investigation involved a postgraduate course in industrial design at a German university. During one phase of the project, spread over some weeks, the student task required collaborative work connected to the corporate practice of an industrial firm. However, the implementation of the iPod project was deemed a failure. In this article we outline the study and give explanations as to why the mobile device usage did not seem to support learning. The project failure arose from limited ‘anywhere–anytime didactics’ and an apparently incorrect interpretation of the students’ needs. This has led to the formulation of a new ‘creativity-supported didactic’ to enhance learning with mobile devices which can be usedin further work.

  • 33.
    Jahnke, Isa
    et al.
    University of Missouri.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mejtoft, Thomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Organizing teaching in project teacher teams across established disciplines using wearable technology: digital didactical designing, a new form of practice2016Inngår i: Organizing academic work in higher education: teaching, learning, and identities / [ed] Liudvika Leisyte and Uwe Wilkesmann, Routledge, 2016, s. 169-185Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 34.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Designs of Digital Didactics: What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The  approach  of  “Digital  Didactical  Designs”  (Jahnke,  Norqvist, &  Olsson 2013;Norberg & Jahnke, 2013) sounds promising to support a changing perspectiveon designs  for  teaching  and  learning.  It  uses  the  European  tradition  of  Didaktik  and scrutinizes  teaching  and  learning  as  socially  constructed  forms  of  social  practices.There is a difference between the theories of designing for learning and doing it. Our empirical studiesin Denmark and Sweden explore key principles,a) new learning goals where  more  than  one  correct  answer  exists,  b)  focus  on  learning  as  a  process  in informal-in-formal  learning  using  guided  reflections,  c)  making  learning  visible  in different products. Course-based learning turns into learning expeditions.

  • 35.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Tablettien Käytön Digitaalis-Didaktist Mallit Kouluissa: TVT on enemmäm kuin pelkkä työkalu2015Inngår i: Digitaalinen oppiminen ja oppimisympäristöt / [ed] Marki Kuuskorpi, Tampere: Juvenes Print – Suomen Yliopistopaino Oy , 2015, s. 65-85Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [fi]

    Vuonna 2012 seitsemään kouluun Odderin kunnassa Tanskassa hankittiin tabletit. Noin 2000 iältään 6–16 vuotiasta oppilasta sekä noin 170 opettajaa saivat käyttöönsä henkilökohtaiset tabletit niin sanotun 1:1 ohjelman puitteissa (yksi tabletti per oppilas). Tutkija-ryhmämme aloitti työn koulujen parissa. Ensimmäinen tavoite oli ymmärtää opettajien didaktisia malleja. Miten opettajat käyttävät tabletteja, mihin tarkoituksiin ja miksi? Näihin kysymyksiin etsittiin vastauksia eri menetelmillä, joita olivat mm. syvähaastattelu, luo-kan observointi, ryhmätapaamiset opettajien ja oppilaiden kans-sa sekä verkkokysely. Olemme tehneet töitä kyseisten koulujen kanssa yli kolme vuotta. Kerromme yksityiskohtaisesti viiden eri oppitunnin opetuskäytännöistä ja -kokemuksista. Teknologian in-tegrointi määritellään digitaalis-didaktisen mallin kautta joka poh-jautuu sosio-teknis-pedagogiseen näkemykseen opetuskäytänteis-tä. Tutkimuksemme osoitti, että TVT on enemmäin kuin pelkkä työkalu ja että TVT ja luokkahuoneet ovat yhdistymässä joksikin uudeksi kokonaisuudeksi – uudeksi kommunikointi- ja viestintä-ympäristöksi.

  • 36.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital Didactics: Scaffolding a New Normality of Learning2013Inngår i: Open Education 2030: contributions to the JRC-IPTS Call for Vision Papers. Part III: Higher Education, - , 2013, s. 129-134Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Higher education is like an old building that is being constantly augmented with new technological fixes, but the authors propose that it is time to radically question and rethink education, to build a new house from bottom up in order to construct a new normality, which we propose to call “Digital Didactics”.

  • 37.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Designing for iPad-classrooms2013Inngår i: Proceedings of the European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus, 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Our study explores Digital  Didactics  Designs  using  mobile  technology  in  colocated settings. What kinds of digital didactical designs do teachers apply in their iPadclasses  in  schools? Classroom  observations  and  qualitative  data  were  collected  in aDanish community where 200  teachers  and  2,000  students  aged  6-16  use  iPads  in classrooms implemented  in  2012.  Based  on  the  theoretical  framework  called  Digital Didactics (DD),  five  patterns  of  Digital  Didactical  Designs and  following  the  innovative designs,  three  key  aspects  could  be  explored:  The  teachers’  digital  didactical  designsembrace a) new learning goals where more than one correct answer exists, b) focus on learning as a process in informal-in-formal learning spaces, c) making learning visible in different products (e.g., text, comics, podcasts). The study informs system developers for mobile learning applications in schools and teachers as workplace designers.

  • 38.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital Didactical Designs in iPad-Classrooms2013Inngår i: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 8095, s. 611-612Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Traditionally, Information and Communication Technology (ICT) "has been segregated from the normal teaching classroom" P[12], e.g. in computer labs. This has been changed with the advent of smaller devices like iPads. There is a shift from separating ICT and education to co-located settings in which digital technology becomes part of the classroom. This paper presents the results from a study about exploring digital didactical designs using iPads applied by teachers in schools. Classroom observations and interviews in iPad-classrooms in Danish schools have been done with the aim to provide empirical evidence on the co-evolutionary design of both, didactical designs and iPads. The Danish community Odder has 7 schools where around 200 teachers and 2,000 students aged 6-16 use iPads in a 1: 1 iPad-program. Three key aspects could be explored: The teachers' digital didactical designs embrace a) new learning goals where more than one correct answer exists, b) focus on producing knowledge in informal-in-formal learning spaces, c) making learning visible in different products (text, comics, podcasts etc.). The results show the necessity of rethinking traditional Didaktik towards Digital Didactics.

  • 39.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital didactical designs in iPad-classrooms2013Inngår i: Scaling up Learning for Sustained Impact: 8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013. Proceedings / [ed] Davinia Hernández-Leo, Tobias Ley, Ralf Klamma, Andreas Harrer, Springer Berlin/Heidelberg, 2013, s. 611-612Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Traditionally, Information and Communication Technology (ICT) "has been segregated from the normal teaching classroom" [12], e.g. in computer labs. This has been changed with the advent of smaller devices like iPads. There is a shift from separating ICT and education to co-located settings in which digital technology becomes part of the classroom. This paper presents the results from a study about exploring digital didactical designs using iPads applied by teachers in schools. Classroom observations and interviews in iPad-classrooms in Danish schools have been done with the aim to provide empirical evidence on the co-evolutionary design of both, didactical designs and iPads. The Danish community Odder has 7 schools where around 200 teachers and 2,000 students aged 6-16 use iPads in a 1:1 iPad-program. Three key aspects could be explored: The teachers' digital didactical designs embrace a) new learning goals where more than one correct answer exists, b) focus on producing knowledge in informal-in-formal learning spaces, c) making learning visible in different products (text, comics, podcasts etc.). The results show the necessity of rethinking traditional Didaktik towards Digital Didactics.

  • 40.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital Didactical Designs of Learning Expeditions2014Inngår i: Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings / [ed] Cristoph Rensing, Sara de Freitas, Tobias Ley, Pedro J. Muños-Merino, 2014, s. 165-178Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Current studies on media tablets illustrated that mobile technology may improve learning when truly integrated into learning settings. The question remains what truly integrated means, how it might be operationalized. In a study of Scandinavian classrooms, the question was how teachers adopt and integrate media tablets in their teaching practices in order to provide learning opportunities for their students. Seven K-9 schools implemented media tablets for around 2,000 students aged 6-16 and ca. 170 teachers in a 1:1 programme launched in 2012 (one tablet per student). Mixed methods, interviews, classroom observations and online surveys have been applied. The findings illustrate new forms of teaching practices. Studying technology integration from the angle of a socio-technical-pedagogical practice, it reveals the interrelationship of teaching processes and quality of learning. This study shows five forms of Digital Didactical Design in practice, which affect tablet-mediated learning expeditions – most of the designs boost learning, others restrict learning.

  • 41.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Svendsen V., Niels
    Dept. of Communication & Psychology, Aalborg University.
    Johansen K., Simon
    Dept. of Communication & Psychology, Aalborg University.
    Zander, Pär-Ola
    Dept. of Communication & Psychology, Aalborg University.
    The Dream About the Magic Silver Bullet: the Complexity of Designing for Tablet-Mediated Learning2014Inngår i: ACM GROUP 2014, conference proceedings, Sanibel Island, Florida, USA, ACM Press, 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In  this  paper, we  report  three  cases  of  the  integration  of technology, such  as web-enabled media  tablets  in Scandinavianschools. Both qualitative and quantitative data have been applied.A  daily  challenge  for  teachers  is  to  coordinate  their  group  of students in  a way  that  enables collaborative  learning. We  report the gaps and interrelations between the dreams and the practice of the  teachers. They dream  about an interconnected  praxis – the magic  silver  bullet  –  and  establish  their  visions  of  interconnectivity because  of  their  breakdown  experiences  of  media tablets aiding complexity instead of reducing it. The teachers must learn how to navigate during the breakdowns before media tablets reduce complexity and reach a state in which the tablets take part in the classroom ecology as functional organs. The teachers have to deal with complex situations during class in situ. In order to be able to continue with the class, the teachers become jongleurs of different design elements including the handling of the didactical designs  and the breakdowns  caused  by  the integration of media tablets; the  teaching  practice in  classrooms moves  away  from  a common routine activity and turns into a design project.

  • 42.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Sülzenbrück, Sandra
    Avanzi, Roberto
    Meyer zu Heringdorf, Frank
    Enzner, Gerald
    Hofmann, Viola
    Schmuck, Beate
    Voss-Dahm, Dorothea
    Mensch 3.0: Risikokompetenz und Risikowahrnehmung im Umgang mit neuen Technologien2011Inngår i: Wissensgemeinschaften. Digitale Medien - Öffnung und Offenheit in Forschung und Lehre / [ed] Thomas Köhler, Jörg Neumann, Waxmann Verlag, 2011, s. 47-58Kapittel i bok, del av antologi (Fagfellevurdert)
  • 43.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Terkowsky, Claudius
    Pleul, Christian
    Wechselwirkungen hochschuldidaktischer Konzepte in fachbezogenen, Medien-integrierten Lehr-/Lernkulturen: Forschungsbasierte Gestaltung2011Inngår i: Fachübergreifende und fachbezogene Hochschuldidaktik / [ed] Isa Jahnke & Johannes Wildt, W. Bertelsmann Verlag, 2011, s. 177-192Kapittel i bok, del av antologi (Fagfellevurdert)
  • 44.
    Jahnke, Isa
    et al.
    Center for Research on Higher Education and Faculty, Dortmund University.
    Terkowsky, Claudius
    Center for Research on Higher Education and Faculty, Dortmund University.
    Pleul, Christian
    Institute of Forming Technology and Lightweight, Dortmund University.
    Tekkaya, Erman A.
    Institute of Forming Technology and Lightweight, Dortmund University.
    Platform for E-Learning and TelemetricExperimentation (PeTEX).: Tele-Operated Laboratories for Production EngineeringEducation2011Inngår i: Proceedings of EDUCON, Amman/Jordan 2011, 2011Kapittel i bok, del av antologi (Fagfellevurdert)
  • 45.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Wildt, Johannes
    Fachbezogene und fachübergreifendeHochschuldidaktik2011Bok (Fagfellevurdert)
    Abstract [de]

    Die Beiträge des Sammelbandes thematisieren das Ineinandergreifen fachbezogener und fachübergreifender Hochschuldidaktik. Sie regen dazu an, sich über den Tellerrand des eigenen Faches hinaus mit anderen Fachkulturen zu befassen.Hierdurch werden wechselseitige Anregungen zur Innovation von Lehre und Studium im gesamten Spektrum der Fachkulturen geschaffen. Die Komplexität von Bildung, Ausbildung und Hochschule wird abgebildet.

  • 46.
    Kunzendorf, Martina
    et al.
    Technische universität Dortmund.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mit digitalen Medien zur Berufsbildung 3.0: Modernisierungsmöglichkeiten beruflicher Bildung für Jugendliche im Internetzeitalter2014Inngår i: Berufsbildung, Zeitschrift für Praxis und Theorie in Betrieb und Schule, nr 145, s. 7-10Artikkel i tidsskrift (Fagfellevurdert)
  • 47. Liebscher, Julia
    et al.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Ansatz einer kreativitätsfördernden Didaktik für das Lernen mit mobilen Endgeräten2012Inngår i: Digitale Medien: Werkzeuge für exzellente Forschung und Lehre / [ed] G. Csanyi, F. Reichl & A. Steiner, Münster: Waxmann Verlag, 2012, s. 211-222Konferansepaper (Fagfellevurdert)
  • 48.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Google Glass in Dental Education at Umeå University2014Konferansepaper (Annet vitenskapelig)
  • 49.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Janke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Wearable Technology in a Swedish Dentistry Study Programme: Potential and Challenges of Google Glass2014Inngår i: ECTEL2014 workshop "Creative Mobile Learning and Teaching" #cmlt14: EC-TEL 2014 workshop on innovative uses of mobile and wearable technologies to support creativity in learning and teaching. / [ed] Ilona Buchem, Isa Jahnke, John Cook, Dimitris Apostolou, Neil Maiden, 2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this workshop, we report and demonstrate the use of new emergent technology in higher education. We present the example of Google Glass in a dentistry study programme at a Swedish University. The technology has been adopted for supporting the communication among teachers and students and to bridge the different places and spaces in which they study and work. With the explorative study, we want to illustrate the potential of technology and how it can be adopted for higher education. This implies a re-design of teaching and learning. Moreover, the empirical study shows that we need to radical think through our established concepts of ICT-enhanced, technology-enhanced learning ways from course-based learning into creative learning expeditions.

  • 50.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mejtoft, Thomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). School of Information Science and Learning Technologies (SISLT, iSchool), University of Missouri, USA.
    Designing for collaborative learning expeditions by using wearable technology and smart glasses2015Inngår i: 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, s. 689-690Konferansepaper (Fagfellevurdert)
    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.

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