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  • 1.
    Buchem, Ilona
    et al.
    Beuth University of Applied Science Berlin, Berlin, Germany.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Pachler, Norbert
    Institute of Education, University of London, London, UK.
    Special Issue on Mobile Learning and Creativity: Current Concepts and Studies2013In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 5, no 3Article in journal (Refereed)
    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.

  • 2. Goggins, S.
    et al.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Herrmann, T.
    Computer-Supported Collaborative Learning at Work: CSCL@Work - Bridging Learning and Work2013In: CSCL 2013 conference proceedings volume 2: short papers, panels, posters, demos & community events / [ed] Nikol Rummel, Manu Kapur, Mitchell Nathan, Sadhana Puntambekar, 2013, p. 436-440Conference paper (Refereed)
    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.

  • 3.
    Goggins, Sean
    et al.
    College of Information Science and Technology, Drexel University, Philadelphia .
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    CSCL@Work: Computer-Supported Collaborative Learning at the Workplace: Making Learning Visible in Unexpected Online Places Across Established Boundaries2013In: Computer-Supported Collaborative Learning at the Workplace: CSCL@Work / [ed] S. P. Goggins, I. Jahnke & V. Wulf, Springer-Verlag New York, 2013, p. 1-20Chapter in book (Other academic)
    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.

  • 4. Goggins, Sean
    et al.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Wulf, Volker
    Computer-Supported Collaborative Learning at the Workplace: CSCL@Work2013Book (Other academic)
  • 5.
    Goggins, Sean P
    et al.
    Drexel University, USA.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    CSCL@work: making learning visible in unexpected online places across established boundaries2012In: International Journal of Sociotechnology and Knowledge Development, ISSN 1941-6253, Vol. 4, no 3, p. 17-37Article in journal (Refereed)
    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.

  • 6. Haertel, Tobias
    et al.
    Terkowsky, Claudius
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Where have all the inventors gone?: Is there a lack of spirit of research in engineering education curricula?2012Conference paper (Refereed)
  • 7. Herrmann, Thomas
    et al.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Role Making and Role Taking in Learning2012In: Encyclopedia of the Sciences of Learning (ESL) / [ed] Seel, Norbert, New York: Springer, 2012, p. ?-?Chapter in book (Refereed)
  • 8.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Hochschuldidaktik 2.0?: Digitale Didaktische Designs für kollaboratives and kreatives Lehren und Lernen2014In: Kommunikation und Kollaboration: Methoden und Chancen für die Lehre / [ed] Ewa Darmstätter, Alexander Schnücker, Kristina Seibert, Siegen: Kompetenzzentrum der Universität Siegen , 2014, p. 7-54Chapter in book (Refereed)
  • 9.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    How to Foster Creativity in Technology Enhanced Learning?2011In: Social Media Tools and Platforms in Learning Environments: Present and Future / [ed] Bebo White, Irwin King & Philip Tsang, Springer Berlin/Heidelberg, 2011, p. 95-116Chapter in book (Refereed)
    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.

  • 10.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Informal Learning via Social Media: Preparing for Didactical Designs2013In: 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, p. 59-72Chapter in book (Refereed)
    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.

  • 11.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Preparing didactical designs for learning to be creative using iPads2012In: Workshop "Mobile Learning and Creativity" (MLCW), 2012Conference paper (Refereed)
    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.

  • 12.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Socio-technical Learning2012In: Encyclopedia of the Sciences of Learning (ESL) / [ed] Seel, Norbert, New York: Springer, 2012, p. ?-?Chapter in book (Refereed)
  • 13.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Teaching Practices in iPad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity2013In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 5, no 3, p. 1-17Article in journal (Refereed)
    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’.

  • 14.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Technology-embraced informal-in-formal learning2012In: 21st Century Learning for 21st Century Skills / [ed] A. Ravencroft, S. Lindstaedt, C. Delgado Kloos, D. Hernandez-Leo, Berlin: Springer, 2012, p. 395-400Conference paper (Refereed)
    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.

  • 15.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Lindwall, Krister
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Andreas
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Paulsson, Fredrik
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Vinnervik, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Understanding, reflecting and designing learning spaces of tomorrow2012In: Proceedings of IADIS Mobile Learning 2012 / [ed] I. Arnedillo Sánchez & P. Isaías, IADIS Press, 2012, p. 147-156Conference paper (Refereed)
    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.

  • 16.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Haertel, Tobias
    TU Dortmund, Hochschuldidaktisches.
    Wie kommt die Kreativitätsförderung in die Hochschullehre?2011In: Zeitschrift für Hochschulentwicklung, ISSN 2219-6994, Vol. 6, no 3, p. 238-245Article in journal (Refereed)
    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.

  • 17.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Haertel, Tobias
    Hochschuldidaktisches Zentrum, Technische Universität Dortmund.
    Winkler, Michael
    Hochschuldidaktisches Zentrum, Technische Universität Dortmund.
    Sechs Facetten der Kreativitätsförderung in der Lehre: empirische Erkenntnisse2011In: Der Bologna-Prozess aus Sicht der Hochschulforschung: Analysen und Impulse für die Praxis / [ed] Sigrun Nickel, CHE gemeinnütziges Centrum für Hochschulentwicklung , 2011, , p. 293p. 138-152Chapter in book (Refereed)
  • 18.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Kumar, Swapna
    University of Florida.
    Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes2014In: Journal of Digital Learning in Teacher Education, Vol. 30, no 3, p. 81-88Article in journal (Refereed)
    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.

  • 19.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Kumar, Swapna
    IPad-Didactics: Didactical Designs for iPad-classrooms: Experiences from Danish Schools and a Swedish University2014In: The New Landscape of Mobile Learning: Redesigning Education in an App-based World / [ed] Charles Miller, Aaron Doering, Routledge, 2014Chapter in book (Other academic)
  • 20.
    Jahnke, Isa
    et al.
    Zentrum für HochschulBildung, Dortmund.
    Kunzendorf, MartinaMattick, Volker
    eLEARNing TUDo 2011: Kreativ Lehren und Lernen mit digitalen Medien2011Collection (editor) (Other academic)
  • 21.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Liebscher, Julia
    Universität Duisburg-Essen.
    Mobile Endgeräte und Kreativität: Der Ansatz einer kreativitätsförderlichen Didaktik2012In: Hamburger elearning Magazin, Vol. 9, p. 18-20Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Liebscher, Julia
    Universität Duisburg-Essen.
    Mobile Learning: Szenarien, Potenziale und Grenzen für die betriebliche Weiterbildung2011In: Weiterbildung - Zeitschrift für Grundlagen, no 5, p. 34-37Article in journal (Refereed)
  • 23.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Liebscher, Julia
    Duisburg-Essen University, Centre for Higher Education and Quality Development (ZFH), Germany.
    Towards a Didactical Design Using Mobile Devices to Encourage Creativity2013In: Enhancing Learning in the Social Sciences, ISSN 1756-848X, Vol. 5, no 1, p. 51-64Article in journal (Refereed)
    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.

  • 24.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Mårell-Olsson, Eva
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Norqvist, Lars
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Andreas
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Designs of Digital Didactics: What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?2014Conference paper (Other academic)
    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.

  • 25.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Norberg, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Digital Didactics: Scaffolding a New Normality of Learning2013In: Open Education 2030: contributions to the JRC-IPTS Call for Vision Papers. Part III: Higher Education, - , 2013, p. 129-134Chapter in book (Other academic)
    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”.

  • 26.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Norqvist, Lars
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Andreas
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Designing for iPad-classrooms2013In: Proceedings of the European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus, 2013Conference paper (Refereed)
    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.

  • 27.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Norqvist, Lars
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Andreas
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Digital Didactical Designs in iPad-Classrooms2013In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 8095, p. 611-612Article in journal (Refereed)
    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.

  • 28.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Norqvist, Lars
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Andreas
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Digital didactical designs in iPad-classrooms2013In: 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, p. 611-612Conference paper (Refereed)
    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.

  • 29.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Norqvist, Lars
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Andreas
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Digital Didactical Designs of Learning Expeditions2014In: 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, p. 165-178Conference paper (Refereed)
    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.

  • 30.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (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 Learning2014In: ACM GROUP 2014, conference proceedings, Sanibel Island, Florida, USA, ACM Press, 2014Conference paper (Refereed)
    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.

  • 31.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (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 Technologien2011In: Wissensgemeinschaften. Digitale Medien - Öffnung und Offenheit in Forschung und Lehre / [ed] Thomas Köhler, Jörg Neumann, Waxmann Verlag, 2011, p. 47-58Chapter in book (Refereed)
  • 32.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Terkowsky, Claudius
    Pleul, Christian
    Wechselwirkungen hochschuldidaktischer Konzepte in fachbezogenen, Medien-integrierten Lehr-/Lernkulturen: Forschungsbasierte Gestaltung2011In: Fachübergreifende und fachbezogene Hochschuldidaktik / [ed] Isa Jahnke & Johannes Wildt, W. Bertelsmann Verlag, 2011, p. 177-192Chapter in book (Refereed)
  • 33.
    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 EngineeringEducation2011In: Proceedings of EDUCON, Amman/Jordan 2011, 2011Chapter in book (Refereed)
  • 34.
    Jahnke, Isa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Wildt, Johannes
    Fachbezogene und fachübergreifendeHochschuldidaktik2011Book (Refereed)
    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.

  • 35.
    Kunzendorf, Martina
    et al.
    Technische universität Dortmund.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Mit digitalen Medien zur Berufsbildung 3.0: Modernisierungsmöglichkeiten beruflicher Bildung für Jugendliche im Internetzeitalter2014In: Berufsbildung, Zeitschrift für Praxis und Theorie in Betrieb und Schule, no 145, p. 7-10Article in journal (Refereed)
  • 36. Liebscher, Julia
    et al.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Ansatz einer kreativitätsfördernden Didaktik für das Lernen mit mobilen Endgeräten2012In: Digitale Medien: Werkzeuge für exzellente Forschung und Lehre / [ed] G. Csanyi, F. Reichl & A. Steiner, Münster: Waxmann Verlag, 2012, p. 211-222Conference paper (Refereed)
  • 37.
    Norberg, Anders
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Are you Working in the Kitchen?: European Perspectives on Blended Learning2014In: Blended learning: research perspectives, volume 2 / [ed] Charles Dziuban, Charles Graham, Anthony G. Picciano, Routledge, 2014, p. 251-267Chapter in book (Other academic)
  • 38.
    Norqvist, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Olsson, Andreas
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    The Learners' Expressed Values of Learning in a Media Tablet Learning Culture2014In: 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] Rensing, C., de Freitas, S., Ley, T., Munoz-Merino, P.J., 2014, p. 458-463Conference paper (Refereed)
    Abstract [en]

    What do learners value as learning and how does this value relate to the use of mobile technology? Inspired by Stimulated Recall and Photo Eliciting, 207 K-9 students took photos (a total of 283 photos) of what they considered learning situations. Using these photos as starting points, we conducted 21 group interviews that generated 293 utterances. From these utterances, seven themes were generated that shows how the learners expressed their values of learning in a rich and diverse way. Without asking explicitly about technology, 33% of the utterances addressed the adoption of media tablets. These statements also revealed that when the learners personally "see" a perceived value for them as individuals, then they label the situation as learning. This study's findings show that identifying what young learners value as learning per se should be considered when designing teaching and learning towards learner-friendly active environments for pro-sumers. These findings also open the door for developing alternative ways for evaluating projects in schools that integrate educational technology.

  • 39.
    Pleul, Christian
    et al.
    TU Dortmund.
    Terkowsky, Claudius
    TU Dortmund.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Tekkaya, A. Erman
    TU Dortmund.
    Tele-operated Laboratory Experiment in Engineering Education: The Uniaxial Tensile Test for Material Characterization in Forming Technology2011In: Using Remote Labs in Education / [ed] J. García Zubía & Gustavo R. Alves, Bilbao: University of Deusto Press , 2011, p. 323-348Chapter in book (Refereed)
  • 40.
    Terkowsky, Claudius
    et al.
    Center for Higher Education (zhb) / Engineering Education Research Group, TU Dortmund University.
    Jahnke, Isa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Pleul, Christian
    Institute of Forming Technology and Lightweight Construction (IUL) / Faculty of Mechanical Engineering, TU Dortmund University.
    May, Dominik
    Center for Higher Education (zhb) / Engineering Education Research Group, TU Dortmund University.
    Jungmann, Thorsten
    Center for Higher Education (zhb) / Engineering Education Research Group, TU Dortmund University.
    Tekkaya A., Erman
    Institute of Forming Technology and Lightweight Construction (IUL) / Faculty of Mechanical Engineering, TU Dortmund University.
    PeTEX@Work:: Designing CSCL@Work for Online Engineering Education2013In: Computer-Supported Collaborative Learning at the Workplace: CSCL@Work / [ed] S. P. Goggins, I. Jahnke & V. Wulf, Springer-Verlag New York, 2013, p. 269-292Chapter in book (Other academic)
    Abstract [en]

    This chapter reflects on the finalized EU-funded project PeTEX-platform for e-Learning and Telemetric Experimentation aimed at designing and prototyping a CSCL platform-system for developing, implementing, and delivering educational and training programs in the field of manufacturing engineering. The main challenge for the PeTEX project team was to transform actual laboratory test beds, domain specific content and social interaction modes into a web-mediated socio-technical system in order to bring together learning and workplace as CSCL@Work. The designed learning system is based on Moodle and includes distributed tele-operated experimentation facilities, educational content and socio-technical affordances to provide the basis for an international large-scale online learning community. For this purpose the project team developed and established new collaborative learning approaches for students and professionals within the ICT-based system. This chapter gives an overview on the fundamental theoretical principles as well as important steps and results of the participatory design approach applied during the project’s lifetime. It concludes with a set of new tasks and challenges to be considered in future systems.

1 - 40 of 40
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