2014 09-26-nettbrett--skolan-norway-v2-web.pptx
DESCRIPTION
Dr. Isa Jahnke is professor at University of Umeå and will present several examples of how teachers integrate iPads into their classrooms, as part of a larger study of Danish schools (K-9) in Odder, where all 2,000 pupils and around 180 teachers use iPads started in 2012. Classroom observations and interviews with teachers revealed the use of multiple apps and a focus on creativity, production, and collaboration. Her empirical studies explore key principles, a) new learning goals where more than one correct answer exists, b) focus on learning as a project using guided reflections, c) making learning visible in different products. Traditional course-based learning turns into learning expeditions.TRANSCRIPT
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Digital Didactical Designs in Practice
Isa Jahnke
Nettbrett i skolen, Norge 26 Sept 2014
http://iml.edusci.umu.se/ictml/
Eva Mårell Post-doc
Peter Bergström Post-doc
Anders Norberg PhD student and Educational Technologist
Lars Häll Post-Doc & Educational Technologist
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Datum Sidfot 2
Umeå
What the cleaning person is seeing...
http://www.sycmu.com/2012/11/26/classroom-blackboard-teacher-sees-students/
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Danish municipality
• Media tablets • a 1:1 programme; one tablet per pupil • in 7 schools • all 2,000 pupils and 170 teachers • started in Jan 2012 and: Swedish schools: started this year (funded by VR.se) Finnish schools: started this year Norwegian Schools?
Research question - how to support tablet-mediated learning?
A) To what extent and how do the teachers support what kind of learning in media tablet classrooms? B) What is learning from the pupils' perspective?
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Research steps
• School visits in April 2012, Aug 2012, Aug 2013, Aug2014 – one week per visit – 24 classroom observations and interviews with teachers, – meetings with leaders and task force, qualitative data – follow up in Aug 2014 (+4 classrooms) =28 classrooms
• 3 online questionnaires: Sept2012, March2013, March2014 – 18 items – Limesurvey online
• Students’ perspectives on learning situations, Dec 2013 – photo-based group interviews
• Teachers’ perspectives on learning, Aug 2014 – group interviews
Range of subjects and grades
Range of teaching subjects: Danish, Math, English, Art, Physics, … Range of classes (14-25 pupils): • preschool classes (grade 0) • 1st grade, Math • 1st grade, Natural science • 2nd grade, Math • 2nd grade Natur & Teknik • 3rd grade Danish • 1st-3rd grade, Danish • 1st-3rd grade, History, Math, Nature • 6th grade English • 6th grade, Music • 7th grade, Danish • 8th grade, Danish/Arts • 9th grade, Physics • ....
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Question to all of you Who is using right now a device with Internet access? lofoten picture
An alternative perspective – ICT is more than just a tool
The physical classroom and web-enabled mobile devices merge into multi co-located spaces – the expansion of communication spaces Co-located communication spaces
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Classroom
Separation between learning spaces outside schools and…
Classroom
….Co-located communication spaces
Classroom and learning spaces outside schools merge together…
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Purpose
In co-located communication spaces, we wanted to know, how the teachers design teaching-in-practice to enable student learning
Theoretical lens
Design is the act of giving a form to the teaching practice; it is the act of modeling the teaching processes (sociotechnical-pedagogical) to enable student learning
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Digital Didaktik 3 layers affect each other
ICT ICT ICT
ICT Student
Teacher
Content
Teaching aims (ILO)
P.-Assessment/Feedback
Learning activities
Academic staff development
Curriculum (+examination)
development
Institutional strategies
1 Didactical Interactions
2 Digital Didactical Design
3 Didactical Conditions
Social mobile ICT
Teaching aims
Learning activities
Process-based Assessment
socia
l roles
social roles
social roles
Digital Didactical Design includes 5 components
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Fostering Social Relations and Multiply Roles
Learning activities (mainly deep learning)
Teaching aims clear and visible
Outer circle=5 Inner circle=1
From teacher-led classrooms (inner circle) to learner-centric learning situations (outer circle)
Mobile Technology multimodal integration
Process-based Assessment (guided reflections)
Learning activities (mainly deep learning)
Process-based Assessment
Mobile Technology multimodal integration
Fostering Social Relations and Multiply Roles
ID 11 Physics class
Teaching aims clear and visible
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Learning activities (mainly deep learning)
ID 8 Danish writing (Fb) Process-based Assessment
Teaching aims clear and visible
Mobile Technology multimodal integration
Fostering Social Relations and Multiply Roles
Process-based assessment
ID 12 creating a digital pres (geography)
Teaching aims clear and visible
Mobile Technology multimodal integration
Learning activities (mainly deep learning)
Fostering Social Relations and Multiply Roles
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Process-based assessment
ID 14 writing a story
Mobile Technology multimodal integration
Teaching aims clear and visible
Learning activities (mainly deep learning)
Fostering Social Relations and Multiply Roles
Process-based assessment
ID 9 creating a mindmap (biology f)
Mobile Technology multimodal integration
Teaching aims clear and visible
Learning activities (mainly deep learning)
Fostering Social Relations and Multiply Roles
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5 forms (16 of 24 classrooms towards learner-producing approaches)
• Media-tablet didactics Alignment of all five elements towards learner-centric learning situations (11 classes) • Digital didactics
(alignment but not as strong as in pattern A) (5 classes) • Benefit of tablet integration
didactical design differs but learners’ benefit through ipad use (1 class)
• Potential for Digital Didactical Designs alignment differs & medium/low extent of iPad-use (4 classes) • Re-Design - Applied designs limited learning experiences,
considering of re-alignment; better without iPads? (3 classes)
Matrix for Different Forms of Learning
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Preschool class and 5th grade • Students read a traditional book and write a book review; using
Bookcreator to make that review, a collection of all reviews made by the students into one book (preschool class)
• Creating a Booktrailer (5th grade)
Educreation in math 3rd grade Educreations app for applying different math strategies in small groups
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"Explains everything" 4th graders
Students got the task to explains the other students what a “verb” , “adjective” and “noun” is En kjole – kjolen – flere kjolen – alle kjolerene A dress – to dress – several dresses - all dresses
• App “Explains everything” • Students created storyboard and
showcase incl. sound and visualization (product is a brief animated video)
• Small teams “outdoors”
Peer-Reflective Learning 7th grade Students write something from their childhood and reflect in peer-reviews their writing skills using FB; iPads deliver Internet-Access
Discussion Forum
here writing something
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QR code “improving grammar skills” 7th grade
• Pupils searched for QR codes, which lead them to a website to answer questions about grammar
• Combining learning outdoors and learning in the trad. Classroom • Reflections about the process
Collaborative Learning 8th grade Students collect ‘provocative’ painting in a museum; Assignment: to analyze and discuss what the audience could say and writing a report in small groups
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Videos in physics, 9th grade
collaborative producing of videos about experiments in physics
Implications – a shift in teaching practices? (1)
Teachers' designs for learning... • Focus on action: Teachers activate the pupils' engagement through "producing" • Process-oriented learning (and teachers as didactical process designers) • Information seeking in classrooms via online spaces: => bringing the real world into the schools
• Connecting the learning process to a real audience • Different places
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Implications – a shift in teaching practices? (2)
Teachers' designs for learning...
• Designing for Learning: more than one correct answer or strategy is possible • Supporting learners to make learning processes visible – documenting the learning steps; "pupils express themselves in different ways"
• choices of learning activities; "different ways are possible to build a product"
• Different apps that are not built for education and combining traditional resources (books,pen, whiteboard...) and different apps
= the mindset is on the move towards learning expeditions
From traditional course-based learning to learning expeditions
Learning expeditions stand for rather open-ended, problem-based learning paths which include aims-oriented learning to master X, or explore and understand the implications of N, in which the learning methods and instruments are very open, that take place in sociotechnical co-located communication spaces with reflecting peers where process-based assessment supports the learning progress.
Learning does take place in loops with back and forths; it is not a straight ahead way, rather it has detours
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Digital Didactical Designs in Co-located communication spaces
Teachers are becoming jongleurs of different elements; complexity increases through technical breakdowns which affect their pedagogical plan (Jahnke, Svendsen, Johannsen, Zander, 2014) For a long time, teaching has been understood as a routine activity, it is moving and turning into a design project in teacher teams Teachers are collaborative learners at the workplace
"require teachers to undertake more complex reasoning than before in their planning and practice" (Webb & Coxx, 2007)
Results Over last three years a) more than 50% of the teachers actively integrate the tablets – positive trend b) pupils' view: more than 30% of the learning situations are connected to the
tablets Didactical changes – positive trend
o tablets useful for collaboration (Q2) o wide range of different activities (Q3) o pupils present learning outcomes in new ways (Q5) o students as producers (90%), creating new ideas (70%)
Social changes
o Teacher’s role has changed (Q7) o Student motivation (82%)
Attention? • Some teachers (not many) do concern about a negative effect on social
relationships (16%/B2) more than last year (9%/B1) -- Collaboration-Dilemma?
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• Developing a variety of digital didactical designs (pluralism)
" Media Tablet as a “booster” for discussions about different ways of designing for teaching and learning
" Do not use media tablets as an “exercise tool” where pupils sit alone in the corner to repeat sth.
• An organizational strategy incl. meta-reflection for teachers • Discussing and developing teacher roles and student roles (there
are different expectations!)
• Teachers, lead users, ped. leaders, students, etc. discuss together what good learning situations are - discuss it in your school
Implications for schools
Benefits of media tablets? Teachers' view
• “It’s easy” (e.g., “My old father use it, too”) • “It works” • "It’s mobile – “Pupils can bring it home” • “It is not time consuming” • “I don’t need to organize the laptops where always software
was missing or out of battery” • “I have more time for my pupils for individual guiding” • “The pupils are equal” (all have now access to facts/knowledge
through the tablets/Internet)
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“The biggest challenge with the iPad-project is to know when to shut it off"
Isa Jahnke, Lars Norqvist, Andreas Olsson (2014). Digital Didactical Designs of Learning Expeditions. In: The 9th ECTEL2014 conference proceedings (full paper) Our website for further information http://iml.edusci.umu.se/ictml/
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Contact
Professor Dr. Isa Jahnke ICT, media and learning Umeå University Dep of Applied Educational Science
[email protected] Website http://www.isa-jahnke.com http://iml.edusci.umu.se/ictml/