Publications a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus. b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)

1. Designing for
iPad-classrooms -
Digital Didaktik
Isa Jahnke,
Lars Norqvist, Andreas Olsson
ECSCW2013
Cyprus
Yes, with k

2. Is there a problem?
Last years, Textbook learning
is the center of teaching
(consumer learning; passive
learning)
but how to create didactical
designs for teaching and for
learning where students
become more active, where
students become a pro-sumer
(activity-driven designs)?
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isa.jahnke@umu.se
What happens in iPad-
classrooms?
Will the textbook approach
survive, or do the teachers
apply new methods and new
designs, if yes, which ones,
how and why?

3. Study in a municipality in Denmark
6 (of 7) schools (April 2012, Aug 2012, Aug 2013)
•24 Classroom observations (45-90 mins. each)
and interviews with teachers (ca. 60 mins. each)
•Meetings with schools leaders, pedagogical leaders, etc.
= ca. 15 days from 8am-2pm data collections
Range of teaching subjects:
•Danish, Math, English, Art, Physics, Chemistry …
Range of classes
•preschool class to K-9
•10-27 students
Here we present the
classrooms of the innovative
teachers (Rogers 2003)
ECSCW: Teachers are
learners at the workplace!
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isa.jahnke@umu.se
S.Hyysalo "not rely on snap-
shot studies, encompass
multiple times/loci where
technology is shaped"

4. “There is no
technology in there”
“An iPad is the little
baby for pupils”
“Finally! Someone got
the vision to think
differently”
Teachers’ attitude towards
technology is special
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isa.jahnke@umu.se

5. enhanced by
ICT/ iPads
Teaching
objectives/aims
(problem)
Learning
activities
(constructing
knowledge,
indiv./collab.
learning;
surface/deeper)
Process based
Assessment/Fe
edback
(self-, peer-,
teacher-)
Digital Didactical Design –
How do teachers organize, recognize and foster students
progress in learning?
socialrelations
socialrelations
social relations
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isa.jahnke@umu.se
Biggs, 2003
“Constructive alignment”

6. ID 19 and ID 21
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isa.jahnke@umu.se
Timeline
From birthday
until today
Popplet
mindmap app
Chronological order
Students journeys during
summer vacation
Pages
app
What do you think
happened?

7. 5 patterns – Rethinking existing didactical
concepts when technology is implemented
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isa.jahnke@umu.se
1. Innovative iPad-classrooms
Alignment of didactics & technology (5 classes) = ipad-didactics
2. Almost innovative classrooms
(not as strong as in pattern A) (3 classes)
3. Weak alignment of Digital Didactics but learning benefit through
iPad-integration (1 class)
4. A Potential for Digital Didactics, alignment differs & medium/low
extent of iPad-use (4 classes)
5. Applied designs limited learning experiences, re-alignment of a
digital didactical design is required; better without iPads?
(2 classes)

8. ID 5
Transformative learning
Transformation of existing “math stories”: students get the task
to create “comics”; using the iPad to create the stories
(App: Strip Designer)
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isa.jahnke@umu.se

9. ID 6
Complex learning
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
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isa.jahnke@umu.se

10. ID 8
Peer-Reflective learning
Students write something
from their childhood and
reflect in peer-reviews their
writing skills using
Facebook; iPads deliver
Internet-Access
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isa.jahnke@umu.se
Facebook photo

11. ID 11 Personalized learning
(individual needs of the learners)
• students design experiments in physics (sound/light);
• other students create a mindmap first
to collect their (non-)knowledge
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isa.jahnke@umu.se

12. ID 17
Learning expeditions 1
•Students search for QR codes,
which lead them to a website
to answer questions about
Grammar (improving writing
skills)
•Combining learning outdoors
and learning in the trad.
classroom
•Meta-reflections about the
process
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isa.jahnke@umu.se
Another photo

13. ID 23
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isa.jahnke@umu.se
Learning expeditions 2
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”

14. Findings – emerged design principles
(1) Focus on action and on (co-)produce sth. –
Focus on learning processes (not exams/test only)
(2) Teachers design new learning goals beyond curriculum
driven goals:
b)explorative learning where more than one correct answer exists,
c)meta-learning: reflection on process
(3) iPad as a “booster” to making learning visible in different
products -- student choice of tasks
(4) Teachers do not use iPads as an exercise tool -- Teachers use
apps primarily not built for education: "Bring your own app"-
metaphor
®Activating students engagement through DOING***
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isa.jahnke@umu.se

15. enhanced by
ICT
T.O.
L.A. A./F.
socialrelations
socialrelations
social relations
Learning in schools
= formal settings
Curiosity driven
Problem driven
The way is unknown
Answer is not known
Curriculum driven
Planned learning
Guided activities
Answer is known
Learning outside of schools
= non- & informal settings
Learning is an active process of
constructing rather than
acquiring knowledge
You have a problem, a question,
an unsolved issued? No problem
“google” it, ask your SNS,
forums etc.
Rethinking
Digital Didactical Designs
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isa.jahnke@umu.se
Curiosity driven
Problem driven
The way is unknown
Answer is not known

16. Thanks a lot!
Professor Dr. Isa Jahnke
ICT, media and learning
Umeå University
Dep of Applied Educational Science
isa.jahnke@umu.se
http://www.isa-jahnke.com
http://www.facebook.com/isajahnke
Twitter: isaja