presentation at EUNIS2014 conference on 12th of June 2014, Umea University, Sweden

1. Digital Didactical Designs
– Re-Imagining designs for
teaching and learning using
mobile technology
Isa Jahnke, Andreas Olsson,
Anders Norberg, Lars Norqvist, Eva Mårell-Olsson
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2. 130 students got iPads launched in 2012130 students got iPads launched in 2012
Anders Norberg
PhD Student
http://iml.edusci.umu.se/ictml/
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Eva Mårell-Olsson
Post-doc

3. Our empirical studies
in higher education
• Media Tablets: 130 students got iPads launched in 2012 in teacher
education at Umeå university (Andreas Olsson)
• Telepresence Robots => various spaces and processes merge together
(Anders Norberg)
• GoogleGlass in dentist education at Umeå university
(Eva Mårell-Olsson)
• EU project PeTEX, Remote-controlled labs in Engineering HE (2009-2011)
• Teachers' conceptions of students' creativity (BMBF 2008-2011)
• Wiki course in teacher education (2008-2011)
• InPUD Computer Science study programme (NRW 2001-2005; 2009)
isa.jahnke@umu.se3

4. An alternative perspective -
ICT is more than just a tool
The physical lecture hall (seminar room) and
web-enabled mobile/wearable devices merge into
co-located multi-overlaid spaces – the
expansion of communication spaces
Co-located communication spaces
isa.jahnke@umu.se4

5. Physical classrooms Web-enabled mobile technology
Co-located
Communication spaces
affects
teaching and learning
= New forms of social interaction:
Multiply CrossActions
• Content driven assignments
=> learners ask their social online networks
New aims (ILO)
necessary
New activities
(problem-orient.)
necessary
New roles and role
reflections necessary
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• Textbook driven courses => access to the
Internet allows new forms of engaged
reflections (e.g., memorizing definitions
make no sense any more)
• Students are consumers
=> students become active
searchers for solutions
isa.jahnke@umu.se

6. Question
In co-located spaces, how do teachers design
teaching processes in practice to enable
learning?
isa.jahnke@umu.se7

7. Theoretical lens
Design is the act of giving a form to the teaching
practice; it is the act of modeling the teaching
processes (sociotechnical-pedagogically) to enable
student learning
How do the teachers design for learner-centred
classes?
isa.jahnke@umu.se8

8. Social
mobile
ICT
Teaching aims
Learning
activities
(from surface to deep
learning)
Process-based
Assessment
social roles
Digital
Didactical
Design
How do the teachers in
practice design a
constructive alignment
from teacher-centric to
learner-centred
classes?
isa.jahnke@umu.se9

9. isa.jahnke@umu.se10

10. Teaching aims
clear and visible
Learning
activities
(mainly
deep learning)
Process-based
Assessment (guided reflections)
Mobile Technology
multimodal
integration
Fostering Social
Relations and
Multiply
Roles
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11. Quality of Learning
isa.jahnke@umu.se
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12. Digital
Didactical
Design
3 layers
affect each
other
ICT ICT
ICT
ICT
Student
Teacher
Content
Teaching
objectives
Pro.-
Assessment/Feedbac
k
Learning
activities
Academic staff
development
Curriculum (+examination)
development
Institutional
strategies
1 Didactical
Interactions
2 Digital
Didactical Design
3 Didactical
Conditions
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13. DDD - design in co-located spaces
Digital Didactical Design
• From Aims (ILO) to Co-Aims: teacher ask students about
their aims and their expectations and match them to
his/her design to create a new design (my WIKI course)
• From Surface to Deeper Learning: Assignments are linked to
the world outside of the university (learning expeditions)
• From Assessment to Process-based assessment (learning
reflections): 3+ milestones during the course to adjust the
DDD dynamically
Traditional design
Biggs & Tang, 2007
• Intended learning
outcomes (ILO)
• Teaching and learning
activities
• Assessment
How to engage students?
• From Static Roles to Multiply Roles: the teacher use different
roles purposeful during her course, helping the students to take
different roles => teacher: from expert to process-mentor;
students: from consumer to producer/co-designer
• From Technology as tool to Co-located communication spaces
(new forms of social interactions)
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14. From traditional course-
based learning to learning
expeditions
Learning expeditions stand for more open-ended, problem-based learning
paths which include aims-oriented learning to master X, or explore and
understand the implications of Y, in which the learning methods and
instruments very open.
isa.jahnke@umu.se18
Learning doesn't take place in processes but in loops with back and
forths; it is not a straight ahead way rather it has detours

15. Further findings
Teachers become jongleurs of the elements;
complexity increases through technical
breakdowns which affects their pedagogical plan
Teaching was a routine activity, it is moving
towards a design project in teacher teams
isa.jahnke@umu.se
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16. The university of the
future - design thinking
Teaching in the university of the future is organized in
project teacher teams across existing disciplines
Teacher teams from different departments work
together per semester and do together a "learning
expedition" (or a lecture/seminar etc.) which is
planned/conducted in a design project
isa.jahnke@umu.se
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