Pres-mlcw2012-ectel2012-isajahnke-v1 - Preparing Didactical Designs for Learning to be Creative Using iPads
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The document discusses the integration of iPads in education to foster creativity among students, emphasizing the importance of designing supportive conditions for creative learning. It highlights the shift in teaching practices towards student-centered approaches that prioritize active engagement and the creation of new ideas. Interviews and classroom observations reveal positive outcomes such as enhanced motivation and individualized learning experiences, though it acknowledges that the project is still in its early stages.
Pres-mlcw2012-ectel2012-isajahnke-v1 - Preparing Didactical Designs for Learning to be Creative Using iPads
- 1. Preparing Didactical Designs for Learning to Be Creative Using iPads Isa Jahnke isa.jahnke@edusci.umu.se EC-TEL Workshop MLCW 19 Sept 2012 Saarbrücken
- 2. Homo Interneticus omnipresence of mobile devices 2 isa.jahnke@edusci.umu.se
- 3. The Social Construction of Creativity (the observer makes the difference) w New i eo f ne t? deas p tanc accept wha Acce – who for w hom is wh s idea at ne w? Great M Systemic appr ind understandings oach al Individu Creat bility iv Creat e person cognitive a iv Creat e process iv Creat e product ive en Differe viron nt field Colla ment differen s= borat constru t social ive cr eativ cted fo ly ity rms of creativ Enginee rs ity : creativ solution ity is to to a pro find the blem Social S VS. cientists BMBF DaVINCI project : creativ ity is to Carell & Schaller, 2010 problem find the Jahnke & Haertel, 2010 3 isa.jahnke@edusci.umu.se
- 4. 6 facets of “fostering creativity” (DaVINCI project) Carell & Schaller (2011) Haertel, Terkowsky, Jahnke (2012) 4 Jahnke & Haertel (2010) isa.jahnke@edusci.umu.se
- 5. One characteristic of creativity is • …you can’t push it! • but you can design conditions and frames to support the creation of new ideas • you can use creativity methods (e.g. deBono) • iPads: Mobile devices can help to document, share, discuss the new idea wherever you are – whenever you get the new idea! 5 isa.jahnke@edusci.umu.se
- 6. Challenges for Teaching (Schools and Higher Education) RQ 1: What are the understandings of teachers towards creativity and the use of iPads in schools? RQ 2: What do the teachers do in the practice of their classrooms? Do they apply didactical concepts to foster creativity, designs for learning where students create something? Th. Herrmann, 2009: collaborative creativity G. Fischer, 2010: learning when the answer is not known Lund & Hauge, 2011: designs for teaching; designs for learning Jahnke et al., 2012 6 isa.jahnke@edusci.umu.se
- 7. Odder (DK) together with Andreas Olsson What we have done so far Lars Norqvist 200 teachers and 2,000 students in K9 schools got 1:1 iPads in Jan. 2012 6 (of 7) schools (April 2012 & Aug 2012) •15 Classroom observations (45-90 mins. each) •13 Interviews (ca. 60 mins. each) 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 7 isa.jahnke@edusci.umu.se
- 8. Digital Didactics (framework) iPad-Didactics Teaching objectives/aims (what’s the problem students find/solve?) so ns ci ti o al la r el re Roles of at al iPads? io ci ns so Learning social relations Process-based activities Assessment/Fee (co-constructing new knowledge) dback (self-, peer-, teacher-) Biggs (2002) constructive alignment Jahnke & Kumar (2012) 8 isa.jahnke@edusci.umu.se
- 9. First impressions 3 examples 1. Transformative learning Transformation of existing “math stories”: students get the task to create “comics”; using the iPad to create the stories (App: Strip Designer) 9 isa.jahnke@edusci.umu.se
- 10. First impressions 2. Peer-Reflective learning Students write something from their childhood and reflect in peer-reviews their writing skills using Facebook; iPads deliver Internet-Access 10 isa.jahnke@edusci.umu.se
- 11. First impressions 3. 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 11 isa.jahnke@edusci.umu.se
- 12. Results There is a shift in teaching practices! •Focus on Action •Focus on “the students create something” (and reflect it) •Learning is designed in a process (not only focused on exams/test) ⇒Activating the students engagement (and pupils’ motivation) through DOING *** What the teachers have in common 1.Innovators & early adopters (Rogers 2003, Diffusion of Innovations) 2.Teaching philosophy and their passion: “learning by mistakes”; making mistakes that’s good”: “open-minded”, “tell my students, be creative”; “to challenge the students” 3.They adopted the iPad as a “booster” to design “learning to be creative” 12 isa.jahnke@edusci.umu.se
- 13. Benefits of iPads (instead laptops)? Interviewees: •“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 instead fixing the IT” •“The pupils are equal” (all have now access to facts/knowledge through the iPads/Internet) 13 isa.jahnke@edusci.umu.se
- 14. Limitations • It is only a small piece of a bigger picture • Odder project just began 14 isa.jahnke@edusci.umu.se
- 15. Conclusions • Creativity is closely connected to the creation of something. Gerhard Fischer (CSCL2009): “You can’t be creative without creating something.” If this is true, then… • …Odder is on a good way. The teachers adopt the iPad to create new designs for learning that is shifting to a ‘focus on action’ where the social relationships among the peers as well as the teacher-student relation is integrated in the designs for a situation that is unknown. Bergström (2012), Designing for the Unknown Jahnke & Kumar (2012) 15 isa.jahnke@edusci.umu.se
- 16. “There is no technology in there” “An iPad is the little baby for pupils – they are more motivated to learn” “Finally! Someone got the vision to think different” 16 isa.jahnke@edusci.umu.se
- 17. Get in contact Professor Dr. Isa Jahnke ICT, media and learning Umeå University Dep of Applied Educational Science isa.jahnke@edusci.umu.se http://www.isa-jahnke.com http://www.facebook.com/isajahnke 17 isa.jahnke@edusci.umu.se