Preparing Didactical Designs for Learning to be Creative Using iPads (iPad-Didactics, Digital Didactical Design; Didactic Design)

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
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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
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4. 6 facets of “fostering creativity”
(DaVINCI project)
Carell & Schaller (2011)
Haertel, Terkowsky, Jahnke (2012)
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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!
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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
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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
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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)
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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
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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
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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”
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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)
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14. Limitations
• It is only a small piece of a bigger picture
• Odder project just began
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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”
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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
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