Rev2020 Remote Engineering conference

@isaja
Active and Student-
Centered Learning
With Technologies
Prof. Dr. Isa Jahnke
@REV2020 in Athens, GA
February 28th, 2020

@isaja
University of Missouri
Established 1839

@isaja
Teaching
• Traditional teaching (lectures, seminars) since 2001
• First blended/hybrid learning course: 2002
• First fully online learning course: 2015 (M.Sc online since 2003)
Professor
• TU Dortmund, Germany (2008-2011) – pre-tenure
• Umea University, Sweden (2011-2015) – post-tenure
• University of Columbia MO (USA) (2015-active) – post-tenure
Research
• Educational researcher: Focus on Learning Technologies
• Interdisciplinary Ph.D. in Informatics and Social Science
• STEM / Engineering Education researcher

@isaja
Higher education
• InPUD, technology-embraced informal-in-formal learning
(Germany, NRW grant: 2001-2004; 2005-2009) (Jahnke, 2012)
• DaVINCI, creativity in higher education
(BMBF grant, 2008-2011) (Jahnke, Haertel, & Wildt, 2017)
• PeTEX, Remote labs in engineering education
(EU grant, 2008-2011) (Jahnke et al., 2011; Terkowsky et at., 2012)
• AR / GoogleGlass project, dentistry education, Eva Marell-Olsson
(Marell-Olsson, Meitoft, & Jahnke 2019)
• LeXMizzou, AR-enhanced located-based games for learning (app)
(Mizzou IIFund 2016-2017) (Ringbauer et al., 2016)
Middle schools
• 1:1 Tablet classrooms in DK, SWE, FIN, and MO
(Swedish Research Council grant, 2014-2016) (Jahnke et al., 2017)
User eXperience / Usability (my ielab.Missouri.edu)
• NSF Cybersecurity, sociotechnical systems, Honestbroker/KBCommons (2018-2020)
• Alert-System Implementation in an Elderly Care Facility, C.of Engineering (2019-2020)
• Mobile-Microlearning with School of Journalism (2017-2019)
• Socio-technical-pedagogical heuristics for technology-enhanced learning (2018-2019)
Learning technologies –
research projects (selection)

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Now what?
We can design for learning…

@isaja
… they change how we communicate, express, share,
receive information, collaborate, connect, network,
learn …
Web-enabled technologies or Information Communication
Technologies (ICTs) change conditions and ways of human
interaction…
We are living in CrossActionSpaces …

@isaja
Classroom
/ Course
Classroom /
Course
Digital-enhanced classroom:
Physical and online spaces are
merging
We go to college/university
because of
getting access to learning processes
Twitter, FB,
GroupApps, …
Interactive/Live
Broadcasting, …
Websites,
Blogs, …
and
more
Traditional classroom:
Separation
We went to college/univ.
because of
getting access to information
CrossActionSpaces
Published in:
Jahnke (2015)

@isaja
Physical, online spaces, and web-enabled technologies
are merging into new spaces where human action
happens: co-expanded co-located communication and
interaction spaces
Jahnke, 2015
Routledge
CrossActionSpaces

@isaja
What kind of learning
in CrossActionSpaces?
Artist: Ralf Jahnke-Wachholz
… with active, student centered
learning strategies…
Shift from teacher thinking
onto student thinking …
… where the answer is
not known.

@isaja
Active Learning
increases positive student learning outcomes and student
performance
Why active learning?
What is active Learning?
Freeman et al., 2014
Chi, 2009: Active-Constructive-Interactive
Hodges, L.C. (2018). Contemporary issues in group learning in
undergraduate science classrooms: A perspective from student
engagement. CBE-Life Sciences Education, 17(2), es3.
https://www.lifescied.org/doi/full/10.1187/cbe.17-11-0239
Activity-based model of instruction
Students don’t learn because the instructor does some
activity but students learn through their own activity

@isaja
Passive Active, student centeredActive, teacher centered
Lecture Lecture with iClicker Students produce artifacts
Higher order thinking skills,
e.g., analyzing, creating
What course design does
support active
student centered learning?
Active and student centered
learning
Examples
Lower order thinking skills,
e.g., recall, understanding
Skills
learned

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Active learning strategy (one of many):
Meaningful learning
Howland, Jonassen, & Marra, 2012
New book: “Meaningful Online Learning” 2018

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Active Learning with technology
(not: learning from technology)
Jonassen, 1996
Learning from
technologies
Learning about
technologies
Learning with
technologies
Drill and practice, tutorials,
memorizing (passive
learning)
Computer literacy Active learning,
higher order learning skills
• Learner has no input into
the process,
• students are controlled by
the technology
• Learning about how to
use the technology,
• to understand how the
computer works
• Intellectual partnership,
• computer enhances learner
thinking /learning
Computer program is
programmed to teach the student,
to direct activities toward the
acquisition of prespecified
knowledge or skills
Memorizing parts of facts about
technologies is relatively
meaningless; better would be to
understanding results from using not
memorizing
Technology use to extend cognitive
functioning during learning and
engage learners in cognitive
operations while constructing
knowledge that they would not
otherwise been capable of.
Video-recorded
lecture
Students use technology
as mindtools

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A course (re)-design
framework
for active student-centered learning:
Digital Didactical Design - DDD
Published in:
e.g., Jahnke (2015),
Jahnke et al. (2017)

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Teaching goals Visible & clear to your students?
Where can students read them?

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Learning
activities
• Authentic
• Active
• Constructive
• Collaborative
• Intentional
Teaching goals

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Learning
activities
Teaching goals
Assessment as iterative process
Process-based/formative assessment?
When do you give feedback during the process?
Self-reflection/peers/teacher feedback?

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Learning
activities
Teaching goals
Roles / social
relations (human
interaction)
Students are active agents, co-designer;
Instructors are not only experts but
learning-companions
(coach & empowerment, Prensky)

@isaja
Learning
activities
Teaching goals
Web-enabled technologies
Not substitute for textbooks
Use technologies to produce something
(learning WITH not FROM)
Roles / social
relations (human
interaction)

@isaja
Web-enabled
technologies
When designing for active and student-
centered learning with technologies,
how do you know, your design is on the
’right’ (usable) way?
Learning
activities
Teaching goals
Roles / social
relations (human
interaction)

@isaja
Outer circle=5
Inner circle=1
1
2
3
4
5
From traditional classrooms (inner circle=1)
to
active, student-centered practices (outer circle=5)
Web-enabled
technologies
Learning
activities
Teaching goals
Roles / social
relations (human
interaction)

@isaja 2
DDD component Description of Coding scheme
Character of
Teaching goals/ILO and
intended/expected learning
outcomes: clear and visible?
TA/ILO
1= Not clear, not visible, no communication about teaching aims or learning intentions; focus on content
2=
3= Oral communication
4=
5= Teaching aims are clear and visible for students; intended learning outcomes in forms of development of skills; a source
is available where the students can go and read aims and objectives; at best, co-aims of students are included, students know
the criteria for learning progress (available right form the start).
Character of
Learning activities: towards
producing in engaged,
authentic, deep, open
settings?
LA
1= Students hear what teachers read from the textbook (surface learning only; e.g. remembering/ repetition of facts);
theoretical problems without connecting it to a real world problem
2=
3= In-between (…) – signs are: students are not so engaged, too much time for doing other things (e.g. playing cards
instead)
4=
5= Learning activities have a range from surface to deep learning: students produce something, engaged classrooms,
collaboration with peers; the activities are connected to the students world and include a real-world problem (e.g. everyday
experience); a real audience, students critically reflect on existing content (e.g. evaluating/creating/making), relate
knowledge to new knowledge; “organize and structure content into coherent whole” (Marten & Säljö, 1979), students are
engaged in producing, using the Internet or other sources beyond the physical school walls (signs of crossactions)
Character of assessment:
process-based?
ASM
1 = Feedback only at the end (summative feedback); character of the feedback is rather summative, not formative
2=
3= Feedback during the class (not only technical help) by coincidence; teacher only gives feedback when they ask for
support; passive support
4=
5= Criteria for a learning progress are visible for students from the beginning of the learning process; Feedback/feed-
forward at the end but mainly process-based assessment for learner’s development; a plan exists for how the teacher creates
pro-assessment (formative evaluation); a range of forms such as self-assessment; peer-reflective learning and feedback by
the teacher, e.g. students document learning (electronically; a map or text, etc.), the teacher asks them to go back and reflect.
Character of
Social relations: multiple
roles (not only consumers?)?
RO
1= Teacher is in the traditional role of the expert only; students are only seen as consumers (of solving closed questions and
tasks where only one correct answer is possible)
2=
3= Teacher is in 1-2 roles but spends majority of time as expert; teacher does not support student engagement to be active
4=
5= TEACHER plays different roles, e.g., expert, process mentor, learning-companion, coach, she fosters students to be in
different roles such as consumers, producers, collaborators, critical reflectors, etc.; teacher engages students; teacher
activates the students to change their roles; STUDENTS are in several roles, e.g. teachers for their peers, finding own
learning aims, creating own learning tasks, etc., teacher supports student reflection of roles and development of new roles.
Character of
Web-enabled technology/
tablets for crossactions?
TAB
1= Low extent, drill and practice; students work primarily alone when using technology, not related to the real world (e.g.,
technology is substitute for pen and paper)
2=
3= Medium extent (e.g., new technology is substitute for existing media; for example, tablet substitutes a laptop)
4=
5= High extent, multimodal, beyond writing texts, camera app, digital paintings, apps for collaborative creation; students
construct, share, create, publish their knowledge (to a real audience); students use online resources, actively select topics
beyond the limitations of even the best school library, signs of crossaction (using online world to solve a learning activity).

@isaja
Evaluate your plan and
evaluate your practice!
Access to the self-assessment tool :
https://www.isa-jahnke.com/teaching
by
• self-assessment
• peers
• Students

@isaja
Use checklist 1
during your planning phase!
Access the checklist:
https://www.isa-jahnke.com/teaching

@isaja
Examples of pedagogies for
active and student centered
learning

@isaja
PeTEX, remote lab (e.g., Terkowsky et al., 2013 CSCL@Work)

@isaja
• What kind of active learning pedagogy does PeTex
apply?
• How to redesign PeTEX into active and student
centered learning?
PeTEX
Published in:
e.g., Jahnke, Terkowsky et al. (2010)

@isaja
LeXMizzou –
location-based AR gamified learning
https://lexmizzou.wordpress.com/
Ethics Game
The learner navigates through campus,
protect campus visitors while also navigating difficult ethical situations,
questioning the very nature of right and wrong.
Will you make the right choice?

@isaja
• Communication channel in lectures
(e.g., polleverywhere.com)
• Places off campus
(e.g., construction of bridges: go to
existing bridges)
• Students create artifacts (team-based)
(e.g., Berlin wall app)
Three types of course designs
using mobile devices
Active still teaching centered
Active and student centered
Published in:
Jahnke & Liebscher (2020)

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An online course
example

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Log in to Canvas 8 weeks
6 Modules
Learning with web-based technologies
M.Sc. students (teachers, …)

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Each Module has:
Overview of readings, literature and assignments
in this module (1-2 weeks)

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Activity-based model of
instruction
Plan Ahead
After course completion,
students are able to do …
Weekly modules
Assessment
Syllabus - elements

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Modules
Mod-1
Intro-
duction
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
Project
(2 weeks)
Mod-5
Reflec-
tion
Mod-1a) Introduce yourself by creating a
video, 1-2mins. (4 points)
Mod-1b) Discussion of terminologies such
as Learning and Web-based Technologies
(4 points)
Week 1
Week 1:
Listen to the Intro Slides
in Voicethread

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Modules
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
LwI project
(2 weeks)
Mod-6
Reflec-
tion
Mod-2a: Discussion of challenges and pitfalls (4 points)
Mod-2b: Start to design for meaningful collaborative learning with
technologies (20 points)
Week 2

@isaja
Modules
Mod-3a: Discussion of roles and Group
Dynamics (4 points)
Mod-3b: Team Project: Collaborative
Meaningful Learning Project (20 points)
Week 3-4
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
LwI project
(2 weeks)
Mod-6
Reflec-
tion

@isaja
Modules
Mod-4: How to Design for Learning (4 points)
Week 5
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
LwI project
(2 weeks)
Mod-6
Reflec-
tion

@isaja
Mod-5: Individual Project:
Learning With Web-based
Technologies (30 points)
Apply what you have learned
In your context and report!
Week 6-7
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
LwI project
(2 weeks)
Mod-6
Reflec-
tion
Modules

@isaja
Mod-6:
Final Week
Reflection
Statement
(5 points)
Week 8
Mod-2
Your first
ideas
Mod-3
Team work
(2 weeks)
Mod-4
Design for
learning
Mod-5
LwI project
(2 weeks)
Mod-6
Reflec-
tion
Modules

@isaja
Assessment: each week (process-based)
Feedback to student work (grading) –resubmit 1x
1. Click on the assignment
link (here: Mod-2b), then
a new window opens:
2. read my comments
(“test”)
3. add your comments

@isaja
Course design
pedagogy active and student centered learning
technology ”with”, not “from”, technology
the social humanizing the hybrid/online space

@isaja
Traditional teaching is conceptualized as a routine activity;
Future: Teaching is turning into a co-design project
Traditional teaching views the instructors as subject matter expert
Future: Teachers are learners at the teaching-workplace
Implications
(Goggins, Jahnke, & Wulf, 2013)

@isaja
Higher/engineering education…
… teacher teams across disciplines
(e.g., our study with Eva Mårell’s GoogleGlass/AR with three different study programs)
… designs for active and student centered learning processes
… learning with technologies (not ‘from’ techn.)
… don’t forget to humanizing the online/hybrid spaces!
„knowledge is not the destination
but an ongoing activity”
(Jonsson et al., 2013)

@isaja
The first principle of true teaching is that
Nothing can be taught
(Oscar Wilde)
….and this means:
Happy applying!
(don’t forget to collect data to study the
learner experience and learning outcomes)

@isaja
Prof. Dr. Isa Jahnke
& Director of the Information Experience Lab
Email
jahnkei@missouri.edu
Website
http://www.isa-jahnke.com

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Rev2020 Remote Engineering conference