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Isa Jahnke

University of Münster, Department of Education, Faculty Member

TU Dortmund, Hochschuldidaktisches Zentrum, Alumnus

University of Missouri Columbia, Education, Faculty Member

Umeå University, Applied educational science, Faculty Member

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My up-to-date publications in Google Scholar : https://scholar.google.de/citations?user=NG7zEFkAAAAJ&hl=de and on my website https://www.isa-jahnke.com/publications/

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Kanupriya Singh

University of Missouri Columbia

Zoroayka V Sandoval

University of Texas at Brownsville

Dijana Plantak Vukovac

University of Zagreb

Walter Nakamura

Petri Nokelainen

Tampere University

University of Dar es Salaam

Zoroayka Sandoval

University of Texas - Rio Grande Valley

Panagiotis Zaharias

Open University of Cyprus

Judy Van Biljon

University of South Africa

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Papers by Isa Jahnke

SOCIOTECHNICAL-PEDAGOGICAL HEURISTICS

OLJ, 2021

Online courses often include interface designs that do not support a positive learner experience.... more Online courses often include interface designs that do not support a positive learner experience. Literature shows a variety of heuristics to detect issues of online courses. While heuristic-based inspection of usability is a dominant method for evaluating digital systems, these methods cannot be easily transferred to online courses. To close this gap, we identified an initial set of social, technical, and pedagogical related items, in short STP heuristics based on literature. Next, we analyzed this set using empirical data from two online courses. In total, we analyzed 195 problems with the goal to substantiate a final set of 14 STP heuristics. This new set allows for efficiently evaluating online courses by supporting evaluators and instructional designers in uncovering the most crucial issues and improving the learner experience. Finally, based on this work, we discuss a definition of learner experience for the emerging field of learner experience design and research.

Digital didactical designs: Re-imagining designs for teaching and learning using media tablets

Isa Jahnke, Andreas Olsson, Anders Norberg, Lars Norqvist 1 Umea University, Dep. of Applied Educ... more Isa Jahnke, Andreas Olsson, Anders Norberg, Lars Norqvist 1 Umea University, Dep. of Applied Educational Sciences, IML, Sweden, isa.jahnke@umu.se 2 Umea University, Dep. of Applied Educational Sciences, IML, Sweden, andreas.olsson@umu.se 3 Umea University, Dep. of Applied Educational Sciences, IML; Sweden, anders.norberg@skelleftea.se 4 Umea University, Dep. of Applied Educational Sciences, IML; Sweden, lars.norqvist@umu.se

Unterstützung kreativer Lernprozesse mit Student-Generated-Webtours

In diesem Beitrag wird ein E-Learning-Szenario beschrieben, welches in Anlehnung an das didaktisc... more In diesem Beitrag wird ein E-Learning-Szenario beschrieben, welches in Anlehnung an das didaktische Konzept der 3-Phasen-Lernstruktur (Input, Reflexion und Bewertung) entwickelt und erprobt wurde. Lernprozess und Produkt im Szenario „Student Generated Webtours“ ist eine von Studierenden zu erzeugende Webtour, deren Auswahl sie zu begrunden haben. Die Webtour beinhaltete die Selektion von Webseiten (inkl. Multimedia-Elemente, z.B. Videos und Podcasts), didaktisch geeignete Fragestellungen und Antworttypen. Die Evaluation zeigt, dass das Nutzungspotenzial vielfaltig ist, die 3-Phasen-Lernstruktur und die neu choreographierte Balance zwischen Lehrinhalten (Instruktion) und Technology-enhanced Learning (Konstruktion) wird qualitativ bestatigt. 1 Medien-didaktische Unterstutzung von Lernprozessen Konstruktivistische Lerntheorien und damit zusammenhangende Erkenntnisse wie bspw. der Paradigmenwechsel „Shift from Teaching to Learning“ [BT95] sowie „Conceptual Change“ [Du99] betonen, dass e...

A next-generation augmented reality platform for mass casualty incidents (MCI)

It is vitally important to coordinate resources, information sharing, and two-way communication b... more It is vitally important to coordinate resources, information sharing, and two-way communication between medical incident commanders (ICs) and first medical responders (paramedics) at mass casualty incidents (MCI) sites. Information at the time of disasters also needs to be effectively analyzed and presented through intelligent user interfaces. Such interfaces need to be easy-to-use by ICs to foster critical decisions that can potentially reduce mortality rates. In this paper, we present Panacea's Cloud™---a next-generation multiple casualty management system. This system has been iteratively developed and refined based on user experience research driven methodology that employed a mixed methods approach, including the views of clinical experts. Panacea's Cloud™ is an example of a next generation MCI system that has an intelligent dashboard that integrates Internet-of-Things (IoT) technologies such as wearable devices and augmented reality technology (AR), virtual beacons, an...

Online Learning with Remote-Configured Experiments

This contribution presents a learning scenario in which online learning is connected with live-ex... more This contribution presents a learning scenario in which online learning is connected with live-experiments in mechanical engineering for different manufacturing technologies. The experiments are remote-controlled and monitored by the learner within physical-real laboratories in three European cities. The aim is to design a technical platform including remote controlled, distance-observed experimentation. Research questions are: How to embed remote laboratories into online learning? How do teachers and learners know what they have learned (when students do telemetric experiments)? The paper illustrates the model of experimental learning and evaluation results. An appropriate balance of teaching input, experimental learning activities, and peer-reviewed assessment is necessary for attractive learning environments.

Computer-Supported Collaborative Learning at Work: CSCL@Work goes TEL@Work

We propose the topic of "CSCL at Work" which we advanced through workshops at ACM Group... more We propose the topic of "CSCL at Work" which we advanced through workshops at ACM Group 2010, ACM Group 2012 and CSCL 2013. The resulting book raises an important set of issues and potential topics for re- search and practice but, like any agenda setting work, does not solve thorny or controversial issues. CSCL@Work provides one possible viewpoint for bridg- ing informal learning and work. The purpose of our proposal is to share innova- tive approaches discovered to date, and gain input focused on solutions aimed for understanding, studying and designing Technology-enhanced learning at work. From 13 case studies, three main theses can be derived that characterize how and when learning at work takes places, A) Learning occurs in unexpected and unusual online learning places, including Social Media. B) Learning activi- ties incorporate feedback from diverse sources, which are not available within traditional organizational boundaries. C) learning takes place across establish...

Evaluating Socio-Technical Systems with Heuristics - A Feasible Approach?

In the digital world, human centered technologies are becoming more and more complex socio-techni... more In the digital world, human centered technologies are becoming more and more complex socio-technical systems (STS) than in previous years thus challenging existing traditional design and evaluation methods. There are two new tendencies, a) STS-methods for design and development are complemented by methods for evaluation of existing STS, and b) the question arises on how to evaluate STS and their quality sufficiently. In this paper we illustrate a method to develop STS heuristics combining four differed areas of research: CSCW, job design, usability heuristic and socio-technical design principles. Initial results will be presented and discussed.

Die (technische) Natur der Gesellschaft

TATuP - Zeitschrift für Technikfolgenabschätzung in Theorie und Praxis

Digital Didactical Designs of Learning Expeditions

Lecture Notes in Computer Science, 2014

Current studies on media tablets illustrated that mobile technology may improve learning when tru... more Current studies on media tablets illustrated that mobile technology may improve learning when truly integrated into learning settings. The question remains what truly integrated means, how it might be operationalized. In a study of Scandinavian classrooms, the question was how teachers adopt and integrate media tablets in their teaching practices in order to provide learning opportunities for their students. Seven K-9 schools implemented media tablets for around 2,000 students aged 6-16 and ca. 170 teachers in a 1:1 programme launched in 2012 (one tablet per student). Mixed methods, interviews, classroom observations and online surveys have been applied. The findings illustrate new forms of teaching practices. Studying technology integration from the angle of a socio-technical-pedagogical practice, it reveals the interrelationship of teaching processes and quality of learning. This study shows five forms of Digital Didactical Design in practice, which affect tablet-mediated learning expeditions-most of the designs boost learning, others restrict learning.

Exploring Artifact-Generated Learning with Digital Technologies: Advancing Active Learning with Co-design in Higher Education Across Disciplines

Technology, Knowledge and Learning

Active learning strategies increase student engagement and performances, however, there is studen... more Active learning strategies increase student engagement and performances, however, there is student resistance toward such instructional interventions. To overcome student resistance groupwork can be useful. In addition, digital technology can be used to redesign courses to add active learning techniques and support learning with and not from technologies. We developed active learning strategies in a digital environment, artifact-generated learning (AGL). The aim of this exploratory research was to study student engagement in AGL setting by focusing on how student work together, student satisfaction, motivation, and roles. We conducted an open course with students from various disciplines. We applied Chi's conceptual framework of the three active learning levels of active-constructiveinteractive (interactive is highest level), to study the AGL intervention in student groups. Methods of focus groups, observations, and online questionnaires were conducted to analyze group interaction. Results, presented for four student groups, indicate two groups were active-constructive, one group was interactive, and one group reached beyond the highest level that we call co-design level. Implications raise awareness to distinguish between active learners and co-designers. An interactive group is not necessarily a co-designer. A co-designer is an active student who also acts beyond the given course design as s/he constructively searches for and utilizes other resources in order to accomplish set goals. To overcome student resistance, a new process-based assessment format may enhance students to become co-designers on the group level.

Digital Didactical Designs: Teachers' Integration of iPads for Learning-Centered Processes, In Journal of Digital Learning in Teacher Education, Vol. 30, Issue 3. pp. 81-88. DOI:10.1080/21532974.2014.891876 Retrieved from www.tandfonline.com/doi/full/10.1080/21532974.2014.891876

Journal of Digital Learning in Teacher Education, Apr 1, 2014

The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes

This research presents ﬁve examples of how teachers integrated iPads into their classrooms, as pa... more This research presents ﬁve examples of how teachers integrated iPads into their classrooms, as part of a larger study of 15 Danish classrooms. Class- room observations and interviews with teachers revealed the use of multiple apps and a focus on creativ- ity, production, and collaboration in the learning process. We discuss the results in the context of digital didac- tical designs that are needed when integrating mobile devices into teaching and learning.

CSCL@ Work: computer-supported collaborative learning at the workplace—making learning visible in unexpected online places across established boundaries

We introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a c... more We introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a conceptual framework for bridging the knowledge of researchers in the field of CSCL to work-based learning. Research in the field of Organizational Learning emerged in 1978, and gained further attention in the 1990's when challenges centered on the creation of organizational cultures to support existing knowledge sharing. In contemporary firms, shepherding the creation of new knowledge is of equal importance, and is driven by two primary research questions. First, how do organizations create new knowledge when the answer to a particular problem is not available within the firm? Second, what cultures of learning must and do exist to support solving problems when the answer is not known within an organization? Contemporary answers to these questions must recognize that learning is an implicit, often invisible component of work, and explicitly decouple the construct of learning from its main western institutionalization, the school. To advance thinking in this area, we undertook a meta analysis of 8 CSCL@Work cases and developed 3 design theses: 1) Learning occurs in unexpected and unusual online learning places, especially through Social Media. 2) Learning activities incorporate feedback from diverse people, who are not available within traditional organizational boundaries; 3) learning must be made visible across established boundaries. Designing explicit construction of new knowledge needs to be integrated into workplace practices today through pedagogical and technological design.

The Learners' Expressed Values of Learning in a Media Tablet Learning Culture

What do learners value as learning and how does this value relate to the use of mobile technology... more What do learners value as learning and how does this value relate to the use of mobile technology? Inspired by Stimulated Recall and Photo Eliciting, 207 K-9 students took photos (a total of 283 photos) of what they considered learning situations. Using these photos as starting points, we conducted 21 group interviews that generated 293 utterances. From these utterances, seven themes were generated that shows how the learners expressed their values of learning in a rich and diverse way. Without asking explicitly about technology, 33% of the utterances addressed the adoption of media tablets. These statements also revealed that when the learners personally “see” a perceived value for them as individuals, then they label the situation as learning. This study’s findings show that identifying what young learners value as learning per se should be considered when designing teaching and learning towards learner-friendly active environments for pro-sumers. These findings also open the door...

[PDF]2010_Jahnke_Haertel-Hochschulwesen.pdf - isa-jahnke.com

Computergestütztes kollaboratives Lernen: Die Bedeutung von Partizi- pation, Wissensintegration und Rollen

Das Informelle ist das Besondere-Veränderung formaler Strukturen in Organisationen durch neue Medien

Information Wissenschaft Und Praxis, 2009

Sean P. Goggins, Isa Jahnke & Volker Wulf (Eds.) (2013): Computer-Supported Collaborative Learning at Work. New York: Springer. Forword written by John Seely Brown

Isa Jahnke (2013): Informal Learning via Social Media. Preparing for Didactical Designs. In A. Tokar, M. Beurskens, S. Keuneke, M. Mahrt, I. Peters, C. Puschmann, T. van Treeck & K. Weller (Eds.), Science and the Internet. Düsseldorf: dupress 2013, pp. 59-72

The paper argues that didactical designers, teachers, and researchers can learn from informal lea... more The paper argues that didactical designers, teachers, and researchers can learn from informal learning situations to build a meaningful learning experience in formal education. By illus- trating three research projects, five theses will be outlined in order to describe the shift from traditional teaching to “learning to be creative.”

Dynamics of social roles in a knowledge management community

Computers in Human Behavior, 2010

SOCIOTECHNICAL-PEDAGOGICAL HEURISTICS

OLJ, 2021

Online courses often include interface designs that do not support a positive learner experience.... more Online courses often include interface designs that do not support a positive learner experience. Literature shows a variety of heuristics to detect issues of online courses. While heuristic-based inspection of usability is a dominant method for evaluating digital systems, these methods cannot be easily transferred to online courses. To close this gap, we identified an initial set of social, technical, and pedagogical related items, in short STP heuristics based on literature. Next, we analyzed this set using empirical data from two online courses. In total, we analyzed 195 problems with the goal to substantiate a final set of 14 STP heuristics. This new set allows for efficiently evaluating online courses by supporting evaluators and instructional designers in uncovering the most crucial issues and improving the learner experience. Finally, based on this work, we discuss a definition of learner experience for the emerging field of learner experience design and research.

Digital didactical designs: Re-imagining designs for teaching and learning using media tablets

Isa Jahnke, Andreas Olsson, Anders Norberg, Lars Norqvist 1 Umea University, Dep. of Applied Educ... more Isa Jahnke, Andreas Olsson, Anders Norberg, Lars Norqvist 1 Umea University, Dep. of Applied Educational Sciences, IML, Sweden, isa.jahnke@umu.se 2 Umea University, Dep. of Applied Educational Sciences, IML, Sweden, andreas.olsson@umu.se 3 Umea University, Dep. of Applied Educational Sciences, IML; Sweden, anders.norberg@skelleftea.se 4 Umea University, Dep. of Applied Educational Sciences, IML; Sweden, lars.norqvist@umu.se

Unterstützung kreativer Lernprozesse mit Student-Generated-Webtours

In diesem Beitrag wird ein E-Learning-Szenario beschrieben, welches in Anlehnung an das didaktisc... more In diesem Beitrag wird ein E-Learning-Szenario beschrieben, welches in Anlehnung an das didaktische Konzept der 3-Phasen-Lernstruktur (Input, Reflexion und Bewertung) entwickelt und erprobt wurde. Lernprozess und Produkt im Szenario „Student Generated Webtours“ ist eine von Studierenden zu erzeugende Webtour, deren Auswahl sie zu begrunden haben. Die Webtour beinhaltete die Selektion von Webseiten (inkl. Multimedia-Elemente, z.B. Videos und Podcasts), didaktisch geeignete Fragestellungen und Antworttypen. Die Evaluation zeigt, dass das Nutzungspotenzial vielfaltig ist, die 3-Phasen-Lernstruktur und die neu choreographierte Balance zwischen Lehrinhalten (Instruktion) und Technology-enhanced Learning (Konstruktion) wird qualitativ bestatigt. 1 Medien-didaktische Unterstutzung von Lernprozessen Konstruktivistische Lerntheorien und damit zusammenhangende Erkenntnisse wie bspw. der Paradigmenwechsel „Shift from Teaching to Learning“ [BT95] sowie „Conceptual Change“ [Du99] betonen, dass e...

A next-generation augmented reality platform for mass casualty incidents (MCI)

It is vitally important to coordinate resources, information sharing, and two-way communication b... more It is vitally important to coordinate resources, information sharing, and two-way communication between medical incident commanders (ICs) and first medical responders (paramedics) at mass casualty incidents (MCI) sites. Information at the time of disasters also needs to be effectively analyzed and presented through intelligent user interfaces. Such interfaces need to be easy-to-use by ICs to foster critical decisions that can potentially reduce mortality rates. In this paper, we present Panacea's Cloud™---a next-generation multiple casualty management system. This system has been iteratively developed and refined based on user experience research driven methodology that employed a mixed methods approach, including the views of clinical experts. Panacea's Cloud™ is an example of a next generation MCI system that has an intelligent dashboard that integrates Internet-of-Things (IoT) technologies such as wearable devices and augmented reality technology (AR), virtual beacons, an...

Online Learning with Remote-Configured Experiments

This contribution presents a learning scenario in which online learning is connected with live-ex... more This contribution presents a learning scenario in which online learning is connected with live-experiments in mechanical engineering for different manufacturing technologies. The experiments are remote-controlled and monitored by the learner within physical-real laboratories in three European cities. The aim is to design a technical platform including remote controlled, distance-observed experimentation. Research questions are: How to embed remote laboratories into online learning? How do teachers and learners know what they have learned (when students do telemetric experiments)? The paper illustrates the model of experimental learning and evaluation results. An appropriate balance of teaching input, experimental learning activities, and peer-reviewed assessment is necessary for attractive learning environments.

Computer-Supported Collaborative Learning at Work: CSCL@Work goes TEL@Work

We propose the topic of "CSCL at Work" which we advanced through workshops at ACM Group... more We propose the topic of "CSCL at Work" which we advanced through workshops at ACM Group 2010, ACM Group 2012 and CSCL 2013. The resulting book raises an important set of issues and potential topics for re- search and practice but, like any agenda setting work, does not solve thorny or controversial issues. CSCL@Work provides one possible viewpoint for bridg- ing informal learning and work. The purpose of our proposal is to share innova- tive approaches discovered to date, and gain input focused on solutions aimed for understanding, studying and designing Technology-enhanced learning at work. From 13 case studies, three main theses can be derived that characterize how and when learning at work takes places, A) Learning occurs in unexpected and unusual online learning places, including Social Media. B) Learning activi- ties incorporate feedback from diverse sources, which are not available within traditional organizational boundaries. C) learning takes place across establish...

Evaluating Socio-Technical Systems with Heuristics - A Feasible Approach?

In the digital world, human centered technologies are becoming more and more complex socio-techni... more In the digital world, human centered technologies are becoming more and more complex socio-technical systems (STS) than in previous years thus challenging existing traditional design and evaluation methods. There are two new tendencies, a) STS-methods for design and development are complemented by methods for evaluation of existing STS, and b) the question arises on how to evaluate STS and their quality sufficiently. In this paper we illustrate a method to develop STS heuristics combining four differed areas of research: CSCW, job design, usability heuristic and socio-technical design principles. Initial results will be presented and discussed.

Die (technische) Natur der Gesellschaft

TATuP - Zeitschrift für Technikfolgenabschätzung in Theorie und Praxis

Digital Didactical Designs of Learning Expeditions

Lecture Notes in Computer Science, 2014

Current studies on media tablets illustrated that mobile technology may improve learning when tru... more Current studies on media tablets illustrated that mobile technology may improve learning when truly integrated into learning settings. The question remains what truly integrated means, how it might be operationalized. In a study of Scandinavian classrooms, the question was how teachers adopt and integrate media tablets in their teaching practices in order to provide learning opportunities for their students. Seven K-9 schools implemented media tablets for around 2,000 students aged 6-16 and ca. 170 teachers in a 1:1 programme launched in 2012 (one tablet per student). Mixed methods, interviews, classroom observations and online surveys have been applied. The findings illustrate new forms of teaching practices. Studying technology integration from the angle of a socio-technical-pedagogical practice, it reveals the interrelationship of teaching processes and quality of learning. This study shows five forms of Digital Didactical Design in practice, which affect tablet-mediated learning expeditions-most of the designs boost learning, others restrict learning.

Exploring Artifact-Generated Learning with Digital Technologies: Advancing Active Learning with Co-design in Higher Education Across Disciplines

Technology, Knowledge and Learning

Active learning strategies increase student engagement and performances, however, there is studen... more Active learning strategies increase student engagement and performances, however, there is student resistance toward such instructional interventions. To overcome student resistance groupwork can be useful. In addition, digital technology can be used to redesign courses to add active learning techniques and support learning with and not from technologies. We developed active learning strategies in a digital environment, artifact-generated learning (AGL). The aim of this exploratory research was to study student engagement in AGL setting by focusing on how student work together, student satisfaction, motivation, and roles. We conducted an open course with students from various disciplines. We applied Chi's conceptual framework of the three active learning levels of active-constructiveinteractive (interactive is highest level), to study the AGL intervention in student groups. Methods of focus groups, observations, and online questionnaires were conducted to analyze group interaction. Results, presented for four student groups, indicate two groups were active-constructive, one group was interactive, and one group reached beyond the highest level that we call co-design level. Implications raise awareness to distinguish between active learners and co-designers. An interactive group is not necessarily a co-designer. A co-designer is an active student who also acts beyond the given course design as s/he constructively searches for and utilizes other resources in order to accomplish set goals. To overcome student resistance, a new process-based assessment format may enhance students to become co-designers on the group level.

Digital Didactical Designs: Teachers' Integration of iPads for Learning-Centered Processes, In Journal of Digital Learning in Teacher Education, Vol. 30, Issue 3. pp. 81-88. DOI:10.1080/21532974.2014.891876 Retrieved from www.tandfonline.com/doi/full/10.1080/21532974.2014.891876

Journal of Digital Learning in Teacher Education, Apr 1, 2014

The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes

This research presents ﬁve examples of how teachers integrated iPads into their classrooms, as pa... more This research presents ﬁve examples of how teachers integrated iPads into their classrooms, as part of a larger study of 15 Danish classrooms. Class- room observations and interviews with teachers revealed the use of multiple apps and a focus on creativ- ity, production, and collaboration in the learning process. We discuss the results in the context of digital didac- tical designs that are needed when integrating mobile devices into teaching and learning.

CSCL@ Work: computer-supported collaborative learning at the workplace—making learning visible in unexpected online places across established boundaries

We introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a c... more We introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a conceptual framework for bridging the knowledge of researchers in the field of CSCL to work-based learning. Research in the field of Organizational Learning emerged in 1978, and gained further attention in the 1990's when challenges centered on the creation of organizational cultures to support existing knowledge sharing. In contemporary firms, shepherding the creation of new knowledge is of equal importance, and is driven by two primary research questions. First, how do organizations create new knowledge when the answer to a particular problem is not available within the firm? Second, what cultures of learning must and do exist to support solving problems when the answer is not known within an organization? Contemporary answers to these questions must recognize that learning is an implicit, often invisible component of work, and explicitly decouple the construct of learning from its main western institutionalization, the school. To advance thinking in this area, we undertook a meta analysis of 8 CSCL@Work cases and developed 3 design theses: 1) Learning occurs in unexpected and unusual online learning places, especially through Social Media. 2) Learning activities incorporate feedback from diverse people, who are not available within traditional organizational boundaries; 3) learning must be made visible across established boundaries. Designing explicit construction of new knowledge needs to be integrated into workplace practices today through pedagogical and technological design.

The Learners' Expressed Values of Learning in a Media Tablet Learning Culture

What do learners value as learning and how does this value relate to the use of mobile technology... more What do learners value as learning and how does this value relate to the use of mobile technology? Inspired by Stimulated Recall and Photo Eliciting, 207 K-9 students took photos (a total of 283 photos) of what they considered learning situations. Using these photos as starting points, we conducted 21 group interviews that generated 293 utterances. From these utterances, seven themes were generated that shows how the learners expressed their values of learning in a rich and diverse way. Without asking explicitly about technology, 33% of the utterances addressed the adoption of media tablets. These statements also revealed that when the learners personally “see” a perceived value for them as individuals, then they label the situation as learning. This study’s findings show that identifying what young learners value as learning per se should be considered when designing teaching and learning towards learner-friendly active environments for pro-sumers. These findings also open the door...

[PDF]2010_Jahnke_Haertel-Hochschulwesen.pdf - isa-jahnke.com

Computergestütztes kollaboratives Lernen: Die Bedeutung von Partizi- pation, Wissensintegration und Rollen

Das Informelle ist das Besondere-Veränderung formaler Strukturen in Organisationen durch neue Medien

Information Wissenschaft Und Praxis, 2009

Sean P. Goggins, Isa Jahnke & Volker Wulf (Eds.) (2013): Computer-Supported Collaborative Learning at Work. New York: Springer. Forword written by John Seely Brown

Isa Jahnke (2013): Informal Learning via Social Media. Preparing for Didactical Designs. In A. Tokar, M. Beurskens, S. Keuneke, M. Mahrt, I. Peters, C. Puschmann, T. van Treeck & K. Weller (Eds.), Science and the Internet. Düsseldorf: dupress 2013, pp. 59-72

The paper argues that didactical designers, teachers, and researchers can learn from informal lea... more The paper argues that didactical designers, teachers, and researchers can learn from informal learning situations to build a meaningful learning experience in formal education. By illus- trating three research projects, five theses will be outlined in order to describe the shift from traditional teaching to “learning to be creative.”

Dynamics of social roles in a knowledge management community

Computers in Human Behavior, 2010

Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes.

by Swapna Kumar and Isa Jahnke

Jahnke, I. & Kumar, S. (2014). Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes. Journal of Digital Learning in Teacher Education, 30(3), 81-88.

This research presents ﬁve examples of how teachers integrated iPads into their classrooms, as pa... more This research presents ﬁve examples of how teachers integrated iPads into their classrooms, as part of a larger study of 15 Danish classrooms. Class- room observations and interviews with teachers revealed the use of multiple apps and a focus on creativ- ity, production, and collaboration in the learning process. We discuss the results in the context of digital didac- tical designs that are needed when integrating mobile devices into teaching and learning.

Learner and User Experience Research An Introduction for the Field of Learning Design & Technology

EdTechBooks.Org, 2020

Open Access at https://edtechbooks.org/ux Researchers have been engaged in productive scholarly ... more Open Access at https://edtechbooks.org/ux
Researchers have been engaged in productive scholarly endeavors at the intersection of Learning Design, User Experience (UX), Human-Computer Interaction (HCI), and associated disciplines for some time. Our work as editors has sought to capture and disseminate the collective voices of authors working in this area within a single volume. This book focuses on explicating the ontological and epistemological underpinnings of user-centered design (UCD) and UX as applied in the field of Learning/Instructional Design & Technologies (LIDT) with the goal of foregrounding the importance of learner experience (LX) as an emerging design paradigm for the field of LIDT. This chapter introduces the 15 chapters of our open access edited volume. The book is clustered in three parts of (a) Methods and Paradigms (5 chapters), (b) Models and Design Frameworks (6 chapters), and (c) LX Design-in-Use (4 chapters). This volume serves as a contribution to an emerging, transdisciplinary, and complex phenomenon that requires multiple literacies. LX is not only concerned with the effectiveness of designed learning interventions, but also with the interconnected and interdependent relationship between the learner- (or the teacher-/instructor-) as-user, the designed technology, novel pedagogical techniques or instructional strategies, and the learning context. The diversity and breadth of perspectives presented herein serve as a topographical sketch of the emerging focus area of LX and represent an opportunity to build upon this work in the future.