Digital Didactical Designs : Teaching and Learning in CrossActionSpaces.
By: Jahnke, Isa.Material type: TextSeries: eBooks on Demand.Publisher: Florence : Taylor and Francis, 2015Copyright date: ©2016Description: 1 online resource (237 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781317400974.Subject(s): Computer-assisted instruction | Educational technology | Internet in education | Tablet computers | Teachers -- Training ofGenre/Form: Electronic books.Additional physical formats: Print version:: Digital Didactical Designs : Teaching and Learning in CrossActionSpacesDDC classification: 371.33 LOC classification: LB1044.87 .J33 2016Online resources: Click here to view this ebook.
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Cover -- Title -- Copyright -- CONTENTS -- List of Figures and Tables -- Preface -- Acknowledgments -- 1 Introduction: The Internet in Our Pockets and Handbags -- ICT Is More Than Just a Tool -- 1.1 Classrooms of the Future-Learning in CrossActionSpaces -- 1.1.1 Spaces -- 1.1.2 Communication Spaces -- 1.1.3 Co-expanded Communication Spaces -- 1.1.4 Multi-Existing Co-expanded Communication Spaces -- 1.1.5 The Character of Human Action in Such Communication Spaces Is CrossAction -- 1.1.6 A First Summary, CrossActionSpaces -- 1.1.7 What Does This Have to Do With Teaching and Learning? -- 1.2 Teaching Practice Turns Into Digital Didactical Design-Teaching Is Process Design for Learning -- 1.3 The Broader Context-Different Levels -- 1.4 Book Organization -- 1.5 References -- 2 From Sociotechnical Systems to CrossActionSpaces -- 2.1 The Sociotechnical Paradigm-Social and Technical Systems -- 2.2 What Is a System? Differences Between Technical and Social Systems -- 2.2.1 The General Concept of a System -- 2.2.2 Different Forms of Systems-Structures and Processes -- 2.2.3 Technical Systems -- 2.2.4 Social Systems-Grounded on Communication -- 2.3 Elements of Social Systems: Communication Leads to Expectations and Roles -- 2.3.1 Communication Is Interpretation-The Basic Element of Social Systems: Easy and Complex -- 2.3.2 Communication, Behavior, (Inter)Action, Cross-Actions -- 2.3.3 Characteristics of Social Systems -- 2.3.4 System Theory for Designing Teaching and Learning? -- 2.3.5 Structures of Social Communication Systems: Made of Expectations While Making Connections -- 2.4 Sociotechnical Systems Turn Into CrossActionSpaces -- 2.4.1 What Is a Sociotechnical System? (A Definition) -- 2.4.2 From Sociotechnical Systems to Co-expanding Communication Spaces -- 2.4.3 Educational Institutions: From Systems to CrossActionSpaces.
2.5 Social Bots as New Forms of Sociotechnical Agents? Antisocial Media -- 2.6 Summary -- 2.7 CrossActionSpaces Linking Systems, Networks and Communities -- 2.8 References -- 3 Dynamics of Roles in CrossActionSpaces: Enabler and Hinderer -- 3.1 Roles-The Interactionism Point of View -- 3.2 Roles-Structural-Functionalism Perspective -- 3.3 Roles in Technology and Software Development (Roles in CSCW) -- 3.4 What Makes Human Behavior Into a Role? Multiple Dimensions -- 3.5 Summary-Roles Enable and Hinder MultiCrossActions in Relations -- 3.6 Teaching, Learning, Roles-Problems in Teachers' Roles and Students' Roles -- 3.7 Role Mechanisms-Assigned and Taken Roles -- 3.8 Different Types of Roles-Informal, Implicit and Formal, Explicit -- 3.9 Summary: Human Interaction Is Evolving Toward Multi-Cross-Action-Roles as Paradox, They Enable and Limit Cross-Action -- 3.10 References -- 4 Learning as Reflective CrossAction: The Example of Learning Expeditions -- 4.1 How Education Has Been Understood for Many Years -- 4.2 Beyond the Concept of the Classroom -- 4.3 Who Learns? We All Do! And Who Has Knowledge? We All Have-It Depends on the Situation -- 4.4 From Course-Based Learning to Learning Expeditions -- 4.4.1 A Candidate for Learning Expeditions: Research-Based Learning Situations (Inquiry-Based Learning) -- 4.4.2 No Learning Expedition Without Creating Conditions for Creativity -- 4.4.3 Beyond Courses-Thinking of Learning Expeditions in Groups and Communities -- 4.4.4 Schools and Universities of the Future-Beyond Courses Toward Learning Expeditions -- 4.5 References -- 5 Teaching Creates Conditions for Learning as Reflective Cross-Action: Digital Didactical Design -- 5.1 Digital Didactics-Three Interwoven Layers -- 5.2 The Middle Layer-Digital Didactical Design (Theory and Process View of Triangle 2).
5.2.1 For Empirical Studies-Transforming the DDD Into a Five-Layer Pentagon -- 5.2.2 A Typical Example From Our Classroom Studies-Process Design View -- 5.2.3 Design for Teaching Aims and Learning Intentions -- 5.2.4 Design for Learning Activities (Individual, Collaborative, Community Learning) -- 5.2.5 Process-Based Assessment as Guided Ref lections, Feedback and Feed forward -- 5.2.6 Social Relations and Roles-Designing for Social Relationships -- 5.2.7 Interactive Media: ICT Is More Than Just a Tool-Design Thinking in Education -- 5.3 It Is Not Technology or Didactics-Emergence of New Digital Didactical Designs -- 5.4 References -- 6 Projects and Empirical Studies Toward Reflective CrossActionSpaces -- 6.1 #InPUD-Example of an Early Form of Co-expanded Spaces in Higher Education -- 6.1.1 Technology-Embraced Informal- in -Formal Learning Fosters the Conative Level of Learning -- 6.1.2 Anonymity as Duality -- 6.1.3 InPUD Organizes the Jungle of Information for Learners -- 6.1.4 InPUD Is an Example of an Early CrossActionSpace -- 6.2 #PeTEX-Remote Lab Learning in Engineering Education -- 6.2.1 Learning Expeditions Designed as Reflective Cross-Actions -- 6.2.2 Reflective Cross-Actions for Different Learning Levels -- 6.2.3 Intertwining the Technical, the Pedagogical and the Social Dimension -- 6.3 #DaVinci-Creating Conditions for Creativity of Learning Expeditions -- 6.4 #IPM-An Example of Challenges When Designing for Learning Expeditions -- 6.4.1 Why Didn't Students Use the Mobile Devices? -- 6.4.2 The Potential of Mobile Devices-Access to Collaboration at Any Time, Anywhere -- 6.5 #Tablet-Mediated Learning Expeditions in Schools -- 6.5.1 Classroom Studies-Learning Through Reflective Making? -- 6.5.2 Range of Learning Expeditions -- 6.6 References -- 7 Conclusion and Looking Forward . . .
7.1 Empowering Teachers as Collaborative Designers-Organizational Change! -- 7.2 Lessons Learned-Designing the Future -- 7.2.1 Our World Is Full of Co-expanded Spaces-CrossActionSpaces -- 7.2.2 Learning Cannot Be Delivered-Traditional Designs Neglecting Designs for Partnerships -- 7.2.3 Learning Is Reflective Multi-Cross-Actions in Relations -- 7.2.4 Designing Conditions for Sociotechnical-Pedagogical Processes-Teaching Is Process Design -- 7.2.5 Schools and HE Need Practices That Design for Learning Walkthroughs and Learning Expeditions -- 7.2.6 Not All Learning Can Be Measured -- 7.2.7 ICT Is More Than Just a Tool -- 7.2.8 Learning Analytics Is a Method and an Instrument to Control Students and Their Behavior-a Provoking Look -- 7.2.9 There Are No Simple Step-by-Step Models for Digital Didactical Designs -- 7.2.10 More Design-Oriented Research and Formative Evaluation Studies -- 7.3 References -- Index.
As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences-learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.
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