from 10. - 11. October 2019

Location:  Innenstadt-Campus, TU Darmstadt

Further information:
https://www.td-symposium2019.de/

My keynote addresses STEM education and how to turn from passive into active learning strategies with technologies, as research has shown that active learning support better student learning outcomes and better performances (e.g., Freeman et al., 2014).

Abstract: As web-enabled mobile technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional in person or online boundaries. Under these new circumstances, the questions are: how to design for learning with technologies (and not learning from technologies)? In this keynote, I will introduce the approach of Digital Didactical Designs (DDD) that aims to develop deep and meaningful teaching and learning designs-in-practices with technologies. DDD can be applied to design, develop and evaluate educational online and blended learning practices.

DGWF-Jahrestagung 2019

from 18.09.2019–20.09.2019, in Ulm

THE DIGITAL TURN: Mediales Lernen in der wissenschaftlichen Weiterbildung

Furhter information
https://dgwf.net/termin/dgwf-jahrestagung-2019-in-ulm.html 

My keynote speech will introduce the concept of "Learning with technologies versus Learning from technologies" . I show how I use the Digital Didactical Design framework (DDD) as a method for designing online learning (Fort- und Weiterbildung).

Meine PPT folien sind hier einsehbar:

https://www.slideshare.net/secret/Bla1eJRRYn2rvu

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

Edited by: Matthew Schmidt, Andrew Tawfik, Yvonne Earnshaw, & Isa Jahnke

Scope

The vision of this edited open access book is to create an introductory resource for a variety of audiences–from students who are beginning their program of study to faculty who teach in HCI, usability, and related programs– focusing specifically on the theory and practice of UX and LX in the field of learning design and technology (LDT).  

We seek to develop an edited volume that will be published using an open access model. To this end, we aim to solicit multiple, diverse perspectives that consider theoretical and practical issues of UX and LX across disciplines (e.g., higher education, industry, K-12, workplace learning, informal learning, medical, etc.), interfaces (e.g., 2D, 3D, haptic), methods (e.g., usability, user testing, think-aloud, quantitative data analysis), and platforms (e.g., mobile, desktop, wearables, VR/AR).

Prospectus of two pages is due May/6, 2019 and full paper in July 2019.

Further information about

• topic, aims, scope,
• due dates,
• where to submit  including format
• and more

https://sites.google.com/view/learnerexperience/call-for-book-chapters

Website: https://sites.google.com/view/learnerexperience

• Elaborates on emergent educational practices bound to digital technologies in everyday teaching and learning
• Presents case studies submitted from scholars in the CSCL field
• Brings together innovative and critical research work from around the world

I’m delighted to share the good news  that I am member of the ACM SIGCHI Conference Board as of today.  My nomination was put to the ACM SIGCHI Executive Committee this week  (by the Vice President of the ACM SIGCHI Conferences Board)  and it received unanimous support.

"The SIGCHI Conferences Board is a committee which supports the Vice President of Conferences in SIGCHI Conference related activities. Its membership is approved by the SIGCHI Executive Committee and includes nominees from the Vice President of Conferences and the SIGCHI Council of Steering Committee Chairs (CSCC), outlined below. Members of this committee typically hold the role of incoming, current or past conference Steering Committee (SC) chair for a SIGCHI specialized conference or CHI, or have commensurate levels of experience with conference management.

• The current board for 2019 includes: https://sigchi.org/conferences-board
• The Conferences Board is responsible for all SIGCHI's 20-ish conferences: https://sigchi.org/conferences/upcoming-conferences/
• My role: I will work on the conferences' accessibility with the goal to enhance the conference participants' experience; user and learner experience!

Footnotes:

• General information about ACM SIGCHI - and how it is organized: https://sigchi.org/executive-committee/
• ACM = Association for Computing Machinery https://www.acm.org  (Note: It sounds boring,  but it is not!  ACM includes many vivid interdisciplinary intercultural scientific communities!)
• SIG = Special Interest Group
• CHI = Computer-Human-Interaction

More information to come. Stay tuned!

Further information and slides to download:

https://ielab.missouri.edu/news/join-us-at-our-aect-workshop-2018/

http://ielab.missouri.edu/

The MU News Bureau shares the results of our study!

Further information:
https://munews.missouri.edu/news-releases/2018/0920-group-dynamics-play-a-heavy-hand-in-correctly-identifying-true-online-sources/ 

• https://mizzouadvantage.missouri.edu/project/featured-profile-isa-jahnke/ 

A specialist in user experience studies, Jahnke studies how technology-enhanced designs affect learning and work. She investigates the ways in which new learning technologies could enhance education in the classroom and the workplace. Her results show how to design for creativity in higher education, how to utilize remote labs in engineering education and how to make use of tablets in schools for meaningful learning. With her socio-technical human-centered design approach, she helps technology developers to make their products and processes more user-friendly and usable.

Jahnke is also interested in how offline and online worlds merge together, a phenomenon she calls CrossAction-Spaces. In 2016, she published a book, “Digital Didactical Designs: Teaching and Learning in CrossAction-Spaces” which guides teachers and researchers through new ways to study and conduct technology-driven education. The book has been very well received, with one reviewer calling it “a compelling, rich and thoughtful vision of the future.”

In addition to her research and writing, Jahnke – who joined the University of Missouri faculty in 2015 – teaches courses in information science, designing computer-support collaborative learning and learning with web-based technologies.

 Dr. Isa Jahnke  is an associate professor and Director of Research for the Information Experience Lab at the School of Information Science and Learning Technologies (SISLT) in the College of Education.

"Smartphones, tablet computers, social media – new trends in information technology have emerged during the last decade. Isa Jahnke studies how these new technologies can help to support teaching and learning.

In a few years, textbooks may not be needed anymore in schools. Tablet computers like the iPad can not only store all books in one handy device, but offer new possibilities of teaching and learning. “However, new technologies like the iPad are not used to their full potential yet,” says Isa Jahnke, professor in ICT, Media and Learning at Umeå University. “Many teachers don’t know how to integrate new technologies into their learning environment, so they ban them from their classrooms.”

Isa Jahnke studies how the classroom of the future must be designed to include new technologies, and how to help teachers to use them. “Studies have shown that active learning is better than passive consumption. Students need to be not only consumers, but producers of knowledge. They learn best if they contemplate the subject matters, not if the teacher just tells them the facts,” says Isa Jahnke. In educational sciences, this is called the shift from teaching paradigm to learning paradigm. However, today’s classrooms still mainly consist of teaching.

Isa Jahnke wants to find out how active learning can be supported. “How can we improve the teaching and learning situation to enable opportunities for learning?” is her main research question. “New technologies can support the shift from teaching to learning, but not by themselves. Implementing new technologies in a learning environment may also require new didactical methods. If iPads are just used like electronic textbooks, the students are still not actively involved in the learning process,” explains Isa Jahnke.

This is where she sees her research area. With an academic background in sociology and social sciences, Isa Jahnke became more of an interdisciplinary researcher when integrating educational and computer sciences into her PhD work. As one of the very few researchers who combine these subjects, she is an expert for the socio-technical design of learning environments: “I work with a socio-technical-educational approach. We cannot examine the use of new technologies in learning environments without considering the social and educational changes connected with it.”

She elaborates: “A lot has changed in information technology during the last years, which has influenced our ways of learning and communicating. If you have a question, you google it or ask your friends on Facebook or Twitter, and you’ll get an answer within seconds. If you disagree with someone during a discussion, you can quickly look up on your smartphone who is right. This kind of informal learning has made quite an impact on the formal, institutionalized learning in school, universities or companies. Combining the formal learning with, for example, social media, is an added value especially for the students.”

When Isa Jahnke, who is originally from Germany and previously worked at Bochum University and Technical University of Dortmund, read the job posting for the professorship in ICT, Media and Learning at Umeå University, she was thrilled: “The professorship combines all my fields of interest and research. I did not even know where exactly Umeå was, but it felt like this job was created just for me.” So she moved 2000 km up north – a decision she does not regret."

• Chapter Abstracts: abstracts-all.docx (118,8 kB)
• Download the PDF flyer here: DDD-book-isajahnke.pdf (1005242)

Title: Designs of Digital Didactics – What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?
(For the Swedish abstract, please scroll down)

Abstract: In last years, two major changes in Sweden led to new situations and challenges in educational institutions. A new educational reform started, at the same time there was a boom using mobile devices in such institutions (e.g., schools, universities). Traditionally, Information and Communication Technology has been segregated from the normal teaching classroom (computer labs; laptops for specific classes). This has been changed with the advent of smaller, easy-to-handle mobile devices like media tablets (ipads and co.). There is a shift from separating ICT and education to co-located settings: mobile technology is part of the classroom; new teaching spaces emerge. We assume these new situations affect teaching in different aspects. In this study, we look on how teachers meet the challenges. More specifically, we study the teachers’ didactical designs and teaching practices in co-located settings related to the quality of learning (surface, deep learning, Kember 1997). A qualitative approach using mixed methods, interviews and classroom observations, will be applied. A mid-term evaluation by International experts will be conducted to evaluate and ensure the quality of the project and outcomes. The outcome is a condensed in-depth description of co-located teaching spaces providing themes for a) contributing to what extent the Designs of Digital Didactics enable learning on different quality levels, and b) how do the educational institutions approach new models of designing for teaching and learning? The aim to to contribute to and inform a new theory: new teaching designs for new learning designs?

Project leader: Prof. Dr. Isa Jahnke
Post-doc researchers: Dr. Eva Mårell-Olsson and Dr. Peter Bergström
PhD students: Lars Norqvist and Andreas Olsson

keywords

• Digital didactical designs
• Mobile technology
• Quality of learning (surface/deep learning)
• Educational institutions
• Qualitative study

Auszug S. 9-17:
Isa Jahnke, Johannes Wildt
Editorial: Hochschuldidaktische Hochschulforschung –fachbezogen und fachübergreifend?!

In der aktuellen Debatte über die Qualität von Lehre und Studium ist die Reform einzelner Studiengänge ins Zentrum der Aufmerksamkeit gerückt. Als konstitutives Moment an Universitäten und Fachhochschulen wird dabei das Fach bzw. werden die Fächer gesehen, aus denen die Studiengänge komponiert werden. Empfehlungen von Wissenschaftsorganisationen wie der Hochschulrektorenkonferenz von Studium und Lehre (2008), dem Wissenschaftsrat (2008), aber auch die Förderinitiativen vom Stifterverband, von Mercator- und VW-Stiftung votieren dafür, die Studiengänge und die darin enthaltenen Fächer zum Ausgangs-, Angel- und Zielpunkt der Reformanstrengungen zu machen. In diesem Zusammenhang wird in kritischer Wendung gegenüber der in Deutschland entwickelten Hochschuldidaktik (dieser wird nicht selten eine Fachferne unterstellt und eine mangelnde Akzeptanz in den Fächern bemängelt), eine fachbezogenere Hochschuldidaktik gefordert. Für die deutsche Situation ist typisch, dass die mittlerweile implementierte Hochschuldidaktik ganz überwiegend Bildungsmanagementaufgaben ausübt. Die hochschuldidaktischen Einrichtungen werden auch immer wieder in Entwicklungsprozesse auf der Ebene der einzelnen Studiengänge, einzelner Module oder Lehrveranstaltungen einbezogen. Sie arbeiten dort in fachlichem Kontext in Kooperation mit den Fachvertretern und sind insofern mit ihrer hochschuldidaktischen Expertise an der fachbezogenen Studienreform beteiligt. So stellt sich für die Hochschuldidaktik die zentrale Frage, wie die überregional geführten Diskurse, Forschungen und Expertisen hochschulnah in die praktische Arbeit der Studienreform und in die Professionalisierung der Lehre einfließen können. Wie können hochschuldidaktische Themen in den Weiterbildungsangeboten (bspw. Seminare, Workshops, Tagungen, Netzwerke) auf das Fach bezogen „gelehrt“, umgesetzt und angewendet werden?

Fachübergreifende hochschuldidaktische Themen gibt es bspw. zu ‚Lehren und Lernen‘, ‚Prüfen und Beraten‘, ‚Evaluieren‘ und ‚Innovieren von Studiengängen‘ (vgl. dazu die Standards der dghd 2005). Es finden sich in diesen Programmen auch Angebote zu fachlich selegierten Zielgruppen (z.B. Wirtschaftswissenschaftler, Naturwissenschaftler etc.) und auf einzelne für Fächer bzw. Fächergruppen mit typischen hochschuldidaktischen Problemstellungen ausgelegte Veranstaltungen (Labordidaktik für Ingenieurwissenschaften, Übungsgruppen in der Mathematik, Umgang mit Texten in geisteswissenschaftlichen Seminaren oder forschendes Lernen in Praxisstudien o.ä.). Prinzipiell funktioniert die Zusammenarbeit zwischen einer fachübergreifend angelegten Hochschuldidaktik und den Fächern auf der Hochschulebene. Dies lässt sich an vielen Dokumenten, z.B. aus den Lehrpreisen der letzten Jahre, und Publikationen ablesen (bspw. im Neuen Handbuch Hochschullehre). Sie zeigen, dass und wie produktiv es sein kann, die fachübergreifende hochschuldidaktische Expertise mit der Sichtweise aus den Fächern zu integrieren. Dabei kommt es unter anderem darauf an, den Transfer hochschuldidaktischer Konzeptualisierungen auf die je spezifischen Situationen in den einzelnen Fächern bzw. Lehrveranstaltungen umzusetzen.

Variablen einer Hochschuldidaktischen Hochschulforschung – ein Rahmenmodell

Im November 2009 fand ein Arbeitstreffen zur hochschuldidaktischen Hochschulforschung statt, das mit 24 von 32 BMBF-Förderprojekten in der Förderlinie Empirische Hochschulforschung durchgeführt wurde. Der größte Teil der Projekte in diesem Programm befasst sich mit hochschuldidaktischen Fragestellungen zu empirischer Hochschulforschung. Auch wenn keineswegs alle Themenfelder der hochschuldidaktischen Hochschulforschung auf diese Weise erfasst werden, bot die November-Tagung Gelegenheit, die hochschuldidaktische Forschungslandschaft in Deutschland zu repräsentieren und im Austausch über Fragestellungen, theoretische Konzeptionen, eingesetztes Methodenspektrum und empirische Designs neu zu gestalten. Es standen insbesondere die drei folgenden Cluster zur Diskussion, in denen sich die jeweiligen Projekte einordnen konnten (im Detail in Jahnke, 2010).

1. Entwicklung von Lehrkompetenz
2. Entwicklung von Lehr/Lernszenarien
3. Lernen und der Lernergebnisse von Studierenden

Bereits die Projektbeschreibungen, die bei der Clusterung zugrunde lagen, zeigten, dass eine Gruppierung um diese Foki (a, b, c) möglich war (ohne die Bildung disjunkter Klassen von Projekten anzustreben). Dennoch war es in diesem Sinne möglich, die Vielfalt der hochschuldidaktischen Forschungslandschaft als Ganzes in den Blick zu nehmen. Dies ermöglichte eine erste gemeinsame Sicht auf das Panorama der Forschungslandschaft, in der die Forschungsthemen entlang einer „Wirkungskette“ lokalisiert wurden.

Diese Wirkungskette reicht von der Lehrkompetenz über die Lehr/Lernszenarien [in denen die Lehrkompetenzen der Lehrenden mehr oder weniger wirksam werden (sollen)], über die Lernprozesse der Studierenden (innerhalb oder außerhalb des Rahmens dieser Szenarien) hin zu den Lernergebnissen [die wie im Kontext des Bologna-Prozesses intendiert als Kompetenzen oder wie auch immer sonst artikuliert werden (sollen)]. Es liegt auf der Hand, dass eine solche Figurierung durch die Clusterung der Projekte nur Startpunkt für eine Ausdifferenzierung, Detaillierung, Konkretisierung und ggf. auch Modifikation einer „cognitive map“ der hochschuldidaktischen Forschung sein konnte. Die Anschlüsse der Wirkungskette zu bestehenden Theorien werden ausführlich an anderer Stelle diskutiert (Wildt & Jahnke 2010).

Die Ausdifferenzierung der Wirkungskette soll am Ensemble der Förderprojekte des BMBF im Programm Empirische Hochschulforschung entfaltet werden. Wie eingangs ausgeführt wurden die im Programm des HD-HF-Workshops vertretenen Projekte in drei Cluster gruppiert, die an unterschiedlichen Gliedern der Wirkungskette lokalisiert werden.

Alle Cluster hatten die Aufgabe, aus den Variablen der Untersuchungskonzeptionen der vertretenen Projekte ausgehend von den untersuchten Variablen die „concept maps“ an der Systemstelle der Wirkungskette auszuarbeiten. Diese Ansätze wurden als „concept maps“ im Plenum vorgestellt und aufeinander bezogen. Dabei gelang es, die drei „concept maps“ in den Entwurf einer Suprastruktur eines einzelnen „concept map“ zu transformieren. Auf der Basis der Vorarbeiten wird dieser Entwurf im Folgenden weiter ausgearbeitet: siehe Abb. 1: Hochschuldidaktische Wirkungskette (S. 14-15). Das Rahmenmodell (Abb. 1, S. 14-15 )verdeutlicht, dass es mehrerer Projekte bedarf, um ein ganzheitliches Bild zur hochschuldidaktischen Hochschulforschung zu schaffen. Ein Projekt alleine kann nicht alles untersuchen. Einige Ergebnisse wurden auf der DOSS 2010 präsentiert.

Isa Jahnke & Anders Norberg (2013).
Digital Didactics - Scaffolding a new Normality of Learning. In: Visionary paper for http://blogs.ec.europa.eu/openeducation2030/ Online-Publication.
Paper  2013_Jahnke_Norberg-V14-Final-withREF.pdf (286,9 kB)
References 2013_Jahnke_Norberg-REFERENCES.pdf (146,7 kB)

Reference
Hinssen, P. (2010). The New Normal – Explore the limits of the digital world. Lanoo.
http://www.goodreads.com/book/show/9517901-the-new-normal

Abstracts to our current 5 projects can be found here:

• Media Tablets and Didactics
• Mobile Learning
• Creative Learning
• Rethinking Blended Learning (is there any unblended learning?)

• iPad-Didactics in schools and higher education
• Mobile Learning
• Creative Learning
• Rethinking Blended Learning (is there any unblended learning?)

My theoretical underpinning is the expansion of the role theory in the field of sociotechnical systems. The term “role” has a long tradition. The 2 paradigms "symbolic interaction" (e.g., Mead, 1934)  and the "functionalistic perspective" (e.g. Linton, 1936), try to explain the relationship between the individual and society, between a person and the system. The functionalistic approach suggests the existence of objective structures which determine the individuals’ behaviour. In contrast, the symbolic interaction approach emphasises that roles are formed on the subjective will of the actors. Today, we know, both influence each other.

This is desribed in detail in

1. Herrmann, Th., Jahnke, I. &  Loser, K.-U. (2004): The Role Concept as a Basis for Designing Community Systems. In: Francoise Darses; Rose Dieng; Carla Simone; Manuel Zackland (Eds.): Cooperative Systems Design. Amsterdam: IOS Press. S. 163-178.
   The Role Concept as a Basis for Designing Community Systems.pdf
2. Jahnke, Isa; Ritterskamp, Carsten, & Herrmann, Thomas (2005): Sociotechnical Roles for Sociotechnical Systems: a perspective from social and computer science. In: 2005 AAAi Fall Symposium, 8. Symposium: Roles, an interdisciplinary perspective. Arlington, Virgina. Washington DC, November 3-6, 2005. isajahnke-ritterskamp-herrmann2005.pdf
3. Jahnke, I. (2010): Dynamics of social roles in a knowledge management community. In: Computers in Human Behavior. International Journal. Oxford (UK): Elsevier, 26 (2010), pp. 533-546. DOI 10.1016/j.chb.2009.08.010 isajahnke2010.pdf

An advantage from that theory is that this view on roles is helpful to explore patterns of group interactions within sociotechnical systems/networks - the actors,  the group and the system/network are parts of that theory. The advancing of the role theory explains the co-construction of knowledge by social actors situated in roles In socio-technical systems (e.g., online communities) - the role serves as a mediator between the social actor and the social system/network.

Figure 1.     Social actor    <->    situated in Roles    <->   System/Network

 A role consists of

• - position within a system (online community or online network)
• - functions and tasks related to the position
• - implicit/tacit expectations of different people towards the role owner
• - specific role playing by the actor (same role but different role-playing by different people)

A role is not a static phenomenon, it is rather a social-constructed formal-informal negotiation of actors and systems influencing each other, and has a historical body.
I call this dynamical structures of roles.

It is important to know that my thinking is influenced by the sociotechnical approach for example, read Herrmann, Jahnke & Loser (2007) "Socio-technical Walkthrough (STWT): a means for Knowledge Integration".
I add to this approach the pedagogical and didactical dimension and call this sociotechnical-didactical approach (iDidactics). This is useful to further the understanding on the use of technologies in education, how they are (not) adopted, in what ways, best practices, and to what extent learning objectives by the teaches and student's learning outcomes benefit from new technologies  (e.g., mobile devices, iPads, Androids).

The expanded role theory combined with the sociotechnical-didactical approach informs designers and practitioners in learning settings (for instance, TEL, CSCL CSCL@Work, learning at the workplace).

In my methodological approach, I relate to Action research (e.g., Avison et al., 1999) and Design-based research (e.g., Wang & Hannafin, 2005).

a) Digital Didactics
- Designing learning supported by new technologies
- Studying sociotechnical-didactical systems
- Computer-Supported Collaborative Learning (CSCL)
- How to 'teach' creativity?

b) Social Media in higher education & universities
- Supporting Knowledge sharing and the co-construction of new knowledge using "Web 2.0"
- Knowledge management & Computer-Supported Cooperative Work (CSCW)
- Dynamics of Social Roles

c) Online communities
- Community-based learning
- Informal learning

Dec 2010
Learning in Online Communities integrated into the Workplace (Keynote)
"Lernen in berufsbezogenen Communities"
Session „Neue Impulse für die Berufsbildung - Lernen in Online-Communities“
in Zusammenarbeit mit dem Bundesinstitut für Berufsbildung
Online Educa, Berlin/Germany

Nov 2010
CSCL at work - Computer supported collaborative learning at the workplace (Workshop Co-Chair)
together with Sean P. Goggins
International conference ACM Group, Florida/USA

Sept 2010 
'Sometimes you want to say something' - a study on informal learning (Presentation)
„Manchmal möchte man eben etwas sagen – eine Studie über informelles Lernen“,
Annual Conference, GMW 2010, Universität Zürich/Switzerland

Jul 2010
Creative learning cultures - educational innovations and knowledge sharing using social media“
„Kreative Lernkulturen - Bildungsinnovationen und Lernen mit neuen Technologien" (Presentation)
Universität Augsburg (Invitation)

Jun 2010
Being 3.0 - Technology Subgroup (Presentation)
together with Roberto Avanzi, Gerald Enzner, Viola Hofmann, Christian Igel, Frank Meyer zu Heringdorf, Beate Schmuck, Sandra Sülzenbrück, Dorothea Voss-Dahm
Midterm Meeting Global Young Faculty, Essen/Germany

May 2010
„Creative learning cultures - educational innovations and knowledge sharing with social media“ (Presentation)
Universität Oldenburg in der Fakultät Bildungs- und Sozialwissenschaften (Invitation)

March 2010 
Flexible Learning in Internet Discussion boards  - empirical results (Presentation)
„Flexibles, informelles Lernen mit Internet-Foren – empirische Befunde“,
Tagung des Projektes RuhrCampusOnline (RCO) der Universitätsallianz Metropole Ruhr (UAMR) (25.03.2010) (Invitation)

March 2010        
„Sozio-technical Learning Communities“ (Presentation)
Conference on Higher Education and Didactics titled "DOSS2010"
TU Dortmund university/Germany

2009

Nov 2009          
Designing sociotechnical systems - how to design computer-supported teaching and learning? (Presentation)
"Gestaltung soziotechnischer Systeme: Wie lerne ich computer-verstärkten Unterricht zu gestalten? Was muss dabei beachtet werden?“
Ringvorlesung "Informationstechnologien in Bildung und Unterricht"
Organizer: Prof. Dr. Renate Schulz-Zander (Institut für Schulentwicklungsforschung) (Invitation)

Sept 2009
Supporting creative learning - the case of Student Generated Webtours (Presentation)
„Unterstützung kreativer Lernprozesse mit Student Generated Webtours“
Annual Conference DeLFI 2009, Berlin

Sept 2009         
Designing Experimental Learning - a Design-based Research approach (Presentation)
„Experimentierendes Lernen entwerfen – E-Learning mit Design-based Research“,
E-Learning 2009, Lernen im digitalen Zeitalter
Annual Conference, GMW 2009, Berlin 

Sept 2009         
„Academia 2.0 and beyond? How Social Software changes research and education in academia" (Workshop Co-Chair)
together with Michael Koch, Munich university
European Conference on Computer-Supported Cooperative Work, E-CSCW 2009, Vienna/Austria

Jun 2009
"The Process of Digital Formalization in Sociotechnical Learning Communities – Needed or Overloaded?” (Presentation)
8. International Conference on Computer-Supported Collaborative Learning, CSCL 2009, Greece

April 2009
Web 2.0 in Teaching and Learning (Presentation)
„Web 2.0 in der Hochschullehre“
Tagung des Projektes RuhrCampusOnline (RCO) der Universitätsallianz Metropole Ruhr (UAMR) (Invitation)

Sept 2010          „Manchmal möchte man eben etwas sagen – eine Studie über informelles Lernen“,
GMW 2010, Jahrestagung, Universität Zürich/Switzerland

Juli 2010           „Kreative Lernkulturen - Bildungsinnovationen und Lernen mit neuen Technologien“, Vortrag an der Universität Augsburg (Invitation)

Mai 2010           „Creative learning cultures - educational innovations and knowledge sharing with social media“, Vortrag an der Universität Oldenburg in der Fakultät Bildungs- und Sozialwissenschaften (Invitation)

März 2010         „Flexibles, informelles Lernen mit Internet-Foren – empirische Befunde“, Vortrag im Rahmen der Tagung des Projektes RuhrCampusOnline (RCO) der Universitätsallianz Metropole Ruhr (UAMR) (25.03.2010) (Invitation)

März 2010         „Sozio-technische Learning Communities“, Vortrag im Rahmen der Tagung DOSS, TU Dortmund (03.03.2010)

Nov 2009           Vortrag "Gestaltung soziotechnischer Systeme: Wie lerne ich computer-verstärkten Unterricht zu gestalten? Was muss dabei beachtet werden?“ Teil der Ringvorlesung "Informationstechnologien in Bildung und Unterricht" unter Leitung von Prof. Dr. Renate Schulz-Zander (Institut für Schulentwicklungsforschung) (Invitation)

Sept 2009          „Unterstützung kreativer Lernprozesse mit Student Generated Webtours“, DeLFI 2009 in Berlin

Sept 2009          „Experimentierendes Lernen entwerfen – E-Learning mit Design-based Research“, E-Learning 2009. Lernen im digitalen Zeitalter. Jahrestagung der GMW 2009, Berlin 

Sept 2009          Workshop-Organisatorin (gemeinsam mit Prof. Michael Koch) „Academia 2.0 and beyond? How Social Software changes research and education in academia" –European Conference on Computer-Supported Cooperative Work, E-CSCW 2009, Vienna, Austria

Juni 2009          „The Process of Digital Formalization in Sociotechnical Learning Communities – Needed or Overloaded?”, Presentation at the 8. International Conference on Computer-Supported Collaborative Learning, CSCL 2009, Greece

Juni 2009          “CSCL Tutorial” (organized by Gerry Stahl, USA) - Workshop at the 8. International Conference on Computer-Supported Collaborative Learning, CSCL 2009, Greece

April 2009          „Web 2.0 in der Hochschullehre“ Vortrag im Rahmen der Tagung des Projektes RuhrCampusOnline (RCO) der Universitätsallianz Metropole Ruhr (UAMR) (Invitation)

Sept 2006          Anforderungen an eine Community-Kultivierung als Methode des Wissensmanagements.
In: Proceedings of DGWF, Deutsche Gesellschaft für wissenschaftliche Weiterbildung und Fernstudium, 14.-15.09.2006, Karlsruhe

Juni 2005      
“The Case of the INPUD Community: Online as well as Regional" (Presentation)
 Position-Paper. In: Workshop “Collaboration, cooperation, transaction in various communities: Exploring differences and commonalities”.
  Workshop held on the 2nd International Conference on Communities and Technologies, 13-16 June 2005 Mailand, Italy

Sept 2004      
The development of social roles and online communities - a framework for organizatinal learning (Presentation)
  „Rollenentwicklung und Online-Communities: ein Modell zur Organisationsentwicklung“
  im Rahmen der Mensch & Computer Konferenz, CSCW-Doktoranden-Workshop,
  Organisator: Michael Koch

Dez 2003    
Role-based knowledge sharing in sociotechnical systems (Presentation)
  „Rollenbasierter Wissensaustausch in soziotechnischen Systemen“,
  Symposium titled „Wissensmanagement & Selbstorganisation“,
  HDZ, Universität Dortmund in Kooperation mit der Hans-Böckler-Stiftung

2002       
together with Th. Herrmann, G. Kunau &, H. Schneider (Workshop)
  “Patterns of socio-technical Systems - Characteristics and Requirements in the Field of CSCW-Applications”,
  Workshop at the International conference “CSCW 2002” (USA)

2009-…   International Society of the Learning Sciences, USA (ISLS)

2009-…   German Association of Sociology, Division Media Sociology (DGS)

2008-…   Association for Media in the Sciences (GMW)

2008-…   German Association for Teaching and Learning in Higher Education (dghd)

2/2008-… Editorial Review Board Member
“International Journal of Sociotechnology and Knowledge Development” (IJSKD)
Head: Elayne Coakes, UK
Website http://www.igi-global.com/journal/international-journal-sociotechnology-knowledge-development/1108

2011...  Reviews for the International Journal "Computer-Supported Collaborative Learning", ijCSCL

2010... Reviews for CTS -- International Conference on Collaboration Technologies and Systems
            (Member of Technical Program Committee)

2008...  Reviews for the International Conference “CSCL" -- Computer-Supported Collaborative Learning

2008...  Reviews for "GMW - Gesellschaft fuer Medien in der Wissenschaft"
             Annual Conferernces of the German speaking Association for Media in Society (GMW)

2008...  Reviews for “Information, Communication and Society“, Journal of the Taylor Francis Group (Head: Brian Loader, UK)

2008...  Reviews for the International Conference “CSCW" --- Computer-Supported Cooperative Work

2008...  Review of an international project proposal requested by DAAD (German Academic Exchange Service and Association)

2011...  Reviews for the International Journal "Computer-Supported Collaborative Learning", ijCSCL

2008...  Reviews for the International Conference “CSCL" -- Computer-Supported Collaborative Learning

2008...  Reviews for “Information, Communication and Society“, Journal of the Taylor Francis Group (Head: Brian Loader, UK)

2008...  Reviews for the International Conference “CSCW" --- Computer-Supported Cooperative Work

2008...  Review of an international project proposal requested by DAAD (German Academic Exchange Service and Association)

With regard to ICT, media and learning, what problems can we observe in our world?
a) We observe an increasing number of online bullying (online mobbing) cases where children and teenagers at schools spread *information* about other kids and those information are emotional colored,  telling not the truth, and blaming people.
b) We also observe that people use information, images etc.  of other people without knowing how to handle copyright issues.  
c) Third, plagiarism is increasing, where people use the information of others without citing them (stealing people's ideas).
d) And a fourth example is about using information and to know about its quality. Same topic, but different information can be uploaded by different competetive firms, or people from different religions, or people with different ages from different generation, and researchers from different disciplines. They all have information but from their point of views.

The media-constructed reality approach focuses on the awareness that people live in a media-constructed world where we have a difference between a social-constructed “reality” and “reality given by different media” (objective facticity). To know this and to handle this in the "classroom" and in different learning spaces is one aspect of media competencies.

• Yes, we need to educate the Homo Interneticus. But how?

Some people say, we need to understand how informal online learning takes place because it seems there is a great success story behind. In the age of Social Media, all information are online, sometimes difficult to find. But in informal online learning, how do we know that learning took place? Is there always a problem what we want to solve when we learn informally? What does this mean for formal schooling? Instead of learning through textbooks, to what extent do we need characteristics of informal learning in formal teaching institutions? (Collins & Halverson, 2009, "Rethinking education in the age of technology")

• How to teach learning and how to learn learning in the age of Social Media?

http://isajahnke.webnode.com/research-/research-projects/

to read more about my research projects.

1. First, I transformed classical learning scenarios into blended learning by using BSCW – the German document management platform called BSCW (comparable to today’s learning management systems, LMS) .
2. Later, I incorporated discussion boards (forum, php-software) and introduced socio-technical learning communities.

In 2007, I began to include different Web 2.0 platforms in my "classrooms", for example, wikis, blogs, Twitter, e-mindmaps, and student generated webtours (similar to webquests).

From 2005 to 2008, I also was a teacher at the Bochum University (Germany) where the classes had a “week of real practice” what  means the students applied their knowledge in real cases (case-based learning) within industries or other organizations (e.g., non-profit institutions). For instance, I worked closely with Thyssen Krupp (steel industry), Opel (automobile industry), a high school in Bochum, and Materna (consultancy in the field of software-engineering).

From 2008 to 2011 -  3 years  -  I was at the Center of Research on Higher Education and Faculty Development (TU Dortmund university) where I also gave workshops for new and experienced university teachers. Continuing education, in forms of 2-days workshops, embraced in particular topics like "Web 2.0, Social Media, eLearning and Co. in teaching and learning at universities" and "how to teach creativity in different disciplines".

These workshops are especially for academic staff, teachers and professors. I use interdiscinplinary and subject oriented didactical approaches. I also held workshops at the universities of Trier, Münster and Cologne. In 2011, I  organized workshops at TU Berlin university and Thueringen ("HIT" initiative).

Based on this paper, I created the presentation below.

New technologies, for example mobile devices such as smart phones and tablet PC’s, but also Web 2.0 applications like Facebook, or mobile devices (e.g. iPads) give teachers, instructors etc. two options. They can either choose to reject these new tools ("It is not allowed in my classroom!") or to implement them in their learning environment.

If teachers choose to use new technologies, then, new questions come up:

• How can I (as a teacher) use these new technologies in my learning settings? Is there a benefit when I construct a collaborative learning scenario using new technology?
• Do we need new didactical methods, or do we have to develop new technical applications, or both?
• Certainly, there are also questions like "what problems will occur when I use new technology"?
• What is an useful design to support interactions among learners (in collocated or distance learning) when using new technologies? To what extent, for what learning scenario are what kind of new technologies helpful or not? 

I want to be one of those persons who  give answers to these questions with my sociotechnical-didactical research connected with teaching practice. In order to give answers, a design-based research is needed where different learning scenarios (with different learning objectives and outcomes) will be designed - developing of technical applications and learning spaces.   The idea is simple: enable different opportunities for learning.

To make to more clear for the reader, I love this answer adapted by Ken Masters (Oct/02, 2011, POD):

It is not one or the other – it is not technology or didactical approaches. To develop and to improve teaching practices, teachers look for tools but sometimes those tools don’t exist yet, are too expensive, or beyond the skillset and so forth. At the same time, we have all (I hope) been in a situation where we have seen a new tool (...) , and it has sparked an idea that we would not otherwise have thought of. It is circular, and I believe that dismissing either route will make one a poorer teacher.  I think also calling it a toy, inadvertently belittles a large amount of innovative thinking and teaching.
 

Assistant Professor, Post-doc position and PhD

• I spent 3 years (4/2008 - 3/2011) at the Center for Research on Higher Education and Faculty Development at TU Dortmund university (Assistant Professor) where she studied within the field of Institutional research, creativity in the Web 2.0 world, and studied teaching and learning in higher education, and its socio-technical-educational design aspects.http://www.hdz.tu-dortmund.de/?id=isa-jahnke
• In 2005-2008, I did conduct several research projects (post-doc position) at the Department of Information and Technology Management, Bochum university http://www.imtm-iaw.rub.de/personenund/personen/ij/index.html .
• From 2001 to 2004, I worked at the Faculty of Informatics at Dortmund university (PhD position). 

Work experience

• 1998 to 2001: I worked at organizational consulting companies, PROGNOS (Cologne) and Krups Consultants (Düsseldorf)

Academic education

• My Diploma thesis was finalized in 1997 (Master/Diploma Degree in Social Science)
 

• My research considers new forms of computer-mediated human structures and emerging roles by using new media. In particular, I focus on the study of socio-technical informal learning by developing theories, concepts and methods. The main research interest is the socio-technical design of learning environments for an attractive, innovative and creativity-enhanced learning model.
• For my PhD thesis, I studied the dynamics of social roles in the field of knowledge management and socio-technical communities as platforms for informal learning - it was published in June 2006.
• From 2008-2010, she is was a leading member in the EU project ‘Platform for eLearning and telemetric experimentations’, which attempts to integrate live experimentations from a real laboratory via video-based access into a lifelong learning platform. The project team created an innovative e-learning environment including telemetric experimentations. A further project is called “DaVinci”, a German research project about “how to foster creativity in higher education”; what does creativity in universities mean and how can teachers design appropriate opportunities and environments for creative thinking and actions?

According to the design-based research approach, the future challenge is to create an innovative e-learning environment that combines multiple perspectives, different roles, and community communication for Technology-Enhanced Collaborative Learning in schools, universities but also at the workplace.