Understanding, Reflecting, Designing for Learning Spaces
– Teaching and Learning in a Networked World
Digital Didactics = Digital Didaktik
The research group Digital Didactics studies both IT- and MediaTablets-Didactics. The model of a digital didactical design includes 5 elements such as teaching aims, learning activities (individual and group activities), process-based assessment (by self-/peer-/ teacher-reflections), social relations (e.g. teacher-/student-student interactions; “dynamics of social roles”, Jahnke, 2010; Herrmann, Jahnke & Loser, 2004) and the extent of technology integration (low, medium, high extent of use), see figure 1 .
Figure 1: digital didactical design – 5 elements constructively aligned
By studying teaching practices where interactive media is sued (e.g., media tablets) in higher education and schools, we assume that under specific conditions such technology can significantly enhance teaching and learning, when the 5 elements of the digital didactical design are constructively aligned to each other aiming to support student progress in learning.
A digital didactical design is in a “constructive alignment” when its elements fit and complement to each other in order to support student learning – like building blocks of a house or pieces of a bigger puzzle.
The research questions are
- what forms of digital didactical design are applied in teaching practices (to enhance student learning)?
- what elements can be designed; to what extent and how?
- what is the quality of learning when using interactive technology (from surface to deep learning)?
Digital Didactics is colored by the Scandinavian and German tradition of Didaktik. Didaktik/Didactics asked about teaching and learning
- “what” (content, skills, competencies; relation between curriculum driven and problem-based/curiosity driven; intended/expected learning outcomes by teachers and learners)
- “how” (methods; teaching and/or learning aims, individual/collaborative reflections)
- “when” (in what settings; formal, non-formal, informal settings; merging the settings, learning at work)
- “progress in learning” (formative/process-based learning; self-/peer-/teacher assessment; feedback & feedforward)
- and is embedded into 3 layers: didactical interactions, didactical design and didactical conditions (figure 2)
Figure 2. Digital Didatics – 3 layers affect each other in a negotiation space
Layer 1: didactical interaction (content-student-teacher)
Layer 2: didactical design (see figure 1 in detail)
Layer 3: didactical conditions (curriculim, organizatinal and academic staff development)