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/
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.
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
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...
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...
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.
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...
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.
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.
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...
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.”
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.
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
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...
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...
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.
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...
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.
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.
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...
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.”
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.
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.
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Papers by Isa Jahnke
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.