Designing Teaching and Learning With Digital Technologies - the DDD Model

 My book "Digital Didactical Designs - Teaching and Learning in CrossActionSpaces" has been published in 2016, Routledge. Although that seems to be 5 years too old, it is still innovative and ahead of our time. Maybe now, where so many people experienced online learning due to Covid19 restrictions, my book is even easier to understand than it was 5 years ago and more people can relate to the creative ideas of how to design for learning expeditions? Take a chance and have a look! You will be surprised -- or so I hope. Send me your thoughts!

Because this book is more needed than ever, I share chapter #1 for a short while here online.

Chapter 1

Table of Contents

Chapter 1 - Introduction: the Internet in our pockets and handbags; ICT/EdTech/digital technolgy 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

Chapter 2 - Theoretical View 1: From Social, Technical and SocioTechnical Systems to CrossActionSpaces

2.1 The socio-technical 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.. 20

2.4 Socio-technical 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 socio-technical agents? 'Anti-social media'

2.6 Summary

2.7 CrossActionSpaces linking Systems, Networks and Communities

2.8 References

Chapter 3 - Theoretical View 2: Dynamics of Roles in CrossActionSpaces / Enabler and Hinder

3.1 Roles - the interactionism point of view

3.2 Roles - structural-functional 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 teacher's roles and student's 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 towards multi-cross-action - roles as paradox, they enable and limit cross-action

3.10 References

Chapter 4 - Learning as Reflective CrossActions: toward Digital 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

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 towards learning expeditions

4.5 References

Chapter 5  - Teaching Becomes a Design Profession and Creates Conditions for Learning as Reflective CrossAction: the Digital Didactical Design Model

5.1 Digital Didactics - three interwoven layers

5.2 The middle layer - Digital Didactical Design (Theory and Process view)

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 reflections, feedback and feedforward

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

Chapter 6 -  Projects and Empirical Studies Towards 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

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 CrossActions

6.2.1 Reflective Cross-Actions for different learning levels

6.2.2 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 anywhere anytime

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

Chapter 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 socio-technical-pedagogical processes - Teaching is process design.

7.2.5 Schools and HE need practices which design for learning walkthroughs and learning expeditions

7.2.6 Not all learning can be measured.

7.2.7 ICT, Information & Commnunication Technology (digital technology) is more than just a tool

7.2.8 Learning Analytics is a method and an instrument to control students and their behavior

7.2.9 There are no simple step-by-step models for Digital Didactical Designs

7.2.10 More design-oriented research (DBR) and formative evaluation studies

7.3 References