Dr. Isa Jahnke is Director of Research for the Information Experience Lab and Associate Professor of Information Science and Learning Technologies at the University of Missouri, USA. She was Professor of ICT, Media and Learning at Umeå University, Sweden, and Assistant Professor at TU Dortmund University, Germany.

"Here is a compelling, rich and thoughtful vision of the future for educators, technologists and researchers that extrapolates from concrete first steps observed in innovative classrooms. It provides a framework for envisioning and pioneering what learning should become. It describes how classroom teachers, students and software designers can engage in "digital didactical designing"— participating actively in the reorganization of learning, benefiting from the rapidly growing ubiquity of information and communication. Classrooms for teaching are transformed into "CrossActionSpaces" in which the virtual and the embodied, the known and the downloaded, the social and the technical, the personal and the collaborative, teaching and learning, formal schooling and informal DIY are intertwined and synthesized."Gerry Stahl, founding editor, International Journal of Computer-Supported Collaborative Learning

• List of Figures and TablesPrefaceAcknowledgmentsChapter 1: Introduction – the Internet in Our Pockets and Handbags; ICT is more than just a tool Chapter 2: From Socio-Technical Systems to CrossActionSpacesChapter 3: Dynamics of Roles in CrossActionSpaces: Enabler and HinderChapter 4: Learning as Reflective CrossAction: the example of Learning ExpeditionsChapter 5: Teaching Creates Conditions for Learning as Reflective CrossAction: Digital Didactical DesignChapter 6: Projects and Empirical Studies Towards Reflective CrossActionSpacesChapter 7: Conclusion and Looking Forward . . .Index

Dr. Isa Jahnke is Director of Research for the Information Experience Lab and Associate Professor of Information Science and Learning Technologies at the University of Missouri, USA. She was Professor of ICT, Media and Learning at Umeå University, Sweden, and Assistant Professor at TU Dortmund University, Germany.

"Here is a compelling, rich and thoughtful vision of the future for educators, technologists and researchers that extrapolates from concrete first steps observed in innovative classrooms. It provides a framework for envisioning and pioneering what learning should become. It describes how classroom teachers, students and software designers can engage in "digital didactical designing"— participating actively in the reorganization of learning, benefiting from the rapidly growing ubiquity of information and communication. Classrooms for teaching are transformed into "CrossActionSpaces" in which the virtual and the embodied, the known and the downloaded, the social and the technical, the personal and the collaborative, teaching and learning, formal schooling and informal DIY are intertwined and synthesized."Gerry Stahl, founding editor, International Journal of Computer-Supported Collaborative Learning

• List of Figures and TablesPrefaceAcknowledgmentsChapter 1: Introduction – the Internet in Our Pockets and Handbags; ICT is more than just a tool Chapter 2: From Socio-Technical Systems to CrossActionSpacesChapter 3: Dynamics of Roles in CrossActionSpaces: Enabler and HinderChapter 4: Learning as Reflective CrossAction: the example of Learning ExpeditionsChapter 5: Teaching Creates Conditions for Learning as Reflective CrossAction: Digital Didactical DesignChapter 6: Projects and Empirical Studies Towards Reflective CrossActionSpacesChapter 7: Conclusion and Looking Forward . . .Index

Dr. Isa Jahnke is Director of Research for the Information Experience Lab and Associate Professor of Information Science and Learning Technologies at the University of Missouri, USA. She was Professor of ICT, Media and Learning at Umeå University, Sweden, and Assistant Professor at TU Dortmund University, Germany.

"Here is a compelling, rich and thoughtful vision of the future for educators, technologists and researchers that extrapolates from concrete first steps observed in innovative classrooms. It provides a framework for envisioning and pioneering what learning should become. It describes how classroom teachers, students and software designers can engage in "digital didactical designing"— participating actively in the reorganization of learning, benefiting from the rapidly growing ubiquity of information and communication. Classrooms for teaching are transformed into "CrossActionSpaces" in which the virtual and the embodied, the known and the downloaded, the social and the technical, the personal and the collaborative, teaching and learning, formal schooling and informal DIY are intertwined and synthesized."Gerry Stahl, founding editor, International Journal of Computer-Supported Collaborative Learning

• List of Figures and TablesPrefaceAcknowledgmentsChapter 1: Introduction – the Internet in Our Pockets and Handbags; ICT is more than just a tool Chapter 2: From Socio-Technical Systems to CrossActionSpacesChapter 3: Dynamics of Roles in CrossActionSpaces: Enabler and HinderChapter 4: Learning as Reflective CrossAction: the example of Learning ExpeditionsChapter 5: Teaching Creates Conditions for Learning as Reflective CrossAction: Digital Didactical DesignChapter 6: Projects and Empirical Studies Towards Reflective CrossActionSpacesChapter 7: Conclusion and Looking Forward . . .Index