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Your search keyword '"Mørch, Anders I."' showing total 158 results
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158 results on '"Mørch, Anders I."'

2. Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments

Author

Kaliisa, Rogers, Kluge, Anders, and Mørch, Anders I.

Abstract

Learning analytics (LA) constitutes a key opportunity to support learning design (LD) in blended learning environments. However, details as to how LA supports LD in practice and information on teacher experiences with LA are limited. This study explores the potential of LA to inform LD based on a one-semester undergraduate blended learning course at a Norwegian university. Our findings indicate that creating valuable connections between LA and LD requires a detailed analysis of student checkpoints (e.g., online logins) and process analytics (e.g., online content and interaction dynamics) to find meaningful learning behaviour patterns that can be forwarded to teachers in retrospect to support the redesign of courses. Moreover, the teachers in our study found the LA visualizations to be valuable for understanding student online learning processes, but they also requested the timely sharing of aggregated LA visualizations in a simple, easy-to-interpret format, yet detailed enough to be informative and actionable. We conclude the paper by arguing that the potential of LA to support LD is improved when multiple levels of LA are considered.

Published
2020

3. Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts

Author

Mørch, Anders I., Andersen, Renate, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Spano, Lucio Davide, editor, Schmidt, Albrecht, editor, Santoro, Carmen, editor, and Stumpf, Simone, editor

Published
2023
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4. 'My Point of Departure for Analytics Is Extreme Skepticism': Implications Derived from an Investigation of University Teachers' Learning Analytics Perspectives and Design Practices

Author

Kaliisa, Rogers, Mørch, Anders I., and Kluge, Anders

Abstract

The literature until 2020 has forecasted a significant uptake of learning analytics (LA) to support learning design in higher education. However, there remain only a few investigations into teachers' course design practices and their perspectives on LA as a tool to support their design practices. This paper presents findings from an examination of 16 university teachers' design practices and perspectives on LA at two Norwegian universities (The University of Oslo and Oslo Metropolitan University). On one hand, findings identified situational factors, feedback sources and teachers' intuition as key influencers of teachers' course design decisions. On the other hand, guided by principles of the technology acceptance model, this study identified mixed reactions amongst teachers regarding the awareness, understanding and potential use of LA to support course design practices. In particular, most teachers appreciated the formative and normative value of LA to provide more objective evidence about students' learning patterns and to shape learning trajectories, but some were skeptical about the evaluative role where LA is used to evaluate teachers' and students' performance based on unnuanced data (e.g. no theory guidance) with limited depth in observation. This article contributes to the understanding of factors fundamental to linking LA to teachers' course design practices by synthesizing findings to propose a 'bi-directional LA-course design' conceptual framework that clarifies key elements that influence teachers' design practices and highlighting their implications for LA integration.

Published
2022
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5. Overcoming Challenges to the Adoption of Learning Analytics at the Practitioner Level: A Critical Analysis of 18 Learning Analytics Frameworks

Author

Kaliisa, Rogers, Kluge, Anders, and Mørch, Anders I.

Abstract

Learning analytics (LA) is a fast-growing field but adoption by teachers remain limited. This paper presents the results of a review of 18 LA frameworks and discusses how they have tried to address prominent challenges in LA adoption. The results show that researchers have made significant advances in developing appropriate frameworks to conceptualise LA adoption among teachers, and have advanced considerably in connecting LA and learning theory. However, few frameworks are concretised into technological artefacts and concrete data streams. Moreover, there is a need to empirically validate and put into use the most promising existing frameworks. We hope that this review will be informative for teachers who have little LA experience but are interested in adopting LA in authentic practice.

Published
2022
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10. Interactive Screencasts as Learning Tools in Introductory Programming

Author

Litherland, Kristina, Kluge, Anders, Mørch, Anders I., Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, De Laet, Tinne, editor, Klemke, Roland, editor, Alario-Hoyos, Carlos, editor, Hilliger, Isabel, editor, and Ortega-Arranz, Alejandro, editor

Published
2021
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11. Learning Domain Knowledge Using Block-Based Programming: Design-Based Collaborative Learning

Author

Andersen, Renate, Mørch, Anders I., Litherland, Kristina Torine, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Fogli, Daniela, editor, Tetteroo, Daniel, editor, Barricelli, Barbara Rita, editor, Borsci, Simone, editor, Markopoulos, Panos, editor, and Papadopoulos, George A., editor

Published
2021
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12. Two 3D Virtual Worlds as Domain-Oriented Design Environments: Closing the Educational Gap with the Action-Breakdown-Repair Model

Author

Mørch, Anders I.

Abstract

Purpose: The present study proposes action-breakdown-repair (ABR) as a pedagogical model and 3D virtual worlds as technology, to bridge the gap between curricular goals and students out of school technology experiences, referred to as the educational gap. Design/methodology/approach: A qualitative study combining design-based research (DBR) and a case study was used with video observation as a data collection method. ABR is demonstrated by an empirical analysis of learning activities with ©Minecraft (hereafter MC) and ©Second Life[superscript TM] (hereafter SL) used in two teacher education programs. Findings: Teachers and students could use the technology with some initial training. Experience in gameplay, collaboration and problem solving eased the transitioning into curricular activities. The teachers integrated domain knowledge by giving students tasks that involved the creation of domain-specific artifacts and role-play scenarios. In total, two dilemmas of educational gap closing were found and discussed: learning domain knowledge vs learning technology and breakdown in action vs breakdown in understanding. Research limitations/implications: Automated feedback (critiquing) adapted to students' individual needs while building and role-playing in MC or SL to off-load some of the teachers' work in scaffolding design activities in the classroom is a direction for further work. Practical implications: The model can provide guidance for teachers and other stakeholders who are in the process of integrating creative technologies like visual programming, design environments and collaboration tools in K-12 education. Originality/value: A novelty of the present research is treating ABR as a pedagogical model and closing the educational gap.

Published
2020
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15. Exploring Social Learning Analytics to Support Teaching and Learning Decisions in Online Learning Environments

Author

Kaliisa, Rogers, Mørch, Anders I., Kluge, Anders, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Scheffel, Maren, editor, Broisin, Julien, editor, Pammer-Schindler, Viktoria, editor, Ioannou, Andri, editor, and Schneider, Jan, editor

Published
2019
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16. End-User Development Goes to School: Collaborative Learning with Makerspaces in Subject Areas

Author

Mørch, Anders I., Litherland, Kristina Torine, Andersen, Renate, Hutchison, David, Editorial Board Member, Kanade, Takeo, Editorial Board Member, Kittler, Josef, Editorial Board Member, Kleinberg, Jon M., Editorial Board Member, Mattern, Friedemann, Editorial Board Member, Mitchell, John C., Editorial Board Member, Naor, Moni, Editorial Board Member, Pandu Rangan, C., Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Terzopoulos, Demetri, Editorial Board Member, Tygar, Doug, Editorial Board Member, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Malizia, Alessio, editor, Valtolina, Stefano, editor, Morch, Anders, editor, Serrano, Alan, editor, and Stratton, Andrew, editor

Published
2019
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22. EssayCritic: Writing to Learn with a Knowledge-Based Design Critiquing System

Author

Mørch, Anders I., Engeness, Irina, Cheng, Victor C., Cheung, William K., and Wong, Kelvin C.

Abstract

This article presents a study of EssayCritic, a computer-based writing aid for English as a foreign language (EFL) that provides feedback on the content of English essays. We compared two feedback conditions: automated feedback from EssayCritic (target class) and feedback from collaborating peers (comparison class). We used a mixed methods approach to collect and analyze the data, combining interaction analysis of classroom conversations during the writing process and statistical analysis of students' grades. The grades of students in both classes improved from pre-test to post-test but in different ways. The students in the target class included more ideas (content) in their essays, whereas the students in the comparison class put more emphasis on the organization of their ideas. We discuss our findings to identify strengths and weaknesses of our approach, and we end the paper by suggesting some directions for further research.

Published
2017

26. End-User Development in Second Life: Meta-design, Tailoring, and Appropriation

Author

Caruso, Valentina, Hartley, Melissa D., Mørch, Anders I., Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Díaz, Paloma, editor, Pipek, Volkmar, editor, Ardito, Carmelo, editor, Jensen, Carlos, editor, Aedo, Ignacio, editor, and Boden, Alexander, editor

Published
2015
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29. Preparing for International Operations and Developing Scenarios for Inter-cultural Communication in a Cyberworld: A Norwegian Army Example

Author

Prasolova-Førland, Ekaterina, Fominykh, Mikhail, Darisiro, Ramin, Mørch, Anders I., Hansen, David, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Kobsa, Alfred, editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Weikum, Gerhard, editor, Gavrilova, Marina L., editor, Tan, C. J. Kenneth, editor, Mao, Xiaoyang, editor, and Hong, Lichan, editor

Published
2014
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33. Component-Based Design and Software Readymades

Author

Mørch, Anders I., Zhu, Li, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Dittrich, Yvonne, editor, Burnett, Margaret, editor, Mørch, Anders, editor, and Redmiles, David, editor

Published
2013
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34. Cultures of Participation in the Digital Age: Empowering End Users to Improve Their Quality of Life

Author

Díez, David, Mørch, Anders I., Piccinno, Antonio, Valtolina, Stefano, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Dittrich, Yvonne, editor, Burnett, Margaret, editor, Mørch, Anders, editor, and Redmiles, David, editor

Published
2013
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35. Get Satisfaction: Customer Engagement in Collaborative Software Development

Author

Andersen, Renate, Mørch, Anders I., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Dittrich, Yvonne, editor, Burnett, Margaret, editor, Mørch, Anders, editor, and Redmiles, David, editor

Published
2013
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36. Evolutionary Application Development: Tools to Make Tools and Boundary Crossing

Author

Mørch, Anders I., Harper, Richard, Series editor, Diaper, Dan, Advisory editor, Sanger, Colston, Advisory editor, Bannon, Liam J., Series editor, Dewan, Prasun, Series editor, Grudin, Jonathan, Series editor, Gutwin, Carl, Series editor, Halverson, Christine A., Series editor, Palen, Leysia, Series editor, Randall, David, Series editor, Rogers, Yvonne, Series editor, Schmidt, Kjeld, Series editor, Sellen, Abigail, Series editor, Isomäki, Hannakaisa, editor, and Pekkola, Samuli, editor

Published
2011
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38. Mutual Development: A Case Study in Customer-Initiated Software Product Development

Author

Andersen, Renate, Mørch, Anders I., Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Nierstrasz, Oscar, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Sudan, Madhu, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Vardi, Moshe Y., Series editor, Weikum, Gerhard, Series editor, Pipek, Volkmar, editor, Rosson, Mary Beth, editor, de Ruyter, Boris, editor, and Wulf, Volker, editor

Published
2009
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40. Grounding Collaborative Knowledge Building in Semantics-Based Critiquing

Author

Mørch, Anders I., Cheung, William K., Wong, Kelvin C., Liu, Jiming, Lee, Cynthia, Lam, Mason H., Tang, Janti P., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Dough, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Lau, Rynson W. H., editor, Li, Qing, editor, Cheung, Ronnie, editor, and Liu, Wenyin, editor

Published
2005
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42. Helping Users Customize Their Pedagogical Agents: Issues, Approaches and Examples

Author

Mørch, Anders I., Nævdal, Jan Eirik B., Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Dough, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Carbonell, Jaime G., editor, Siekmann, Jörg, editor, Negoita, Mircea Gh., editor, Howlett, Robert J., editor, and Jain, Lakhmi C., editor

Published
2004
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43. Grounding Collaborative Learning in Semantics-Based Critiquing

Author

Cheung, William K., Mørch, Anders I., Wong, Kelvin C., Lee, Cynthia, Liu, Jiming, and Lam, Mason H.

Abstract

In this article we investigate the use of latent semantic analysis (LSA), critiquing systems, and knowledge building to support computer-based teaching of English composition. We have built and tested an English composition critiquing system that makes use of LSA to analyze student essays and compute feedback by comparing their essays with teacher's model essays. LSA values are input to a critiquing component to provide a user interface for the students. A software agent can also use the critic feedback to coordinate a collaborative knowledge-building session with multiple users (students and teachers). Shared feedback provides seed questions that can trigger discussion and extended reflection about the next phase of writing. We present the first version of a prototype we have built and report the results from three experiments. We end the paper by describing our plans for future work.

Published
2007
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