Anders Mørch

• Tjønn, Henrik; Ludvigsen, Sten Runar & Mørch, Anders (2026). Exploring variations in teacher modelling and scaffolding through chatbot interactions in middle school classrooms. I Rosé, Carolyn; Gweon, Gahgene; Asterhan, Christa & Keune, Anna (Red.), Proceedings of the 19th International Conference on Computer-Supported Collaborative Learning - CSCL 2026. International Society of the Learning Sciences (ISLS). ISSN 9798990698062. s. 61–69. doi: 10.22318/cscl2026.941552. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, we develop new insights into how teachers can model, scaffold and coach students when using tailored chatbots in a school subject. Our interaction analysis, based on a cognitive apprenticeship framework, shows how teachers affirm student statements regarding the chatbot's lack of knowledge structures. We identify a few instances of teacher elaboration on the chatbots' subject-specific knowledge structures during classroom interactions. Teachers mainly provide concrete scaffolding support for the tasks and confirm students' questions and claims about inaccuracies in chatbot outputs. Our analysis also indicates that the balance between modelling and scaffolding depends on how specific sequences in teaching and learning activities are executed.

• Skåland, Gro; Litherland, Kristina Torine & Mørch, Anders (2026). Kreativ praksis i teoretiske fag: En sammenliknende case-analyse av undervisning i to skaperverksteder. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 110(2), s. 149–149. doi: 10.18261/npt.110.2.4. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we examine the methods used by educators in makerspaces. In makerspaces, students can explore and bring their ideas to life through the use of both technology and traditional craft methods. Makerspaces also provide an opportunity to teach creatively in theoretical subjects, such as the STEM fields. Therefore, the article is a research-based contribution to the debate on a more practical school approach. By employing multiple-case analysis, we examine two cases: a library course and a school project. The article highlights how teaching is presented in three forms: explicit, implicit, and object-oriented teaching. The article concludes that it is necessary to consider all three forms of teaching in context, as subjects, creativity, and sensory/tactile activity are integrated into language, either as technical terms or as underlying structures. Thus, dialogue is of great importance, even in this context.

• Mørch, Anders & Engeness, Irina (2026). EssayCritic: enhancing student essays with locally trained AI feedback. I Tømte, Cathrine Edelhard; Barman, Linda & Wasson, Barbara (Red.), Handbook of Learning Analytics and Adaptive Learning in Schools. Edward Elgar Publishing. ISSN 9781035330669. s. 191–209. doi: 10.4337/9781035330676.00022. Fulltekst i vitenarkiv Vis sammendrag

  This timely Handbook explores the use of emerging digital technologies in education, demonstrating how learning analytics, adaptive technologies and artificial intelligence can be implemented to achieve pedagogical goals. As digital technologies become integral to education, chapters discuss how the focus is shifting from whether to use these tools, to how they can best support teaching and learning. Contributors address concerns surrounding data privacy, transparency and practical use, emphasising the importance of professional development and collaboration among educators, leaders and stakeholders. Drawing on empirical insights, chapters highlight the potential of learning analytics and adaptive learning to personalise education and improve outcomes for all students. This insightful Handbook promotes thoughtful policy, robust infrastructure and a thorough understanding of the professional and ethical contexts in which these tools are deployed. The Handbook of Learning Analytics and Adaptive Learning in Schools is an essential resource for scholars and students interested in educational technology, particularly those exploring the impact of data mining and learning analytics. It is also highly beneficial for educators and policymakers looking to ensure these emerging tools are used purposefully and in alignment with curriculum goals.

• Mørch, Anders & Litherland, Kristina Torine (2025). Exploring Collaborative Learning in Makerspaces Through a Complex Systems Lens: Aligning Theory and Method for Deeper Insights. British Journal of Educational Technology (BJET). ISSN 0007-1013. s. 1–23. doi: 10.1111/bjet.70027. Fulltekst i vitenarkiv Vis sammendrag

  Makerspaces are complex systems comprising a range of elements and participants, including materials, learners, and educators. Examining collaborative learning through the lens of complex systems theory provides new ways to identify challenges and opportunities within educational makerspaces. This can be achieved through social science methods that allow researchers to investigate different levels of participation in learning activities, including individual behaviours, small-group interactions, and sociotechnical networks. To this end, we present a mixed-methods approach for analysing group interactions and network-level properties using video data from classroom observations. Our methodology combines interaction analysis with sociotechnical network analysis. The primary challenge identified is the rapid increase in complexity during making activities, which hinders full participation. This is evident in the nested structures revealed by the network analysis and in the lack of shared understanding shown by the interaction analysis. We developed a conceptual framework that enables researchers to analyse collaborative learning in makerspaces. Practical implications include science learning goals that consider making and scaffolding practices that leverage pseudo-concepts.

• Dahl, Jan Erik & Mørch, Anders (2025). A theoretical and empirical analysis of tensions between learning objects and constructivism. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. 30, s. 22101–22150. doi: 10.1007/s10639-025-13636-z. Fulltekst i vitenarkiv Vis sammendrag

  Learning Objects (LOs) have long aimed to make digital education scalable and reusable, yet their alignment with constructivist learning remains contested. This study offers a structured comparison of traditional LO design principles and constructivist learning metaphors—acquisition, participation, and knowledge creation—to examine how emerging research directions position themselves within this educational technology landscape. We analyse how emerging research directions—symbolic AI, generative AI, hybrid AI (Retrieval-Augmented Generation), and constructivist-oriented LO research—align with or challenge these learning metaphors. We then explore how these directions influence the relationship between LOs and constructivist pedagogy. Our findings show that while some AI-based approaches reinforce structured, predefined learning, others—and especially constructivist-oriented LO models—support more adaptive, collaborative, and student-centred designs. Empirical findings from teacher interviews reveal that teachers’ conceptions of learning vary by context—often defaulting to transmissive models under technological constraints, but aligning more closely with participation and knowledge creation metaphors when reflecting on pedagogical theory. These combined and somewhat surprising findings underscore the need for LO frameworks that are pedagogically flexible—that is, able to support both structured and open-ended designs, adapt to varying teaching contexts, and empower learners through meaningful engagement.

• Litherland, Kristina Torine & Mørch, Anders (2025). A Complex Systems Perspective on Educational Makerspaces: Leveraging Mixed Methods for Enhanced System Insights. I Oshima, Jun; Chen, Bodong; Vogel, Freydis & Järvelä, Sanna (Red.), 18th International Conference on Computer-Supported Collaborative Learning (CSCL) 2025: CSCL Proceedings. International Society of the Learning Sciences (ISLS). ISSN 9798990698048. s. 316–320. doi: 10.22318/cscl2025.552390. Fulltekst i vitenarkiv
• Mørch, Anders; Ludvigsen, Sten Runar & Gilje, Øystein (2025). Teachers as End-User Developers: Two Case Studies of Adapting Language Models for Education. CEUR Workshop Proceedings. doi: 10.1007/978-3-031-95452-8. Fulltekst i vitenarkiv Vis sammendrag

  The merging of artificial intelligence (AI) and end-user development (EUD) presents great research opportunities, especially where AI, EUD, and education overlap. This paper reports on a collaborative effort with teachers to explore the EUD process of two AI systems in language education. The purpose of the investigation is to contrast two approaches to AI (specialized vs. large language models). We present two case studies: (1) the training of an AI-based writing tool with local data to provide domain-oriented feedback in English as a foreign language (EssayCritic) and (2) the customization of a chatbot for language education through pre-prompting and graphical user interface design (SchoolGPT). Our approach to EUD is to treat an AI system as a flexible, multi-purpose application that can be adapted at various levels to address different educational needs. Our research shows that adaptable AI systems can help educators improve teaching methods and facilitate language learning with EUD, but there are also challenges to consider, including language model size, institutionalizing the end-user developer role, and educational alignment.

• Tjønn, Henrik; Ludvigsen, Sten Runar & Mørch, Anders (2025). Generative AI in Norwegian Classrooms: Differences in Teaching About, With and Through GAI. I Oshima, Jun; Chen, Bodong; Vogel, Freydis & Järvelä, Sanna (Red.), 18th International Conference on Computer-Supported Collaborative Learning (CSCL) 2025: CSCL Proceedings. International Society of the Learning Sciences (ISLS). ISSN 9798990698048. doi: 10.22318/cscl2025.654541. Fulltekst i vitenarkiv Vis sammendrag

  The use of chatbots in classroom teaching presents both challenges and opportunities for students' learning. From a CSCL standpoint, our analysis reveals that many students encounter difficulties in their communication with adapted chatbots, even though the chatbots were designed to support students' work with domain knowledge, in their learning activities. This indicates that teachers need to devote more time and effort to support students' learning processes by balancing the tensions between learning about generative AI and learning with generative AI in various domains. Teachers must carefully consider, select, and remind students about specific lesson aims and relevant content.

• Pagano, Alessandro; Mørch, Anders; Barletta, Vita Santa & Andersen, Renate (2024). AI for Humans and Humans for AI: Towards Cultures of Participation in the Digital Age with Human-Centered Artificial Intelligence. ID&A Interaction design & architecture(s). ISSN 1826-9745. s. 5–16. doi: 10.55612/s-5002-059-001psi. Fulltekst i vitenarkiv Vis sammendrag

  In recent years, the field of artificial intelligence (AI) has garnered significant attention and received renewed interest. Its appearance on a global scale has been described using different metaphors, ranging from the new crude oil waiting to be refined to the key to the future of education. United Nations Educational, Scientific, and Cultural Organization (UNESCO) states that the connection between AI and education involves three main areas: 1) learning with AI, 2) learning about AI, and 3) preparing for AI, which is the order they appear to students in higher education today. The goal of human-centered AI (HCAI) aligns with two of these areas (1 & 2) by putting human users at the center, emphasizing user experience design, measuring human performance, and empowering people. Another essential feature of HCAI aligns with the third area by emphasizing how HCAI facilitates human self-efficacy, creativity, distributed responsibility, work performance, and social participation.

• Mørch, Anders; Andersen, Renate; Eie, Siv & Mifsud, Louise (2024). Emergent group understanding: Investigating intersubjectivity in sociotechnical interdependencies. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-024-09432-5. Fulltekst i vitenarkiv Vis sammendrag

  Teaching with virtual worlds provides new means for collaborative learning but creates challenges for teachers in terms of IT skills. To address these challenges, we developed a teaching model for using virtual worlds in classroom practices and applied it to Minecraft in several rounds of design-based research experiments. Our conceptual framework combines ideas from software engineering (sociotechnical congruence) and social sciences (intersubjectivity and emergence). Empirically, we addressed the problem of how shared understanding evolves in computer-mediated learning activities. We video-recorded classroom activities and analyzed them using interaction analysis. The teaching model engaged the students in two interdependent processes, referred to as objects: (1) a social object (discussions) that led to a shared knowledge object (video-recorded role-play) and (2) a technology object (Minecraft buildings) for staging the role-play. Our findings include an empirical phenomenon that we call emergent group understanding, which arose from the complex social interactions between social and technology objects when Minecraft was used as a virtual world in a social studies classroom. This revealed two connected subprocesses: (1) a spontaneous act of providing information to assist learners in contextualizing their actions and interactions against a common background, and (2) setting localized goals to guide future actions and interactions. This finding extends previous research by identifying fine-grained processes of intersubjectivity that contribute to collaborative learning. More generally, our teaching model addresses the problem of balancing creative and instructional learning goals.

• Singh, Ammar Bahadur & Mørch, Anders (2024). Instructors’ Epistemic Intervention Strategies in MOOC Discussion Forums. Journal of Educators Online. 21(1). doi: 10.9743/JEO.2024.21.1.5. Fulltekst i vitenarkiv Vis sammendrag

  Facilitating students’ learning in a massive open online context is challenging for instructors in online teaching. The instructors should enact their professional (epistemic) feedback-giving skills to understand when, how, and why to address learning problems. In this study, we address this issue in terms of agency and suggest strategies that teachers can use to address these problems constructively. This study examines how instructors’ professional agency comes into play in selecting how to intervene to assist students in solving problems in course discussion forums (Facebook group and Canvas discussion forums), which we refer to as an epistemic intervention strategy (EIS). By analyzing discussion forums’ dialogical posts using thematic analysis and epistemic network analysis, we found that instructors adopted five different EISs to address students’ learning. The EISs emerged during the processes of facilitating students’ learning and were influenced by the complexity of students’ questions and positioning in learning in the discussion forums. The findings of this study can inform practitioners that facilitating learning in online discussion forums may demand that instructors go beyond their feedback-giving skills to enact professional agency.

• Mirmotahari, Omid; Mørch, Anders & Berg, Yngvar (2024). Evolution of Technological Innovations, User Experiences, and Literacies. CEUR Workshop Proceedings. 3685. Fulltekst i vitenarkiv Vis sammendrag

  The advancement of computer-based innovations over the years has drastically altered the role of the end-user, from passive users of technology to active participants influencing technological development. Each major innovation, associated with preceding hardware and software milestones, has led to new understandings and skill sets required of end-users. This workshop position paper explores the technological progress from mainframe computers to personal computers, the internet, and the nascent age of artificial intelligence (AI) based on Large Language Models (LLMs). We examine how each technological leap has transformed the end-user experience, the evolving literacies demanded, and speculate how the evolution of user interaction with technology in the future might move in different directions and widen the technological gap.

• Litherland, Kristina Torine & Mørch, Anders (2024). Towards a method for understanding collaborative learning in makerspaces using dynamic sociotechnical networks. International Journal of Research & Method in Education. ISSN 1743-727X. doi: 10.1080/1743727X.2024.2420171. Fulltekst i vitenarkiv Vis sammendrag

  This study’s objective was to discuss approaches to understanding learning in an educational makerspace by considering complex and dynamic interactions that take place there. Our investigation focusses on technical resources within these interactions – particularly how to gain a structural perspective on these dynamic interactions. We address two primary challenges: (1) conceptualizing makerspace activity as networks of human and nonhuman actors, and (2) capturing the structural dynamics of interaction in sociotechnical makerspace networks, as well as discussing how solving these challenges can help understand technology-mediated collaborative learning practices in the makerspace. We present potential approaches to yield a more granular and nuanced view based on video data on the interplay between collaborators and technical tools and materials, such as how to transform video data into structural data, as well as capture and represent dynamic networks. We discuss how these approaches can inform researchers about collaborative learning in makerspaces by discussing students’ sociotechnical ego-networks, changing roles and the use of sociotechnical structural data as background information in qualitative analysis. Furthermore, the paper examines our study’s broader implications for understanding makerspace networks, suggesting node-grouping strategies and sociotechnograms to simplify and name the display of sociotechnical interdependencies.

• Mørch, Anders & Andersen, Renate (2023). Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts. I Spano, Lucio Davide; Schmidt, Albrecht; Santoro, Carmen & Stumpf, Simone (Red.), End-User Development. 9th International Symposium, IS-EUD 2023, Cagliari, Italy, June 6–8, 2023, Proceedings. Springer. ISSN 9783031344336. s. 230–240. doi: 10.1007/978-3-031-34433-6_15. Fulltekst i vitenarkiv Vis sammendrag

  As society gradually digitizes, the need increases for computational literacy education or the inclusion of programming and computational thinking in school curricula and teaching practices. A challenge is to reach students with little or no experience in programming but who have played digital games like Minecraft (i.e., the sandbox game). Toward that end we have developed a new teaching method, which guides students from concrete to abstract programming activities stepwise: 1) block building and modeling, 2) high-level functions, and 3) general purpose programming. The method is based on a theoretical framework Action–Breakdown–Repair and is the result of the first iteration of a design-based research (DBR) process that aims to adapt Minecraft Education and its embedded block-based programming language MakeCode to teaching introductory computer science. We demonstrate the method and report the strengths and weaknesses of the first DBR iteration, including high engagement, different levels of abstraction, challenges of understanding computational concepts in working code, and the role of a shared referent in the game world to coordinate program understanding.

• Eie, Siv; Andersen, Renate; Mifsud, Louise; Mørch, Anders & Rustad, Mikkel Bertram (2023). Kritisk tenkning og Minecraft i lærerutdanningen: en studie av samfunnsfagundervisning om det industrielle gjennombruddet i Norge. Nordidactica. ISSN 2000-9879. Fulltekst i vitenarkiv Vis sammendrag

  This article discusses how Minecraft can be used as a learning resource in facilitating historical empathy and critical thinking in teaching social studies. Minecraft is a sandbox video game reminiscent of digital Lego, where the participants have unlimited access to resources that can be used as building blocks to create buildings and other structures. In the virtual Minecraft world, players can build visual structures and interact through avatars. In our study, three cohorts of student teachers tried out Minecraft Education (version adapted for educational use) when they reconstructed buildings and historical events taking place during the industrial breakthrough along the Aker River. The project was divided into three phases: (1) introductory phase where students worked with the historical context through campus teaching, historical sources, and excursion, (2) reconstruction phase where students recreated the factory buildings in Minecraft and developed scripts for the digital role-play and (3) transformation phase, where the students used what they had developed (buildings and script) to produce a film to enact a historical event. In planning the project, historical empathy was emphasized, however, the article focuses on how working with historical empathy through Minecraft also facilitates critical thinking. That is making judgements while working with sources, taking different historical perspectives in reconstructing historical events and artifacts, and critically reflecting on connections between past and present.

• Mørch, Anders; Flø, Ellen Egeland; Litherland, Kristina Torine & Andersen, Renate (2023). Makerspace activities in a school setting: Top-down and bottom-up approaches for teachers to leverage pupils' making in science education. Learning, Culture and Social Interaction. ISSN 2210-6561. 39, s. 1–16. doi: 10.1016/j.lcsi.2023.100697. Fulltekst i vitenarkiv Vis sammendrag

  This article addresses the opportunities and challenges of turning a science, technology, engineering, and mathematics (STEM) classroom into a makerspace for hands-on experimentation with digital tools and materials in science education. In this qualitative case study, over a period of 16 weeks, video data were collected during making activities in an advanced placement science course with 19 pupils aged 12–16 years, and interviews were conducted. We combined thematic and interaction analyses of empirical data and identified three themes: 1) engagement and spontaneous concepts, 2) programming and making physical objects, and 3) subject integration. Our conceptual framework for the analyses integrated two features of the Vygotskian sociocultural theory of learning: concept development as a dialectical process of scientific and everyday concepts and the “tool and symbol” duality. Our findings show that both top-down and bottom-up approaches to integrating school subjects into a makerspace were effective but underused. We illustrate this by mapping pupils' shared understanding in a sociotechnical space, visualized as a process of “rising to the concrete”, which may require teacher's scaffolding at different levels of abstraction and use of instructional materials in different modalities.

• Mørch, Anders & Andersen, Renate (2023). Human-Centred AI in Education in the Age of Generative AI Tools. CEUR Workshop Proceedings. Fulltekst i vitenarkiv Vis sammendrag

  Artificial intelligence (AI) based on machine learning, neural networks, and large language models has created an enormous interest during the past year, peaking with the release of ChatGPT (GPT 3.5) at the end of 2022. The educational sector has been in turmoil as knowledge acquisition, effective teaching, and meaningful learning experiences are its foundational building blocks. In the following position paper, we explore how human-centered AI (HCAI) can be a useful perspective on AI in the age of generative AI (GAI) for the educational sector. However, we also suggest taking advantage of GAI tools to prepare the next generation of students for a future workplace requiring informed interaction with AI tools. We argue there is a lot of potential for applying AI in education, which can be advantageous for both teachers and students to increase the educational experience. However, there are also major challenges. For example, GAI tools do not yet align with learning theories that promote student agency during knowledge construction (e.g., constructivist learning theories).

• Baricelli, Barbara Rita; Fischer, Gerhard; Fogli, Daniela; Mørch, Anders; Piccinno, Antonio & Valtolina, Stefano (2022). CoPDA 2022 - Cultures of Participation in the Digital Age: AI for Humans or Humans for AI? I Bottoni, Paolo (Red.), AVI 2022: Proceedings of the 2022 International Conference on Advanced Visual Interfaces. ACM Publications. ISSN 9781450397193. s. 1–3. doi: 10.1145/3531073.3535262. Fulltekst i vitenarkiv Vis sammendrag

  The sixth edition of the CoPDA workshop is dedicated to discussing the current challenges and opportunities of Cultures of Participation with respect to Artificial Intelligence (AI) by contrasting it with the objectives pursued by Human-Centered Design (HCD). The workshop aims to establish a forum to explore our basic assumption (and to provide at least partial evidence) that the most successful AI systems out there today are dependent on teams of humans, just as humans depend on these systems to gain access to information, provide insights and perform tasks beyond their own capabilities.

• Andersen, Renate; Mørch, Anders & Litherland, Kristina Torine (2022). Collaborative learning with block-based programming: investigating human-centered artificial intelligence in education. Behaviour and Information Technology. ISSN 0144-929X. 41(9), s. 1830–1847. doi: 10.1080/0144929X.2022.2083981. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we investigate human-centered artificial intelligence (HCAI) in an educational context where pupils used block-based programming in small groups to solve tasks given by the teacher. We used a design-based research approach in which we, together with the teachers, created a maker space for explorative science learning and organised teaching interventions wherein the pupils met online three hours a week for 16 weeks for an entire school year. Due to COVID-19, data were collected through Zoom, with collaborative learning situations captured through screen sharing and online communication using webcams. We employed three data analysis techniques: interaction analysis, visual artifact analysis, and thematic analysis. We developed an analytical framework for integration using thematic coding that combined concepts from computer-supported collaborative learning (CSCL) and domain-oriented design environments. We report the following findings: 1) Three types of rules between design units were identified with visual artifact analysis: latent, generic, and domain-specific rules; 2) two types of CSCL artifacts (technology and discussions) were intertwined and developed in parallel, along with a computer-based scaffolding scenario that offloads domain-specific scaffolding from humans to computers.

• Mørch, Anders & Andersen, Renate (2022). Toward a Method of Visual Artifact Analysis: Understanding Learners’ Design Activity in a Makerspace. CEUR Workshop Proceedings. 3136, s. 86–92. Fulltekst i vitenarkiv Vis sammendrag

  Abstract: In our research, we study end-user development and computer-supported collaborative learning in educational settings. The main research method we use is interaction analysis (IA)—the analysis of group interaction (verbal dialog) as it unfolds in real time among students—scaffolded by teachers and mediated by artifacts. IA does not focus on the dynamics (development and modification) of technological artifacts; instead, the emphasis is on gesture, deixis, and action descriptions. We argue that IA is insufficient for understanding design-intensive collaborative learning, especially in settings involving makerspaces and programming in school. Visual artifacts play an important role in computer science, engineering, and architecture, serving as representations (e.g., computers to be programmed, machines to be repaired, houses to be built, etc.). We argue that design-intensive collaborative learning needs methods for understanding both verbal and visual artifacts and we propose the first version of visual artifact analysis. The paper's main aim is to provide an argument for the usefulness of this method by providing a small example and surveying relevant literature. Keywords: Design, end-user development, interaction analysis, visual artifact, visual artifact analysis

• Andersen, Renate; Gjølstad, Eli & Mørch, Anders (2022). Integrating Human-Centered Artificial Intelligence in Programming Practices to Reduce Teachers’ Workload. CEUR Workshop Proceedings. 3136, s. 30–35. Fulltekst i vitenarkiv Vis sammendrag

  Abstract 1 Artificial intelligence (AI) has impacted every industry, including the education sector. In this position paper, we explore how human-centered AI (HCAI) can be integrated in programming activities in school rather than discussing the design of user interfaces of HCAI systems. Our main proposal is to integrate HCAI in educational practices to reduce teachers’ workload by providing meaningful scaffolds to the learners, connecting technology and domain knowledge. Keywords Human-centered AI, education, programming, school, scaffolding

• Kaliisa, Rogers; Rienties, Bart; Mørch, Anders & Kluge, Anders (2022). Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies. Computers and Education Open (CAEO). doi: 10.1016/j.caeo.2022.100073. Fulltekst i vitenarkiv Vis sammendrag

  Social learning analytics (SLA) is a promising approach for identifying students’ social learning processes in computer-supported collaborative learning (CSCL) environments. To identify the main characteristics of SLA, gaps and future opportunities for this emerging approach, we systematically identified and analyzed 36 SLA related studies conducted between 2011 and 2020. We focus on SLA implementation and methodological characteristics, educational focus, and the studies’ theoretical perspectives. The results show the predominance of SLA in formal and fully online settings with social network analysis (SNA) a dominant analytical technique. Most SLA studies aimed to understand students’ learning processes and applied the social constructivist perspective as a lens to interpret students’ learning behaviours. However, (i) few studies involve teachers in developing SLA tools, and rarely share SLA visualizations with teachers to support teaching decisions; (ii) some SLA studies are atheoretical; and (iii) the number of SLA studies integrating more than one analytical approach remains limited. Moreover, (iv) few studies leveraged innovative network approaches (e.g., epistemic network analysis, multimodal network analysis), and (v) studies rarely focused on temporal patterns of students’ interactions to assess how students’ social and knowledge networks evolve over time. Based on the findings and the gaps identified, we present methodological, theoretical and practical recommendations for conducting research and creating tools that can advance the field of SLA.

• Dohn, Nina Bonderup; Kafai, Yasmin; Mørch, Anders & Ragni, Marco (2022). Survey: Artificial Intelligence, Computational Thinking and Learning. Künstliche Intelligenz. ISSN 0933-1875. 36, s. 5–16. doi: 10.1007/s13218-021-00751-5. Fulltekst i vitenarkiv
• Mørch, Anders Irving; Eielsen, Carl Sebastian & Mifsud, Louise (2021). Using Minecraft to Reconstruct and Roleplay Local History: Intersubjectivity, Temporality, and Tension. I Hmelo-Silver, Cindy E.; Wever, Bram De & Oshima, Jun (Red.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021. International Society of the Learning Sciences, Inc.. ISSN 9781737330622. s. 27–34. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents a design-based study of pupils’ use of Minecraft in a whole-day school project in social studies involving three seventh-grade classes, student teachers and amateur historians. We used qualitative methods for data collection and analysis. We followed three groups through the following activities: 1) searching for historical information (introduction), 2) building in Minecraft and creating roleplay scripts (reconstruction), and 3) acting out the scripts and making videos for a class presentation (transformation). The activities combined generic and domain-specific skills practices in different ways. We analyze how these two modes intertwine and argue that the teaching model we used can bridge the gap between learning in and out school. Key concepts used in the analysis are intersubjectivity, tension, and temporality. Our findings indicate that through Minecraft pupils, teachers, and amateur historians contribute to intersubjectivity toward shared knowledge by setting and releasing tensions between generic and domain specific knowledge.

• Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2021). ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-020-09488-w. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Andersen, Renate; Mørch, Anders Irving & Litherland, Kristina Torine (2021). Learning Domain Knowledge Using Block-Based Programming: Design-Based Collaborative Learning. I Fogli, Daniela; Tetteroo, Daniel; Barricelli, Barbara Rita; Markopoulos, Panos & Papadopoulos, George A. (Red.), End-User Development. 8th International Symposium, IS-EUD 2021.. Springer. ISSN 9783030798390. s. 119–135. doi: 10.1007/978-3-030-79840-6_8. Fulltekst i vitenarkiv Vis sammendrag

  Block-based programming languages have lowered the threshold to computer science (CS), providing a powerful (low threshold-high ceiling) arena for early CS education and engagement in STEM subjects. This paper presents results of an empirical study in three schools, involving 43 pupils aged 12‒16 using MakeCode with Microbit (a microcontroller), basic physical objects, and Zoom video communication as a shared learning environment. Using designbased research (DBR) together with teachers, we created technology-rich learning materials and tasks in math, biology, and physics and organized a series of project-based learning activities wherein pupils met three hours per week for 16 weeks during two semesters. Recorded Zoom meetings serve as our data. We thematized and transcribed the video material of selected groups’ online activities and used verbal interaction analysis and visual artefact analysis as our methods. Our results include a new analytical framework, design-based collaborative learning (DBCL), achieved by adopting concepts from computer-supported collaborative learning (CSCL) and end-user development (EUD), specifically domain-oriented design environments (DODE). Our empirical findings are: 1) block-based programming in a collaborative context, 2) block-based programming as part of a DODE, 3) block-based programming integrated with school subjects, and 4) block-based programming as an explorative design method.

• Andersen, Renate; Eie, Siv; Mørch, Anders Irving; Mifsud, Louise & Rustad, Mikkel Bertram (2021). Rebuilding the Industrial Revolution: Using Minecraft in Teacher Education in Social Studies. I Vries, Erica de; Hod, Yotam & Ahn, June (Red.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. International Society of the Learning Sciences (ISLS). ISSN 9781737330615. s. 27–35. Fulltekst i vitenarkiv Vis sammendrag

  This article discusses how Minecraft: Education Edition (MEE) can be used as a teaching aid in social studies and as a digital learning resource to facilitate the development of generic and subject-specific competencies. The study reports from an intervention in a teacher education program where student teachers recreated historical environments of the industrial revolution along the river Aker in Norway. The rebuilding of the industrial revolution in MEE was conducted through three phases: introduction, reconstruction and transformation. These phases are illustrated with empirical data. This approach to teaching student’s history emphasizes active learning by making it more engaging.

• Litherland, Kristina Torine; Kluge, Anders & Mørch, Anders (2021). Interactive Screencasts as Learning Tools in Introductory Programming. I Laet, Tinne De; Klemke, Roland; Alario-Hoyos, Carlos; Hillinger, Isabel & Ortega-Arranz, Alejandro (Red.), EC-TEL 2021: Technology-Enhanced Learning for a Free, Safe, and Sustainable World, Proceedings of the 16th European Conference on Technology Enhanced Learning. Springer Nature. ISSN 9783030864354. doi: 10.1007/978-3-030-86436-1_32. Fulltekst i vitenarkiv
• Litherland, Kristina & Mørch, Anders Irving (2021). Instruction vs. emergence on r/place: Understanding the growth and control of evolving artifacts in mass collaboration. Computers in Human Behavior. ISSN 0747-5632. 122. doi: 10.1016/j.chb.2021.106845. Fulltekst i vitenarkiv Vis sammendrag

  In April 2017, Reddit hosted an online social experiment in mass collaboration that consisted of placing graphical (1-pixel) tiles on a 1000 by 1000-pixel canvas. A simple design rule instructed each person to place one tile at any location but then had to wait 5 min to act again. One of the authors participated in the experiment as a participant observer. We wanted to understand the process of going from nothing to complex visual artifacts, and to compare instruction (rules) and emergence as two mechanisms for controlling complexity (top down vs. bottom up). We used a mixed methods approach for data collection and analysis. After 72 h, most of the visual artifacts were recognizable, but at a more detailed level, many of them had extraneous objects within that diverged from the overall design. We examined in detail one visual artifact (Mona Lisa painting with the Swiss flag) and its related discussion board and suggest a conceptual framework for the analysis of the evolution. The framework takes inspiration from two metaphors of human intervention in natural evolution (plant growth and a disturbed anthill). At the end, we apply the framework to other objects on the canvas and discuss the tradeoff between instruction and emergence.

• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders (2021). Overcoming Challenges to the Adoption of Learning Analytics at the Practitioner Level: A Critical Analysis of 18 Learning Analytics Frameworks. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1869082. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders Irving (2020). Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments. Journal of Learning Analytics. 7(3), s. 33–47. doi: 10.18608/JLA.2020.73.4. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Mørch, Anders Irving (2020). Two 3D virtual worlds as domain-oriented design environments: closing the educational gap with the action-breakdown-repair model. The international journal of information and learning technology. ISSN 2056-4880. doi: 10.1108/IJILT-03-2020-0029. Fulltekst i vitenarkiv Vis sammendrag

  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 LifeTM (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.

• Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2019). Exploring Social Learning Analytics to Support Teaching and Learning Decisions in Online Learning Environments. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 11722 LNCS, s. 187–198. doi: 10.1007/978-3-030-29736-7_14. Fulltekst i vitenarkiv Vis sammendrag

  Most teachers to date have adopted summative assessment items as a benchmark to measure students’ learning and for making pedagogical decisions. However, these may not necessarily provide comprehensive evidence for the actual learning process, particularly in online learning environments due to their failure to monitor students’ online learning patterns over time. In this paper, we explore how social learning analytics (SLA) can be used as a proxy by teachers to understand students’ learning processes and to support them in making informed pedagogical decisions during the run of a course. This study was conducted in a semester-long undergraduate course, at a large public university in Norway, and made use of data from 4 weekly online discussions delivered through the university learning management system Canvas. First, we used NodeXL a social network analysis tool to analyze and visualize students’ online learning processes, and then we used Coh-Metrix, a theoretically grounded, computational linguistic tool to analyze the discourse features of students’ discussion posts. Our findings revealed that SLA provides insight and an overview of the students’ cognitive and social learning processes in online learning environments. This exploratory study contributes to an improved conceptual understanding of SLA and details some of the methodological implications of an SLA approach to enhance teaching and learning in online learning environments.

• Mørch, Anders Irving; Murad, Hani; Herstad, Jo; Seibt, Sjur & Kjelling, Morten Oveson (2019). Material Conditions of Collaborative Knowledge Construction: The Case of Monoplant. I Pargman, Teresa Cerratto & Jahnke, Isa (Red.), Emergent Practices and Material Conditions in Learning and Teaching with Technologies. Springer. ISSN 9783030107642. s. 147–162. doi: 10.1007/978-3-030-10764-2_9. Fulltekst i vitenarkiv Vis sammendrag

  Monoplant is a prototype of an educational construction kit that provides teachers and secondary school students with hands-on experience on plant biology. We present the design rationale of Monoplant and report on its 3-week deployment in a high school classroom. The students (N = 14) used Monoplant to solve a photosynthesis assignment requiring them to compare the growth of two plants (one exposed to natural light and another to artificial green light). We used a qualitative approach to collect and analyze data, with observation, video recording, and interaction analysis as the main methods. The students worked in groups, and we video-recorded the verbal and nonverbal interactions of one group (N = 4). The two plants and Monoplant’s visualizations of the plants’ growth, together with the textbook, were the resources that the students used when solving the assignment. These material conditions provided an explorative design space for students’ collaborative learning, and many hypotheses were raised during the hands-on activity with materials and representations. Furthermore, we suggest an emergent practice based on our findings, in which teachers, and not only students, need maker spaces for creating material conditions for students’ domain-specific collaborative knowledge construction.

• Engeness, Irina; Nohr, Magnus; Singh, Ammar Bahadur & Mørch, Anders Irving (2019). Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway. Policy Futures in Education. 18(4), s. 497–516. doi: 10.1177/1478210319895189. Fulltekst i vitenarkiv Vis sammendrag

  This study examines how videos may support participants’ learning in the Information and Communication Technology Massive Open Online Course (ICTMOOC) aimed to develop digital skills with pre- and in-service teachers in Norway and provides an insight into how teachers’ interactions with videos may contribute to enhancing their agentic capacity to learn and transformative digital agency. Analyses of participants’ interactions with the videos are located in the cultural-historical theory and draw on Galperin’s conceptualisation of learning processes. The data consisted of 501 participants’ responses to the questionnaire administered to all pre- and in-service teachers engaged in the ICTMOOC in 2014–2018. Mixed methods were applied to analyse the data by providing quantitative and qualitative evidence about the processes of video use. Findings reveal the patterns of participants’ interactions with videos: (a) seeking explicit information about how to engage in learning; (b) seeking assistance while engaged with the assigned tasks; (c) support to compare learning outcomes with the requirements outlined in the videos. In doing so, the videos provided orienting, executive and controlling support and might have contributed to enhancing participants’ capacity to learn in digital environments and their transformative digital agency. The majority of participants used videos for executive support and the learners preferred videos in the range of 5–10 min. By providing these types of support by the videos, a learning activity carries a new function as a tool for studying the essence of learning in digital environments. These findings have implications for the design of videos in online courses. They also emphasise the crucial importance of awareness about the type of support videos provide to enhance participants’ learning in digital environments.

• Mørch, Anders Irving; Litherland, Kristina & Andersen, Renate (2019). End-User Development Goes to School: Collaborative Learning with Makerspaces in Subject Areas. I Malizia, Alessio; Valtolina, Stefano; Mørch, Anders Irving; Serrano, Alan & Stratton, Andrew (Red.), End-User Development : 7th International Symposium, IS-EUD 2019, Hatfield, UK, July 10–12, 2019 : Proceedings. Springer. ISSN 9783030247805. s. 200–208. doi: 10.1007/978-3-030-24781-2_16. Fulltekst i vitenarkiv Vis sammendrag

  Norwegian K-12 curriculum reform for 2020 aims to integrate programming in different subject areas, especially math, natural sciences, arts and crafts, and music. There are challenges and opportunities associated with this scenario. A challenge is that students need to learn two topics simultaneously, and an opportunity is that teachers can adopt computer science skills gradually by building on their domain expertise and the notion of different levels of modification since most teachers are not yet fluent in computer science. We present an exploratory case study to show that end-user development (EUD) is a possible solution for the Norwegian situation. The case study demonstrates evidence of collaborative learning with EUD in a makerspace in an advanced placement science classroom for a mixture of gifted underachievers and high-achievers.

• Mørch, Anders Irving; Mifsud, Louise & Eie, Siv (2019). Developing a Model of Collaborative Learning with Minecraft for Social Studies Classrooms Using Role-play Theory and Practice. I Lund, Kristine; Niccolai, G; Hmelo-Silver, Cindy E.; Gweon, G & Baker, Michael J. (Red.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1. International Society of the Learning Sciences (ISLS). ISSN 9781732467231. s. 272–279. Fulltekst i vitenarkiv Vis sammendrag

  Minecraft is a multi-user block-building game and 3D virtual world for creating visual structures. We report on two three-week collaborative teaching experiences in a teacher education program in social studies where we experimented with different ways of intertwining block building and role-playing in Minecraft. We created a model for integrating collaborative learning and virtual worlds in social studies classrooms, referred to as collaborative knowledge adaptation. The model consists of three levels: 1) introduction (teacher introducing topic for learning), 2) reconstruction (building in Minecraft and creating a script for role-play), and 3) transformation (acting out role-play and producing a video). Data were collected through interviews, an open-ended questionnaire, and product (video) analysis. We focus our analysis on generic skills interwoven with domain-specific skills and three levels of intersubjectivity toward a shared knowledge object.

• Mørch, Anders Irving; Eie, Siv & Mifsud, Louise (2018). Tradeoffs in combining domain-specific and generic skills' practice in minecraft in social studies in teacher education. CEUR Workshop Proceedings. 2101, s. 44–52. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, we describe our efforts to combine generic (domain general) and domain-specific skills’ practice in the same digital learning environment. We have implemented part of the social studies subject curriculum for lower secondary education in Norway (grades 8 to 10) in Minecraft for preservice teacher education. By leveraging Minecraft’s affordances for block building and roleplaying, we have created the first version of an integrated learning environment. We conducted a pilot study in an undergraduate preservice teacher education program and discuss our findings by drawing on empirical data collected from 60 student teachers, using observations, questionnaires, and interviews. Our preliminary findings suggest that the student teachers perceive the use of Minecraft in their teaching as a possible threat to domain-specific knowledge. They also consider generic skills such as design and collaboration important and see the potential in Minecraft as a new way of reaching their students.

• Barricelli, Barbara Rita; Fischer, Gerhard; Fogli, Daniela; Mørch, Anders Irving; Piccinno, Antonio & Valtolina, Stefano (2018). Cultures of participation in the digital age: Design trade-offs for an inclusive society. I Catarci, Tiziana; Norman, Kent & Mecella, Massimo (Red.), Proceedings of the 2018 International Conference on Advanced Visual Interfaces (AVI'18). ACM Publications. ISSN 9781450356169. doi: 10.1145/3206505.3206599. Fulltekst i vitenarkiv Vis sammendrag

  This new edition of CoPDA workshop, the 5th since 2013, is dedicated to the discussion of design trade-offs that have to be addressed for embracing diversity and implementing an inclusive society. With this workshop, we invite researchers and practitioners to discuss and exchange experiences able to inform design processes in a Cultures of Participation perspective, focusing on theoretical frameworks, practical experiences, case studies, and research projects, both in Academy and Industry.

• Singh, Ammar Bahadur & Mørch, Anders Irving (2018). An Analysis of Participants’ Experiences from the First International MOOC Offered at the University of Oslo. Nordic Journal of Digital Literacy. 13(1), s. 40–64. doi: 10.18261/issn.1891-943x-2018-01-04. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores pedagogical practices and participants’ engagement in learning activities during the first international Massive Open Online Course (MOOC) offered by the University of Oslo through the FutureLearn platform in 2015. The data were collected using pre- and post-course surveys and participant observations. We used the acquisition and participation metaphors of learning proposed by Sfard (1998) as a conceptual framework to inform our analyses and discussions. The data indicated that new pedagogical practices are in the making for online learning, involving elements of existing practices and radically new ones. The instructors had sole authority in developing and curating course contents, thus following the acquisition metaphor of teaching and learning. In addition, the data indicated that, overall, the learners had a positive experience of learning by participating in the MOOC. The learners engaged in online discussion forums, interacting asynchronously with fellow learners and mentors. The discussion forums promoted knowledge sharing and collaborative learning activities among diverse groups (joiners, surveyors, and social learners). The apparent contradiction between teaching according to the acquisition metaphor and the learners’ preferences for the participation metaphor was resolved by some of the learners through self-organised scaffolding. The teachers did not interact enough with the learners and so, to compensate, some learners took on facilitating roles. We discuss our findings in terms of the related work and contemporary trends in online learning and higher education research, including learning analytics, formative assessment, personalization, collaboration support, and lifelong learning.

• Mørch, Anders Irving; Caruso, Valentina; Hartley, Melissa D. & Ludlow, Barbara L. (2018). Creating Contexts for Collaborative Learning in a 3D Virtual World for Distance Education. I Qian, Yufeng (Red.), Integrating Multi-User Virtual Environments in Modern Classrooms. IGI Global. ISSN 9781522537199. s. 137–164. doi: 10.4018/978-1-5225-3719-9.ch007. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this chapter is to explore the contexts that teachers can create to promote collaborative learning in 3D virtual learning environments. The authors report on the findings of a case study using the 3D virtual world Second Life in a preservice teacher distance education program. Two types of contexts are identified: social interaction (social context) and instructor's scaffolding (pedagogical context). The anonymity represented by avatars in the 3D environment allowed learners to engage in social interaction and practice collaboration skills. Scaffolding involved several stages: scaffold the students' learning of the new technology, plan the course structure, implement the procedures during the lesson, and facilitate transitions between activities. The study also identifies the potential for a third context (emotional context), as the participants—both the instructor and the students—report a need to express emotions in many situations, but the environment does not seamlessly support this mode of communication.

• Saplacan, Diana; Herstad, Jo; Mørch, Anders Irving; Kluge, Anders & Pajalic, Zada (2018). Inclusion through design and use of digital learning environments: issues, methods and stories. I Bratteteig, Tone; Sandnes, Frode Eika & Berget, Gerd (Red.), NordiCHI '18 - Proceedings of the 10th Nordic Conference on Human-Computer Interaction, Oslo, Norway — September 29 - October 03, 2018. Association for Computing Machinery (ACM). ISSN 9781450364379. s. 956–959. doi: 10.1145/3240167.3240264. Fulltekst i vitenarkiv Vis sammendrag

  Sustainable Development Goal 4 (SDG 4) from United Nations refers to the inclusion and quality of education. This implies providing equal access to all levels of education. While a lot of focus has been on inclusion and accessibility through universal design with a focus on disabilities, the aim of this workshop was to explore the role of inclusion for learners of all ages, shifting from a strong disability-oriented focus. We targeted in this workshop discussions around the design and use of Digital Learning Environments (DLE) with equal access and rights to participate. DLE are tools employed in educational institutions (from schools to higher education) for teaching and learning purposes, but also in workplaces, edutainment, and e-commerce. The participants had the chance to present different viewpoints on inclusion in education through issues, methods and stories obtained from design experiences and/or from empirical studies on use of DLE.

• Mørch, Anders Irving; Engeness, Irina; Cheng, Victor C.; Cheung, William K. & Wong, Kelvin C. (2017). EssayCritic: Writing to learn with a knowledge-based design critiquing system. Educational Technology & Society. ISSN 1176-3647. 20(2), s. 213–223. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Mørch, Anders Irving; Caruso, Valentina & Hartley, Melissa D. (2017). End-User Development and Learning in Second Life: The Evolving Artifacts Framework with Application. I Paterno, Fabio & Wulf, Volker (Red.), New Perspectives in End-User Development. Springer. ISSN 9783319602905. s. 333–358. doi: 10.1007/978-3-319-60291-2_13. Fulltekst i vitenarkiv Vis sammendrag

  We explore the relationship of end-user development (EUD) and learning in a case study informed by a new conceptual framework (evolving artifacts). The case is an online distance education program for training in-service teachers in special education in the 3D virtual world Second Life (SL). The “box,” a specific building block in the SL environment became a multipurpose tool for EUD in the study. The professor of the course designed the learning environment by creating and combining 3D boxes and then used boxes as containers to share course materials to the class. Some of the in-service teachers created boxes to per- sonalize their learning activity. The conceptual framework for analysis integrates EUD concepts and concepts from sociocultural and constructivist learning theories (duality of learning; adaptation). We present an analysis of the participants’ spoken utterances and turn taking around the use of the boxes through the lens of two different EUD and learning situations (technology-adaptation and knowledge-adaptation). We show how participants take up these features to become engaged in the activity. One of the situations required the learners to adopt EUD techniques (technology-adaptation), and the professor used EUD techniques to enable knowledge-adaptation.

• Hetland, Per & Mørch, Anders Irving (2016). Ethnography for Investigating the Internet. Seminar.net - Media, technology and lifelong learning. 12(1), s. 1–14. Fulltekst i vitenarkiv Vis sammendrag

  Several concepts are used to describe ethnographic approaches for investigating the Internet; competing concepts include virtual ethnography, netnography, digital ethnography, web-ethnography, online ethnography, and e-ethnography. However, as the field matures, several writers simply call their approach "ethnography" and specify new fields of practice. In this paper, we will explore the content of ethnographic approach for investigating the Internet and the direction in which this new field of ethnography is moving, that is, whether it is the study of blended worlds or online worlds. We start by introducing the emerging field sites or fields of practice. Then, we describe how participant observation and other data collection techniques are carried out. Next, we describe how ethnographic practice is understood within the emerging field. Finally, we discuss some possible changes in the ethnographic landscape: unobtrusive methods, the communal-commercial relationship, and team-ethnography.

• Engeness, Irina & Mørch, Anders Irving (2016). Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic. Nordic Journal of Digital Literacy. 11(2), s. 118–135. doi: 10.18261/issn.1891-943x-2016-02-03. Fulltekst i vitenarkiv
• Mørch, Anders Irving; Mifsud, Louise & Engen, Bård Ketil (2016). Problem-Based Learning In Synchronous Networked Environments: Comparing Adobe Connect And Second Life. Seminar.net - Media, technology and lifelong learning. 12(1), s. 49–65. Fulltekst i vitenarkiv Vis sammendrag

  We describe our experiences with two networked learning environments: Adobe Connect (AC) and Second Life (SL) for supporting teaching and learning in distance education courses. We collected data in two separate case studies: one in Norway (AC) and the other in the United States (SL), using different but comparable methods of data analysis (qualitative methods). We compare the two environments through the lens of problem-based learning (PBL), using four application characteristics of PBL (learner activity, collaborative learning, feedback, and valuation of previous knowledge). AC’s strength is its easy-to-use interface and its high-quality audio and video streaming that support facial expression and gesturing in communication. The SL interface is more complicated to learn, but it allows for movement in virtual reality by an avatar and interaction with three-dimensional (3D) objects. The avatar makes the users feel less apprehensive during communication.

• Andersen, Renate & Mørch, Anders Irving (2016). Mutual development in mass collaboration: Identifying interaction patterns in customer-initiated software product development. Computers in Human Behavior. ISSN 0747-5632. 65, s. 77–91. doi: 10.1016/j.chb.2016.08.005. Fulltekst i vitenarkiv
• Andersen, Renate & Mørch, Anders Irving (2016). Mass collaboration in software product development between developers and users: Champion as emergent role. CEUR Workshop Proceedings. 1776, s. 14–20. Fulltekst i vitenarkiv
• Mørch, Anders Irving (2016). End-user development and learning in Second Life: The “box” as multipurpose building block. I Blackwell, Alan; Plimmer, Beryl & Stapleton, Gem (Red.), Proc. 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC).. IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781509002528. s. 208–212. doi: 10.1109/VLHCC.2016.7739686. Fulltekst i vitenarkiv Vis sammendrag

  This paper describes a case study of a distance education program for preservice and in - service special education teachers, using the 3D virtual world Second Life (SL). In the study, the “box,” a specific building block in the SL environment, became a multipurpose tool for end-user development (EUD). The research reported here addresses how the multiple functionalities of the “box” enable EUD among the participants. Results show that the professor of the course designed the learning environment by creating and combining 3D construction boxes and the most active users adapted information sharing boxes to personalize the learning environment to fit their learning activities. The analysis also demonstrated that direct invocation of builder tools from objects in the learning environment enabled EUD.

• Barricelli, Barbara Rita; Fischer, Gerhard; Fogli, Daniela; Mørch, Anders Irving; Piccinno, Antonio & Valtolina, Stefano (2016). Cultures of Participation in the Digital Age: From "Have to" to "Want to" Participate. I Fjeld, Morten & Bødker, Susanne (Red.), Proceedings of the 9th Nordic Conference on Human-Computer Interaction, NordiCHI '16. Association for Computing Machinery (ACM). ISSN 9781450347631. doi: 10.1145/2971485.2987668. Fulltekst i vitenarkiv Vis sammendrag

  New levels of personalization and engagement with software systems (e.g. smart phones, social media) can boost users' interest to become part of small scale or large-scale design processes. It is through active and engaged participation that socio-technical solutions help lay the foundation for lifelong learning and design. "Do It Yourself" solutions ignite people's natural desire to explore and discover. Starting from these considerations and the results of the previous workshops on "Cultures of Participation in the Digital Age", the 4th CoPDA workshop at NordiCHI'16 explored theories, frameworks, systems, and experiences in order to understand and support what encourages users from wanting to participate rather than having to participate. We invited researchers and practitioners to discuss and exchange experiences with learning and working environments where people are encouraged to explore their unique talents and interests, and where designers are facilitators of the creative design process by providing the right context and tools for ordinary users and end-user developers. The focus on "wanting to participate" was aimed at enabling the design of products and services more effectively, while improving and developing user's skills in problem solving, decision making, collaboration, and communication.

• Mørch, Anders Irving & Thomassen, Ingvill (2016). From wooden blocks and Lego to Minecraft: Designing and playing with blocks to learn in a 3D virtual world. CEUR Workshop Proceedings. 1776, s. 61–67. Fulltekst i vitenarkiv Vis sammendrag

  Minecraft, a virtual 3D world game to fight nighttime monsters and a design environment for building shelters, strikes a balance between “want to” and “have to” participate, that is, students “want to” use it (self-directed learning) and educators can impose constraints by knowledge (curriculum- driven learning). These two goals often seen as contradictory are reconciled by taking advantage of the unlimited number of opportunities block building and role-playing provide, and treating learning as a constrained-based design process. We are in the midst of organizing a pilot study of using Minecraft in a university course in education. We are interested in understanding Minecraft’s capacity to engage students in learning and we conjecture there is a connection between building and playing in Minecraft and developing knowledge and skills. We survey related work and use a theoretical framework to guide our efforts. Our findings are preliminary with open issues for further research.

• Mørch, Anders Irving; Hartley, Melissa D. & Caruso, Valentina (2015). Teaching Interpersonal Problem Solving Skills Using Roleplay in a 3D Virtual World for Special Education: A Case Study in Second Life. I Sampson, Demetrios G.; Huang, Ronghuai; Hwang, Gwo-Jen; Liu, Tzu-Chien; Chen, Nian-Shing; Kinshuk, Prof & Tsai, Chin-Chung (Red.), Proceedings IEEE 15th International Conference on Advanced Learning Technologies (ICALT 2015). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781467373333. s. 464–468. doi: 10.1109/ICALT.2015.139. Fulltekst i vitenarkiv Vis sammendrag

  Participants included graduate students in a teacher preparation program using Second Life (SL) as the educational platform for distance education courses. The students created and participated in role-playing scenarios for practicing specific skills, such as persuasion and conflict resolution. Data was analyzed qualitatively using both a case study and virtual ethnography methods. Dialogue in SL was analyzed using aspects of interaction analysis. We found that role-playings works well for teaching interpersonal problem solving skills in SL. This was the result of careful planning, combining abstract and concrete learning activities in multiple rounds, and debriefing sessions.

• Mørch, Anders Irving (2015). Social media in the workplace. I Spector, J. Michael (Red.), The SAGE Encyclopedia of Educational Technology. Sage Publications. ISSN 9781452258225. s. 667–669. doi: 10.4135/9781483346397.n274. Fulltekst i vitenarkiv Vis sammendrag

  Social media allows people to interact with each other on the Internet using Web applications, such as Facebook, Twitter, and Second Life. With social media, people can create, reuse, and exchange user-generated content—photos, videos, reviews, or articles—on sites such as Instagram, YouTube, Trip Advisor, and Wikipedia. Social media is deployed on many types of hardware devices, which vary according to screen size, user interface, and degree of mobility (desktop, laptop, tablet, smartphone, etc.). User preference and constraints imposed by work situations suggest an optimal or possible device for a certain task. Web 2.0 provides the software foundation or platform for social media. Web 2.0 thus enables readers to be writers, or prosumers , a term coined by Alvin Toffler. In using a new generation of technology to support learning, two dilemmas must be resolved: (1) the ultimate goal of an educational technology; and (2) the main criteria for its measure ...

• Caruso, Valentina; Hartley, Melissa D. & Mørch, Anders Irving (2015). End-user development in second life: Meta-design, Tailoring, and Appropriation. I Diaz, Paloma; Pipek, Volkmar & Ardito, Carmelo (Red.), End-User Development: Proc. 5th International Symposium (IS-EUD 2015) Madrid, Spain, May 26-29, 2015. Springer. ISSN 9783319184241. s. 92–108. doi: 10.1007/978-3-319-18425-8_7. Fulltekst i vitenarkiv Vis sammendrag

  We present a case study of a distance education program for training special needs educators online, using the 3D virtual world Second Life (SL) as the main platform. The study explores two aspects of end-user development (EUD): 1) the professor’s role as a designer of the learning environment, and 2) the students’ use of the environment to collaboratively tailor virtual 3D objects. We used a qualitative approach to collect and analyze data, and we used the participants’ spoken utterances and turn taking as our main source of data. We developed a conceptual framework for analysis using meta-design, tailoring, and appropriation as key concepts. The findings suggest that non-technical users of SL (special needs educators in our case) are able to develop and tailor advanced virtual 3D objects with access to online help resources, and the immersive nature of the 3D environment keeps the participants engaged and motivated during the collaboration and tailoring activities.

• Barricelli, Barbara Rita; Fischer, Gerhard; Mørch, Anders Irving; Piccinno, Antonio & Valtolina, Stefano (2015). Cultures of participation in the digital age: Coping with information, participation, and collaboration overload. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 9083, s. 271–275. doi: 10.1007/978-3-319-18425-8_28. Fulltekst i vitenarkiv
• Murad, Hani; Mørch, Anders Irving; Herstad, Jo; Seibt, Sjur & Kjelling, Morten Oveson (2015). Monoplant: Developing an Innovative CSCL Application for Teaching Photosynthesis Using Multiple Representations. I Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy & Ludvigsen, Sten Runar (Red.), Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. International Society of the Learning Sciences (ISLS). ISSN 9780990355069. s. 817–818. Fulltekst i vitenarkiv Vis sammendrag

  We present Monoplant, a plant growth monitoring system, and its application for teaching and learning in biology at the high school level. In a 3-week design experiment, students used Monoplant to compare the growth of two plants and solve a photosynthesis assignment. We studied a small group of students’ verbal and non-verbal interactions during the inquiry and focused on the role of multiple representations and interactions with the plant.

• Mørch, Anders Irving (2015). Ready-to-hand information and computer-mediated activity: Challenges, opportunities, and methods. CEUR Workshop Proceedings. 1641, s. 17–21. Fulltekst i vitenarkiv

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• Malizia, Alessio; Valtolina, Stefano; Mørch, Anders Irving; Serrano, Alan & Stratton, Andrew (2019). End-User Development : 7th International Symposium, IS-EUD 2019, Hatfield, UK, July 10–12, 2019 : Proceedings. Springer. ISBN 9783030247805. 256 s. Fulltekst i vitenarkiv

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• Tjønn, Henrik; Ludvigsen, Sten Runar & Mørch, Anders (2026). Generativ kunstig intelligens i skolen – ulike fag krever ulik tilnærming. Bedre Skole. ISSN 0802-183X. Fulltekst i vitenarkiv
• Mørch, Anders (2024). AI in education: History, current trends, and implications. Fulltekst i vitenarkiv Vis sammendrag

  Invitert foredrag til Learning Forum 2024

• Olafsen, Marie Ydstie; Ludvigsen, Sten Runar & Mørch, Anders (2024). Pre-prompting as AI-didactics:  Building AI-literacy in dialogue with subject-specific chatbots. Fulltekst i vitenarkiv
• Koch, Susanne Anette Kjekshus & Mørch, Anders (2024). Pedagogisk snakkis 19: Stillasbygging: Hjelp studentene dine til mestring. [Internet]. Pedagogisk snakkis. Fulltekst i vitenarkiv Vis sammendrag

  strategier for å hjelpe studentene til mestring. Anders Mørch er professor i pedagogikk på universitetet i Oslo. Han forteller hva stillasbygging er og gir eksempler som viser hvorfor det er nyttig for deg og studentene dine. Samtalen kommer også inn på stillasbygging i store studentgrupper, i teknologirike omgivelser og til og med kunstig intelligens.

• Mørch, Anders (2024). Generativ KI i utdanning: Muligheter og begrensninger. Fulltekst i vitenarkiv Vis sammendrag

  Invitert foredrag ved Høyskolen Kristiania Nov, 2024

• Mørch, Anders (2024). Generativ KI i utdanning: Et tveegget sverd av motsetninger. Fulltekst i vitenarkiv Vis sammendrag

  Invitert foredrag ved Skolelederkonferansen 2024

• Mørch, Anders (2024). Generativ KI i utdanning: Et tveegget sverd. Fulltekst i vitenarkiv Vis sammendrag

  Invitert foredrag ved Norsk Lektorlags fagutvalg seminar, sept., 2024

• Tjønn, Henrik; Ludvigsen, Sten Runar & Mørch, Anders (2024). Bruk av KI i grunnskolen − hvordan utforme undervisningsopplegg. Bedre Skole. ISSN 0802-183X. s. 73–78. Fulltekst i vitenarkiv
• Mørch, Anders; Goodwin, Morten & Molnes, Geir (2024). De flinke studentene blir bedre med KI. [Journal]. Utdanningsnytt. Fulltekst i vitenarkiv
• Mørch, Anders & Andersen, Renate (2023). Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts. Fulltekst i vitenarkiv
• Barricelli, Barbara Rita; Fischer, Gerhard; Fogli, Daniela; Mørch, Anders; Piccinno, Antonio & Valtolina, Stefano (2022). Proceedings of CoPDA2022 - Sixth International Workshop on Cultures of Participation in the Digital Age. CEUR Workshop Proceedings. 3136. Fulltekst i vitenarkiv
• Mørch, Anders & Kafai, Yasmin (2022). Correction to: Computational Thinking as a Social Movement: Interview with Andy diSessa, UC Berkeley (KI - Künstliche Intelligenz, (2022), 10.1007/s13218-022-00754-w). Künstliche Intelligenz. ISSN 0933-1875. doi: 10.1007/s13218-022-00759-5. Fulltekst i vitenarkiv
• Mørch, Anders & Andersen, Renate (2022). Toward a Method of Visual Artifact Analysis: Understanding Learners’ Design Activity in a Makerspace. Fulltekst i vitenarkiv
• Andersen, Renate; Gjølstad, Eli & Mørch, Anders (2022). Integrating Human-Centered Artificial Intelligence in Programming Practices to Reduce Teachers’ Workload. Fulltekst i vitenarkiv
• Kaliisa, Rogers; Mørch, Anders & Kluge, Anders (2021). Correction to: ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices (Technology, Knowledge and Learning, (2021), 10.1007/s10758-020-09488-w). Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-021-09574-7. Fulltekst i vitenarkiv
• Andersen, Renate; Eie, Siv; Mørch, Anders Irving; Mifsud, Louise & Rustad, Mikkel Bertram (2021). Rebuilding the Industrial Revolution: Using Minecraft in Teacher Education in Social Studies. Fulltekst i vitenarkiv
• Mørch, Anders Irving; Andersen, Renate; Kaliisa, Rogers & Kristina, Litherland (2020). Mixed methods with social network analysis for networked learning: Lessons learned from three case studies. Fulltekst i vitenarkiv
• Mørch, Anders Irving; Andersen, Renate; Kaliisa, Rogers & Litherland, Kristina (2020). Mixed methods with social network analysis for networked learning: Lessons learned from three case studies. Fulltekst i vitenarkiv
• Fischer, Gerhard; Fogli, Daniela; Mørch, Anders; Piccinno, Antonio & Valtolina, Stefano (2020). Design trade-offs in cultures of participation: empowering end users to improve their quality of life. Behaviour and Information Technology. ISSN 0144-929X. 39(1), s. 1–4. doi: 10.1080/0144929X.2020.1691346. Fulltekst i vitenarkiv
• Mifsud, Louise; Mørch, Anders Irving; Eie, Siv; Rustad, Mikkel Bertram & Andersen, Renate (2019). Fagspesifikke og generiske ferdigheter i historie - å legge til rette for aktiv læring. Fulltekst i vitenarkiv
• Mifsud, Louise; Eie, Siv; Andersen, Renate; Mørch, Anders Irving & Rustad, Mikkel Bertram (2019). Teaching History through Minecraft:Combining Generic and Content-Specific Skills in Teacher Education in a Digital Learning Environment. Fulltekst i vitenarkiv
• Valtolina, Stefano; Mørch, Anders; Malizia, Alessio; Serrano, Alan & Stratton, Andrew (2019). Preface. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 11553, s. v–vi. Fulltekst i vitenarkiv
• Mifsud, Louise; Eie, Siv; Andersen, Renate; Mørch, Anders Irving; Rustad, Mikkel Bertram & Litherland, Kristina Torine (2019). Minecraft gir aktiv læring i samfunnsfag Den industrielle revolusjonen er tema når lærerstudentene bruker dataverktøyet Minecraft. [Internet]. https://www.oslomet.no/om/nyheter/minecraft-aktiv-lering-sam. Fulltekst i vitenarkiv
• Mørch, Anders Irving (2018). Erfaringer med IKT i grupperådgiving av ammekubønder. Fulltekst i vitenarkiv
• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders Irving (2018). How Learning Analytics supports Teachers to make good design choices and provide timely personalized feedback to students. Fulltekst i vitenarkiv
• Eie, Siv; Mifsud, Louise & Mørch, Anders Irving (2018). Experiences in using Minecraft with student teachers in social studies: Preliminary reflections. Fulltekst i vitenarkiv
• Mørch, Anders Irving (2018). An Analysis of Participants’ Experiences from the First International MOOC Offered at the University of Oslo. Fulltekst i vitenarkiv
• Mørch, Anders Irving (2018). Food and Information: A Brief Comparison. Fulltekst i vitenarkiv
• Mørch, Anders Irving; Eie, Siv & Mifsud, Louise (2018). Tradeoffs in Combining Domain-Specific and Generic Skills’ Practice in Minecraft in Social Studies in Teacher Education. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, we describe our efforts to combine generic (domain general) and domain-specific skills’ practice in the same digital learning environment. We have implemented part of the social studies subject curriculum for lower secondary education in Norway (grades 8 to 10) in Minecraft for pre-service teacher education. By leveraging Minecraft’s affordances for block building and roleplaying, we have created the first version of an integrated learning environment. We conducted a pilot study in an undergraduate pre-service teacher education program and discuss our findings by drawing on empirical data collected from 60 student teachers, using observations, questionnaires, and interviews. Our preliminary findings suggest that the student teachers perceive the use of Minecraft in their teaching as a possible threat to domain-specific knowledge. They also consider generic skills such as design and collaboration important and see the potential in Minecraft as a new way of reaching their students.

• Mørch, Anders Irving; Mifsud, Louise; Eie, Siv & Andersen, Renate (2018). Issues and Methods for Inclusion in Collaborative Learning Activities with Integrated Domain-Oriented Digital Learning Environments: The Case of Minecraft in Social Studies in Teacher Education in Norway. Fulltekst i vitenarkiv
• Mørch, Anders Irving (2017). Den store fordelen med e-læring er fleksibiliteten. [Internet]. Bioingeniøren. Fulltekst i vitenarkiv Vis sammendrag

  For å utnytte den bør elevene kunne gjennomføre e-læringen når de selv ønsker det.

• Mørch, Anders Irving; Thomassen, Ingvill & Hvidsten, André V. (2017). Challenges and Opportunities of Online Advisory Services for Dairy Goat Farmers in Northern Norway. Fulltekst i vitenarkiv Vis sammendrag

  We present a case study of an online advisory service provided by a national dairy cooperative in Norway and identify opportunities and challenges in using a synchronous collaboration tool to support the service. The study involves a farmer and an advisor, geographically separated by several hours of driving, who aimed to simulate face-to-face dialogue in an online setting. We used a qualitative approach with participatory observation and semi-structured interviews for data collection. A theoretical framework from a sociocultural perspective informed our analysis, with a focus on communication, adaptation and mediation. Our findings address strengths and weaknesses of the collaboration tool: two modes of advising, challenges of adaptation in online learning, and the role of video. We suggest three directions for further work in online advisory services: the recruitment of young farmers, integrated services and automated analysis

• Engeness, Irina & Mørch, Anders Irving (2016). The role of the teacher in facilitating writing process with peer feedback and automated feedback from EssayCritic. Fulltekst i vitenarkiv
• Mørch, Anders Irving & Thomassen, Ingvill (2016). From Wooden Blocks and Lego to Minecraft: Designing and Playing with Blocks to Learn in a 3D Virtual World. Fulltekst i vitenarkiv Vis sammendrag

  Minecraft, a virtual 3D world game to fight nighttime monsters and a design environment for building shelters, strikes a balance between “want to” and “have to” participate, that is, students “want to” use it (self-directed learning) and educators can impose constraints by knowledge (curriculum- driven learning). These two goals often seen as contradictory are reconciled by taking advantage of the unlimited number of opportunities block building and role-playing provide, and treating learning as a constrained-based design process. We are in the midst of organizing a pilot study of using Minecraft in a university course in education. We are interested in understanding Minecraft’s capacity to engage students in learning and we conjecture there is a connection between building and playing in Minecraft and developing knowledge and skills. We survey related work and use a theoretical framework to guide our efforts. Our findings are preliminary with open issues for further research.

• Barricelli, Barbara Rita; Fogli, Daniela; Fischer, Gerhard; Mørch, Anders Irving; Piccinno, Antonio & Valtolina, Stefano (2016). Preface. CEUR Workshop Proceedings. 1776, s. 1–2. Fulltekst i vitenarkiv
• Barricelli, Barbara Rita; Fischer, Gerhard; Mørch, Anders; Piccinno, Antonio & Valtolina, Stefano (2015). CEUR Workshop Proceedings: Preface. CEUR Workshop Proceedings. 1641. Fulltekst i vitenarkiv
• Mørch, Anders Irving; Mifsud, Louise & Engen, Bård Ketil (2015). Problembasert læring i synkrone læringsomgivelser: Pilot i Second Life. Fulltekst i vitenarkiv
• Engeness, Irina & Mørch, Anders Irving (2015). Development of English writing skills for upper secondary school students in Norway using computer-based scaffolding based on semantic analysis of text documents. Fulltekst i vitenarkiv Vis sammendrag

  Young people are quite apt in learning spoken English phrases but these abilities may have negative effect on vocabulary development. As a consequence, students’ reading and writing skills do not keep pace with listening, viewing and speaking. This study addresses the issue development of writing skills in English using computer-based scaffolding with the EssayCritic web application, and the work of adapting the technology to the requirements of the Norwegian curriculum in English at the upper secondary school level. Theoretical/methodological framework: Two types of theoretical framework inform this project: 1) a theory used to design the EssayCritic’s semantic matching component (Latent semantic analysis), and 2) a theory to inform the adaptation of the ICT in the classroom (Scaffolded writing). Our overall theoretical framework is rooted in both cognitive (LSA, HCI) and sociocultural (scaffolded writing) traditions. We collect data in October and November 2014 in the Upper Secondary School in Norway. 70 students aged 16-17 will participate in the experiment, divided into two groups – a focus group and a control group. The focus group will use EssayCritic to support their writing and the control group will not, but use peer feedback. Both of the groups will be split into smaller subgroups. The research methods are researchers’ observation in the classroom during the trial, video recording of students’ interactions, and interview with students after the experiment. We use interaction 60 Abstract book | Wednesday Parallel Session 2, 16.30-18.00 analysis for analyzing video data. Tentative conclusions/findings: To be reported in March, 2015 Relevance to Nordic educational research: Social learning theories are adopted in most Nordic schools and stress that learning occurs through interactions with others and that learning is an aspect of all human activity (Säljö, 2005). We use novel scaffolding techniques for investigating development of writing skills in English using subject-specific ICT support.

• Dolonen, Jan Arild; Kluge, Anders; Litherland, Kristina & Mørch, Anders Irving (2019). Litteraturgjennomgang av programmering i skolen. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Som en del av fagfornyelsen skal programmering innføres i flere obligatoriske fag fra høsten 2020. Formålet med denne rapporten er en litteraturgjennomgang av hva forskning på programmering og læring viser, og å undersøke det utdanningspolitiske grunnlaget for å innføre programmering i norsk skole. Rapporten er en del av forprosjektet "Programmering i (ungdoms-)skolen", og er et samarbeid mellom KompAks AS og Institutt for Pedagogikk ved Universitetet i Oslo, finansiert gjennom FORREGION Oslo Akershus/Oslo Edtech Cluster og Norges Forskningsråd (prosjekt# 304162). Argumentene for å innføre programmering i skolen er primært at programmering kan bidra med nødvendige digitale ferdigheter i befolkningen, er en naturlig del av problemløsning i ingeniørfagene, og overlapper med kritisk tenkning i fagfornyelsen. Forskningsgrunnlaget virker imidlertid tynt. Tidligere forskning tyder på at ferdigheter i programmering i liten grad lar seg overføre til andre disipliner og problemstillinger, men samtidig erkjenner man at digitaliseringen av samfunnet krever utvidet kompetanse. Det finnes også lite robust forskning på adekvate undervisningsopplegg. To lovende opplegg er imidlertid FACT-metoden som fokuserer på balansen mellom strukturerte og ustrukturerte læringsaktiviteter, og PRIMM-modellen som fokuserer på samarbeid og muntlighet i kombinasjon med prediksjon, utprøvning, og refleksjon. Sistnevnte type modell har vist seg å skape dyp og varig forståelse i andre fag. Tilrettelegging for programmering i skolen skjer gjennom ulike tiltak i regi av Utdanningsdirektoratet (Udir). De stiller midler til rådighet gjennom “den teknologiske skolesekken”, og har i tillegg lansert en modell for lokal kompetanseutvikling i skolen i samarbeid med UH-sektoren. Hvilken rolle det private næringsliv har i denne satsingen er uklar, men det virker som de må̊ operere som tidligere gjennom støtteordninger i regi av Udir eller forskningsrådet. Programmering innføres relativt raskt i skolen, og gir betydelige institusjonelle utfordringer med hensyn til lærernes kompetanse. Få lærere har kompetanse i å undervise i programmering, noe som gjør at det er et behov innen feltet for å finne frem til gode læringsressurser og undervisningsopplegg.

• Stræte, Egil Petter; Hårstad, Renate Marie Butli; Ystad, Eystein; Kvam, Gunn-Turid; Mørch, Anders Irving & Klev, Roger [Vis alle 7 forfattere av denne artikkelen] (2018). Kompetanse og rådgivning i jordbruket: Kunnskapsoversikt, aktuelle problemstillinger og analytiske perspektiver for studier av bønders kompetanse som samspill mellom bønder, rådgivning og forskning. RURALIS - Institutt for rural- og regionalforskning. Fulltekst i vitenarkiv Vis sammendrag

  Denne rapporten er utgitt som en del av arbeidet i prosjektet Kompetent Bonde. Vår intensjon har vært å hjelpe både oss selv og andre som er interessert i tema knyttet til kunnskap, kompetanse, innovasjon og rådgivning innenfor jordbrukssektoren. Det er et stort spekter av perspektiver og begreper som kan anvendes i studier og analyser av feltet. Vi peker i denne rapporten på e vi mener er mest aktuelle sett ut fra våre ståsteder. Rapporten er et fellesprodukt med bidrag fra alle forfatterne.

• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill & Kluge, Anders [Vis alle 10 forfattere av denne artikkelen] (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Universitetet i Oslo. Fulltekst i vitenarkiv

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