Anders Mørch

• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders Irving (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: https://www.tandfonline.com/doi/pdf/10.1080/00313831.2020.1869082?needAccess=true Full text in Research Archive.
• 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: https://doi.org/10.1007/s10758-020-09488-w Full text in Research Archive.
• 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.  ISSN 1929-7750.  7(3), s 33- 47 . doi: 10.18608/JLA.2020.73.4 Full text in Research Archive.
• 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 Full text in Research Archive.
• 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.  ISSN 1478-2103.  18(4), s 497- 516 . doi: 10.1177/1478210319895189 Full text in Research Archive.
• 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 Full text in Research Archive.
• Mørch, Anders Irving; Litherland, Kristina & Andersen, Renate (2019). End-User Development Goes to School: Collaborative Learning with Makerspaces in Subject Areas, In Alessio Malizia; Stefano Valtolina; Anders Irving Mørch; Alan Serrano & Andrew Stratton (ed.),  End-User Development : 7th International Symposium, IS-EUD 2019, Hatfield, UK, July 10–12, 2019 : Proceedings.  Springer.  ISBN 978-3-030-24780-5.  kap. 16.  s 200 - 208 Show summary

  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, In Kristine Lund; G Niccolai; Cindy E. Hmelo-Silver; G Gweon & Michael J. Baker (ed.),  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.  ISBN 978-1-7324672-3-1.  Konferansepaper.  s 272 - 279 Show summary

  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; Murad, Hani; Herstad, Jo; Seibt, Sjur & Kjelling, Morten Oveson (2019). Material Conditions of Collaborative Knowledge Construction: The Case of Monoplant, In Teresa Cerratto Pargman & Isa Jahnke (ed.),  Emergent Practices and Material Conditions in Learning and Teaching with Technologies.  Springer.  ISBN 978-3-030-10764-2.  Kap. 9.  s 147 - 162 Full text in Research Archive. Show summary

  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.

• 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, In Tiziana Catarci; Kent Norman & Massimo Mecella (ed.),  Proceedings of the 2018 International Conference on Advanced Visual Interfaces (AVI'18).  ACM Publications.  ISBN 978-1-4503-5616-9.  Article No. 7. Show summary

  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.

• 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, In Yufeng Qian (ed.),  Integrating Multi-User Virtual Environments in Modern Classrooms.  IGI Global.  ISBN 9781522537199.  Kap. 7.  s 137 - 164 Full text in Research Archive. Show summary

  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.

• 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.  ISSN 1613-0073.  2101, s 44- 52 Full text in Research Archive. Show summary

  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.

• 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, In Tone Bratteteig & Frode Eika Sandnes (ed.),  NordiCHI '18 - Proceedings of the 10th Nordic Conference on Human-Computer Interaction, Oslo, Norway — September 29 - October 03, 2018.  Association for Computing Machinery (ACM).  ISBN 978-1-4503-6437-9.  Workshops.  s 956 - 959 Show summary

  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.

• 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.  ISSN 1891-943X.  13(1), s 40- 64 . doi: 10.18261/issn.1891-943x-2018-01-04 Full text in Research Archive. Show summary

  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. (2017). End-User Development and Learning in Second Life: The Evolving Artifacts Framework with Application, In Fabio Paterno & Volker Wulf (ed.),  New Perspectives in End-User Development.  Springer.  ISBN 978-3-319-60290-5.  kap. 13.  s 333 - 358 Show summary

  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.

• 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 Full text in Research Archive. Show summary

  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.

• Andersen, Renate & Mørch, Anders Irving (2016). Mass collaboration in software product development between developers and users: Champion as emergent role. CEUR Workshop Proceedings.  ISSN 1613-0073.  1776, s 14- 20
• 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
• 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, In Morten Fjeld & Susanne Bødker (ed.),  Proceedings of the 9th Nordic Conference on Human-Computer Interaction, NordiCHI '16.  Association for Computing Machinery (ACM).  ISBN 978-1-4503-4763-1.  Article No. 128. Show summary

  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.

• Engeness, Irina & Mørch, Anders Irving (2016). Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  11(2), s 118- 135 . doi: 10.18261/issn.1891-943x-2016-02-03
• Hetland, Per & Mørch, Anders Irving (2016). Ethnography for Investigating the Internet. Seminar.net - Media, technology and lifelong learning.  ISSN 1504-4831.  12(1), s 1- 14 Full text in Research Archive.
• Mørch, Anders Irving (2016). End-user development and learning in Second Life: The “box” as multipurpose building block, In Alan Blackwell; Beryl Plimmer & Gem Stapleton (ed.),  Proc. 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)..  IEEE.  ISBN 978-1-5090-0252-8.  paper.  s 208 - 212 Show summary

  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.

• 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.  ISSN 1504-4831.  12(1), s 49- 65 Show summary

  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.

• 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.  ISSN 1613-0073.  1776, s 61- 67 Show summary

  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; 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
• Caruso, Valentina; Hartley, Melissa D. & Mørch, Anders Irving (2015). End-user development in second life: Meta-design, Tailoring, and Appropriation, In Paloma Diaz; Volkmar Pipek & Carmelo Ardito (ed.),  End-User Development: Proc. 5th International Symposium (IS-EUD 2015) Madrid, Spain, May 26-29, 2015.  Springer.  ISBN 978-3-319-18424-1.  kap. 6.  s 92 - 108 Show summary

  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.

• 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, In Oskar Lindwall; Päivi Häkkinen; Timothy Koschman & Sten Runar Ludvigsen (ed.),  Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015.  International Society of the Learning Sciences (ISLS).  ISBN 978-0-9903550-6-9.  Kap..  s 817 - 818 Show summary

  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.  ISSN 1613-0073.  1641, s 17- 21
• Mørch, Anders Irving (2015). Social media in the workplace, In J. Michael Spector (ed.),  The SAGE Encyclopedia of Educational Technology.  Sage Publications.  ISBN 978-1-4522-5822-5.  Kap..  s 667 - 669 Show summary

  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 ...

• 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, In Demetrios G. Sampson; Ronghuai Huang; Gwo-Jen Hwang; Tzu-Chien Liu; Nian-Shing Chen; Prof Kinshuk & Chin-Chung Tsai (ed.),  Proceedings IEEE 15th International Conference on Advanced Learning Technologies (ICALT 2015).  IEEE.  ISBN 978-1-4673-7333-3.  Paper.  s 464 - 468 Show summary

  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.

• Barricelli, Barbara Rita; Gheitasy, Ali; Mørch, Anders Irving; Piccinno, Antonio & Valtolina, Stefano (2014). Culture of Participation in the Digital Age: Social Computing for Learning, Working, and Living, In Paolo Paolini & Franca Garzotto (ed.),  Proceedings of the 2014 International Working Conference on Advanced Visual Interfaces (AVI 2014).  ACM Publications.  ISBN 978-1-4503-2775-6.  workshop report.  s 387 - 390
• Caruso, Valentina; Mørch, Anders Irving; Thomassen, Ingvill; Hartley, Melissa & Ludlow, Barbara (2014). Practicing Collaboration Skills Through Role-Play Activities in a 3D Virtual World, In Ronghuai Huang; Prof Kinshuk & Nian-Shing Chen (ed.),  The New Development of Technology Enhanced Learning.  Springer.  ISBN 978-3-642-38291-8.  10.  s 165 - 184 Show summary

  In this chapter we report on the preliminary findings of a case study using the 3D virtual world Second Life in a preservice teacher distance education program. We focus our analysis on role-playing and collaboration, the two central aspects of social learning that we hypothesize this online learning environment is well equipped to support. We examined two sections of a graduate-level special education teacher preparation course where 34 students participated in online learning activities, using Second Life as the primary educational platform. The results, based on qualitative analysis, showed that the sense of unselfconscious presence created through avatars and the immersion created by the 3D environment allowed learners to be engaged more effectively in practicing collaboration skills of a certain complexity (modeled after challenging classroom situations). Our data also indicate that synchronous online learning environments, represented by Second Life in our case, present great opportunities for combining traditional pedagogical approaches and virtual world pedagogy in order to overcome barriers between educational theory and pedagogical practice in teacher education programs.

• Cheng, Bo; Wang, Minhong; Mørch, Anders Irving; Cheng, Nian-Shing; Kinshuk, Prof & Spector, J. Michael (2014). Research on e-learning in the workplace 2000-2012: A bibliographic analysis of the literature. Educational Research Review.  ISSN 1747-938X.  11, s 56- 72 . doi: 10.1016/j.edurev.2014.01.001 Show summary

  Research on e-learning in the workplace has proliferated over the past decade. Various topics on e-learning in workplace settings have emerged, showing the complex, dynamic and multi-disciplinary nature of the field. In this context, there is a need for an extensive, thematic overview of related studies for a better understanding of this broad domain. Using co-word analysis and text analysis methods, this study presents a bibliometric analysis of 324 articles on workplace e-learning published in academic journals and conference proceedings from 2000 to 2012. The results identify six research themes in the field, which are further categorized into four dimensions: e-learning for continuing education and professional development, e-learning in the healthcare sector (as one of the most prolific e-learning initiatives), use of social media for e-learning, and the integration of knowledge management with e-learning. By incorporating the analysis results with relevant reviews, this study offers a comprehensive picture and a holistic view of the workplace e-learning domain, and suggests directions for further work.

• Mørch, Anders Irving; Hartley, Melissa D.; Ludlow, Barbara L.; Caruso, Valentina & Thomassen, Ingvill (2014). The Teacher as Designer: Preparations for Teaching in a Second Life Distance Education Course, In Demetrios G. Sampson; J. Michael Spector; Nian-Shing Chen; Ronghuai Huang & Prof Kinshuk (ed.),  The 14th IEEE International Conference on Advanced Learning Technologies (ICALT2014).  IEEE.  ISBN 978-1-4799-4038-7.  konferanse paper.  s 691 - 693 Show summary

  Teaching in Second Life (SL) is much like teaching in K-12 schools in that the teacher has to plan in a similar fashion. However, when teaching in SL most students have never used this technology; therefore, the teacher must create the learning environment much like a designer creates an artifact, through planning, execution, and evaluation. Based on a literature survey and data collected from a teacher preparation distance education course taught entirely in Second Life, we identified the following steps of a design process: allow for social interaction, scaffold the students’ learning of the new technology, plan for the structure of the course, the procedures in the classroom, and the transitions. We support our findings with empirical examples, and compare our findings with related work, focusing on social presence in 3D virtual learning environments.

• Prasolova-Førland, Ekaterina; Fominykh, Mikhail; Darisiro, Ramin; Mørch, Anders Irving & Hansen, David (2014). Preparing for International Operations and Developing Scenarios for Inter-cultural Communication in a Cyberworld: A Norwegian Army Example. Lecture Notes in Computer Science (LNCS).  ISSN 0302-9743.  8490, s 118- 138 . doi: 10.1007/978-3-662-43790-2_7
• Prasolova-Førland, Ekaterina; Fominykh, Mikhail; Darisiro, Ramin; Mørch, Anders Irving & Hansen, David (2014). Preparing for International Operations and Developing Scenarios for Inter-cultural Communication in a Cyberworld: A Norwegian Army Example, In Marina Gavrilova; C. J. Kenneth Tan; Xiaoyang Mao & Lichan Hong (ed.),  Transactions on Computational Science XXIII.  Springer.  ISBN 978-3-662-43789-6.  kapittel.  s 118 - 138
• Andersen, Renate & Mørch, Anders Irving (2013). Get Satisfaction: Customer Engagement in Collaborative Software Development, In Yvonne Dittrich; Margaret Burnett; Anders Mørch & David Redmiles (ed.),  End-User Development.  Springer.  ISBN 978-3-642-38705-0.  kap..  s 235 - 240 Show summary

  This paper presents an empirical study of social media integrated in a product development process to support mutual software development. The case is Get Satisfaction, a company and crowd-sourcing community for customer engagement employed by many product development companies as an alternative to traditional customer relationship management (CRM) systems. We have studied user-developer interactions through the company’s public support tools to identify how the company enhances its own productivity tools. The method we employ is interaction analysis. We focus on some productive interactions and analyze them in detail, including: “User request and developer implementation” (a long term activity, involving many users, sometimes leading to a new version of the tool). We refer to this form of user involvement in collaborative software development as “distributed EUD,” and discuss the strengths and weaknesses of using social media to mediate the activities.

• Andersen, Renate & Mørch, Anders Irving (2013). Problem-based learning and mutual development in software product development, In Ellen Christiansen; Leena Kuure; Anders Irving Mørch & Berner Lindstrøm (ed.),  Problem-Based Learning for the 21st Century: New Practices and Learning Environments.  Aalborg Universitetsforlag.  ISBN 978-87-7112-117-9.  kap. 12. Show summary

  This chapter presents an empirical analysis of how professional developers and end users interact and collaborate in a special type of software product development process, which is defined as mutual development. This type of software development is characterized as being initiated by end users and driven by problems occurring in a local setting. Aspects from problem-based learning (PBL) provide a lens for analyzing the early stages of mutual development. The main finding in this chapter is that the problems the customers encounter in their daily work provide a primer for further development of the products. We also show how the customers act as self-directed learners when engaging in mutual product development. The customers’ relationship with the professional developers is discussed in terms of co-configuration. We have used interview as part of a case study as our research method.

• Fugeli, Pål; Lahn, Leif Christian & Mørch, Anders Irving (2013). Shared prolepsis and intersubjectivity in open source development: expansive grounding in distributed work, In Amy Bruckman; Scott Counts; Cliff Lampe & Loren Terveen (ed.),  Proceedings of the 2013 conference on Computer supported cooperative work.  ACM Publications.  ISBN 978-1-4503-1331-5.  paper i proceedings.  s 129 - 144 Show summary

  Intersubjectivity is a term used to conceptualize the psychological relationship between people during conversation, e.g. for building a shared understanding. Ragnar Rommetveit, a Norwegian social psychologist, developed a conceptual framework for intersubjectivity, treating it as a social phenomenon and a dynamic process. One technique for increasing intersubjectivity according to Rommetveit is to issue 'anticipatory cues,' i.e. referring to common knowledge and indicating future situations where the knowledge will be relevant. This framework was adapted for online communication and applied to an analysis of the mod_perl module of the Apache Web server (an open source development project). Based on observations of 215 participants' contributions to the project's mailing list over a 6-month period, we explore how processes of intersubjectivity evolve across the developer network. We conclude with a discussion of how so-called proleptic instances in post-and-reply messages may be significant and trigger the co-construction of shared understanding.

• Mifsud, Mary Louise; Mørch, Anders Irving & Lieberg, Sigmund (2013). An Analysis of Teacher-Defined Activities with Mobile Technologies: Predecessor and Successor Tool Use in the Classroom. Learning, Media & Technology.  ISSN 1743-9884. . doi: 10.1080/17439884.2012.655746 Show summary

  In this paper, different perspectives on the role of the teacher in a classroom equipped with personal digital assistants (PDAs) are presented. We report on four classroom studies conducted in two countries, Norway and the USA. The overall aim is to understand the use of new tools in different contexts. The key question that we explore concerns the teachers’ pedagogical use of the new tool and why certain tools are adopted and others are not. In one case, the activities simulated the affordances and constraints of the tools used prior to the PDA. In the other case, the activities harnessed the affordances and constraints offered by the successor tool, the PDA. We raise the question as to why these tools were used in two different ways. We analyse our findings in terms of sociocultural theory and concepts of human–computer interaction. Finally, we summarize our results and discuss some educational implications.

• Mørch, Anders Irving (2013). Information seeking and collaborative knowledge creation: Exploring collaborative learning in customer service work and software product development, In Sean P Goggins; Isa Jahnke & Volker Wulf (ed.),  Computer-Supported Collaborative Learning at the Workplace.  Springer.  ISBN 978-1-4614-1739-2.  kap. 14.  s 293 - 313 Show summary

  Computer supported collaborative learning (CSCL) and e-learning at work (ELW) are two areas in computer-mediated learning. CSCL is a relatively focused research theme, but with few dedicated journals and a relative small group of core researchers. E-learning research is reported in a variety of journals and magazines, but lacks a well-defined research agenda. CSCL is about computer support for two or more people to engage in collaborative inquiry (co-located or distant) with teaching and learning as primary activities. ELW is about providing employees with timely access to information for carrying out work, where work is the primary activity. Based on a survey of previous research it is argued that it is a challenge for CSCL to integrate individual and collaborative learning and for ELW to integrate work and learning. These challenges are explored in two case studies, the first focused on customer service work and the second software product development. The findings are discussed in terms of providing opportunities for CSCL at work: multiple channels for access to information, and means for employees and customers to engage in collaborative knowledge creation processes.

• Mørch, Anders Irving (2013). Predecessor Artifacts: Evolutionary Perspectives on a Reflective Conversation with Design Materials, In John M. Carroll (ed.),  Creativity and Rationale: Enhancing Human Experience by Design.  Springer.  ISBN 978-1-4471-4110-5.  Ch. 7.  s 121 - 141 Show summary

  Donald Schön described designing as a reflective conversation with the materials of a situation, and proposed a phenomenological account of designing. Ray McCall proposed an extension and generalization of Schön’s model that more easily allows for computer support. Building on the work of Schön and McCall, this chapter adopts an evolutionary perspective on the design process and proposes “predecessor artifacts” as a new concept for understanding the reflective conversation with design materials. Predecessor artifacts emerge in creative activities and they encapsulate design history. The concept is applied to software design. Based on a literature survey, experimental prototyping, and empirical analyses in two user organizations, three types of predecessor artifacts are explored: (1) reusable design material, (2) alternative functionality, and (3) reusable design concepts. A goal with PAs is to understand design reuse in software applications from a phenomenological viewpoint.

• Mørch, Anders Irving & Zhu, Li (2013). Component-Based Design and Software Readymades, In Yvonne Dittrich; Margaret Burnett; Anders Irving Mørch & David Redmiles (ed.),  End-User Development: Proceedings of the 4th International Symposium, IS-EUD 2013, Copenhagen, Denmark, June 10-13, 2013.  Springer.  ISBN 978-3-642-38705-0.  kap..  s 278 - 283 Show summary

  End-user developers need access to tools and techniques that allow them to create, modify, and extend software artifacts without programming. Previous research has shown that visual software components can provide the right level of abstraction. However, component-based design (CBD) will succeed only if there is a good balance of standardization and flexibility (software issues) and a good balance of usefulness and usability (HCI issues). We present a vision for CBD and two approaches toward achieving it: 1) design by composition and 2) design by redesign. We claim that the latter is more user friendly but lacks the flexibility of the former. We propose the notion of “software readymade” as a theoretical concept to integrate them, inspired by the role of the “spectator” in the work of the artist Marcel Duchamp. We propose stand-alone multiperspective tailorable software components to instantiate the concept, and we give two examples (application units and nuggets).

• Nygård, Kathrine Amundsen; Mørch, Anders Irving & Moen, Anne (2013). Adapting a learning tool for specialized nursing. Journal of Workplace Learning.  ISSN 1366-5626.  25(7), s 441- 454 . doi: 10.1108/jwl-01-2013-0046 Show summary

  Purpose – Nursing has for a long time used a variety of technological tools to improve and support patient care. Tool use changes knowledge processes, offering opportunities to explore processes of specialization in this field. The purpose of this paper is to report from a collaborative process to achieve shared meaning potential while adapting a generic learning tool to meet learning needs of specialized nursing. A complex chain of actions, interactions and negotiations during the adaptation process is disentangled. The paper draws from the theoretical construct known as trajectories of participation. Design/methodology/approach – The method employed in data analysis is interaction analysis, allowing detailed studies of the actions represented in the participants' intersecting trajectories. Findings – The analysis shows how project members seek to combine different modes of knowledge when they sort out and establish shared meaning potential. Typically the negotiations start with a concrete problem arising from the current practice's use of tools. The participants clarify and specify a shared object of activity by mobilizing three different modes of knowledge (practical, diagnostic and technical). During this process, the participants' trajectories converge toward consensus. This consensus is a process of constructing and reconstructing tools and practices and an interdependency of tools and practices that is “materialized” in the adapted learning tool. Originality/value – This analysis shows the importance of taking account of processes in the concrete settings when developing new tools for change in specialist nursing. Different trajectories of participation that intersected in the planning activities give insight into how knowledge is mobilized when tools and practices co-evolve on an interactional level.

• Prasolova-Førland, Ekaterina; Fominykh, Mikhail; Darisiro, Ramin & Mørch, Anders Irving (2013). Training Cultural Awareness in Military Operations in a Virtual Afghan Village: A Methodology for Scenario Development, In Ralph H. Sprague (ed.),  46th Hawaii International Conference on System Sciences (HICSS).  IEEE.  ISBN 978-1-4577-1925-7.  artikkel.  s 903 - 912 Show summary

  3D virtual worlds and game-based simulations are to an increasing degree used for military training. However, there is a lack of research-based methods for using game-based simulations and developing scenarios for educational role-plays in a military context, especially in the area of cultural awareness. The CAMO project (Cultural Awareness in Military Operations) seeks to address these challenges. The goal of the project has been to create a game-based simulation in Second Life for training cultural awareness among military personnel preparing for international operations and to explore the advantages and limitations of 3D virtual worlds in this context. This paper will focus on the methodology for scenario development, outlining the challenges and directions for future work.

• Prasolova-Førland, Ekaterina; Fominykh, Mikhail; Mørch, Anders Irving; Darisiro, Ramin & Hansen, David (2013). Preparing for International Operations in a Cyberworld: a Norwegian Army Example, In Xiaoyang Mao & Lichan Hong (ed.),  13th International Conference on Cyberworlds (CW).  IEEE Press.  ISBN 978-1-4799-2245-1.  full paper.  s 163 - 170 Show summary

  Understanding culture is an integral part of international operations in developing countries and conflict zones. Cultural encounters in countries such as Afghanistan might introduce a number of challenges. This paper presents the experiences with the CAMO project (Cultural Awareness in Military Operations) seeking to address these challenges. The goal of the project has been to create a game-based simulation in the virtual world of Second Life for pre-deployment cultural awareness training among Norwegian military personnel preparing for service in Afghanistan. At the same time, due to the gradual withdrawal of troops from Afghanistan, training cultural awareness among civilian personnel becomes more important. This paper will present some experiences from the CAMO project, discussing how the proposed methodology could be extended for non-military use as well, and outlining the challenges and directions for future work.

• Batatia, Hadj; Hakkarainen, Kai & Mørch, Anders Irving (2012). Tacit Knowledge and Trialogical Learning: Towards a Conceptual Framework for Designing Innovative Tools, In Anne Moen; Anders Irving Mørch & Sami Paavola (ed.),  Collaborative knowledge creation: Practices, tools, concepts.  Brill|Sense.  ISBN 978-94-6209-002-6.  Ch. 2.  s 15 - 30 Show summary

  The concept of tacit knowledge has received a great deal of attention recently. From a knowledge creation point of view, much of the related discussion fails to provide any deep insights. Notwithstanding the superficial treatments commonly encountered, the concept embodies crucial aspects of learning that are critical for the success of KP-Lab. Indeed it became one of the core concepts of the project; capturing tacit knowledge within processes of learning and knowledge creation in higher education and workplaces has been one of the basic ideas which we identify according to three theoretical perspectives: The knowledge-creating company (Nonaka & Takeuchi, 1995), the cultural historical activity theory (Engeström, 1999a), and the knowledge-building communities (Bereiter, 2002).

• Børte, Kristin; Ludvigsen, Sten Runar & Mørch, Anders Irving (2012). The role of social interaction in software effort estimation: Unpacking the "magic step" between reasoning and decision-making. Information and Software Technology.  ISSN 0950-5849.  54(9), s 985- 996 . doi: 10.1016/j.infsof.2012.03.002 Show summary

  This paper examines the use of concepts in software effort estimation by analysing group work as communicative practice. The objective is to improve our understanding of how software professionals invoke different types of knowledge when talking, reasoning and reaching a decision on a software effort estimate.

• Ludvigsen, Sten Runar & Mørch, Anders Irving (2011). Theoretical bases of computer supported learning, In  Learning and cognition in education.  Elsevier.  ISBN 0123814383.  Article.  s 46 - 51 Show summary

  "Artikler opprinnelig utgitt i 3.utg. av The International encyclopedia of education, 2010 - Forordet." (Kommentar i BIBSYS-posten)/tøf

• Mørch, Anders Irving (2011). Evolutionary Application Development: Tools to Make Tools and Boundary Crossing, In Hannakaisa Isomäki & Samuli Pekkola (ed.),  Reframing Humans in Information Systems Development.  Springer.  ISBN 978-1-84996-346-6.  Chapter 9.  s 151 - 171 Show summary

  When I use the term end user, I mean people who use computer applications in their daily activities, without being interested in computers per se (Costabile et al. 2003). In the rest of this paper “user” will sometimes be used instead of “end user” whenever it is clear that the reference is to end users. End-User Development (EUD) is software development conducted by end users, which allows them at some point to create or modify a software artifact. This activity is different from professional software development on the one hand and user-generated content in new media on the other, though it can be explained as a combination of the two. EUD is the (further) development of tools (rather than content) and carried out by users (rather than software engineers and programmers), while Evolutionary Application Development (EAD) is the type of EUD profiled in this paper. At InterMedia, University of Oslo we have developed demonstration prototypes and a conceptual framework for EAD. Here, I present four “snapshots” in the development of the EAD framework, which includes system-building efforts and results from empirical studies.

• Mørch, Anders Irving (2011). Externalized Design: Expressing Social Ideas in Software, In Elayne Coakes (ed.),  Knowledge Development and Social Change through Technology: Emerging Studies.  Information Science Reference.  ISBN 1609605071.  ch. 5.  s 64 - 84 Show summary

  In this chapter, the author presents a conceptual framework for early-stage interaction design (EDOS) together with a method for embedding conceptual artifacts in user interfaces. The notion of ‘externalized design’ from postmodern architecture is used as an analogy for how to incorporate conceptual artifacts like social ideas in user interfaces. This is proposed as a new approach to theory-based design in human-computer interaction (HCI) and computer-supported collaborative learning (CSCL). The framework is applied to the retrospective analysis of two interactive systems the author has been involved in designing over a number of years. These systems were stimulated by two concepts associated with American pragmatism (generalized other, reflection-in-action). A multistage process for expressing the concepts in user interfaces is presented. The chapter ends by discussing the strengths and limitations of the EDOS framework, comparing it with related work, and suggesting directions for further work.

• Mørch, Anders Irving & Skaanes, Mari Ann (2011). Design and use of an integrated work and learning system : information seeking as critical function, In Sten Runar Ludvigsen; Andreas Lund; Ingvill Rasmussen & Roger Säljö (ed.),  Learning across sites : new tools, infrastructures and practices.  Cambridge University Press.  ISBN 978-0-415-58176-9.  Kap. 9.  s 138 - 155 Show summary

  Since the introduction of the World Wide Web in the mid 1990s, online (web-based) learning has attracted a great deal of interest in the Norwegian service industries and many companies are now pursuing web-based training for their staff. We use the term “web-based learning portal” and “web portal,” to refer to the technology that aims to mediate work and learning. We show that this form of technology can strengthen the integration of work and learning when part of the work is computer-based, which is increasingly becoming commonplace in many organizations.

• Engeström, Yrjö; Sannino, Annalisa; Fischer, Gerhard; Mørch, Anders Irving & Bertelsen, Olav W. (2010). Grand challenges for future HCI research: cultures of participation, interfaces supporting learning, and expansive learning, In Ebba Þóra Hvannberg; Marta Kristín Lárusdóttir; Ann Blandford & Jan Gulliksen (ed.),  Proceedings of the 6th Nordic Conference on Human-Computer Interaction: Extending Boundaries.  ACM Publications.  ISBN 978-1-60558-934-3.  Panel.  s 863 - 866
• Ludvigsen, Sten Runar & Mørch, Anders Irving (2010). Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends, In Penelope Peterson; Eva Baker & Barry McGaw (ed.),  International Encyclopedia of Education, Third edition, Volume 5.  Elsevier.  ISBN 978-0-08-044893-0.  kapitel.  s 290 - 296 Show summary

  Computer-Supported Collaborative Learning (CSCL) is the field concerned with how Information and Communication Technology (ICT) might support learning in groups (co-located and distributed). It is also about understanding the actions and activities mediated by ICT. Educational applications range from generic collaboration environments (e.g. forums) to tools for developing domain-specific knowledge. The research questions addressed in CSCL include how individuals learn with specific tools, how small groups interact and develop shared meanings over time, how institutions change and create new conditions for teaching and learning, and even how the opportunities for learning change as society adopts new models for education. Societies increasingly require new types of knowledge, new means of knowledge advancement and, consequently, new models of education.

• Mifsud, Louise & Mørch, Anders Irving (2010). Reconsidering off-task: a comparative study of PDA-mediated activities in four classrooms. Journal of Computer Assisted Learning.  ISSN 0266-4909.  26(3), s 190- 201 . doi: 10.1111/j.1365-2729.2010.00346.x Show summary

  Mobile technology is ubiquitous and diverse and permeates many aspects of daily life at home, during leisure activities, and in public spaces. The study presented here is of two sixth grade classes in Michigan, USA and two seventh grade classes in Norway. The students and the teachers in these four classrooms were equipped with mobile technologies (PDAs). We found that the students' PDA-mediated actions in the classroom were not exclusively used for the tasks and activities set by the teacher, but that the students also used the PDAs on their own initiative - so-called 'off-task' activities. We analyze the findings by reconsidering off-task activities from a sociocultural perspective.

• Mørch, Anders Irving & Andersen, Renate (2010). Mutual Development: The Software Engineering Context of End-User Development. Journal of Organizational and End User Computing.  ISSN 1546-2234.  22(2), s 36- 57 . doi: 10.4018/joeuc.2010101902 Show summary

  The article presents and analyzes data from a case study in customer-initiated software product development. We have observed and participated in system development activities in a commercial software house (company) over a period of two years. The company produces project-planning tools for the oil and gas industry, and relies on interaction with customers for further development of its products. Our main research question is how customers and professional developers engage in mutual development mediated by shared software tools (products and support systems). We have used interviews with developers and customers as our main source of data, and identified the activities (from use to development) where customers have contributed to development. We analyze our findings in terms of co-configuration, meta-design and modding to name and compare the various stages of development (adaptation, generalization, improvement request, specialization, and tailoring).

• Abdelnour-Nocera, José & Mørch, Anders Irving (2009). New Sociotechnical Insights in Interaction Design, In Tom Gross & Jan Gulliksen (ed.),  Proceedings of the 12th IFIP TC 13 International Conference on Human-Computer Interaction: Part II.  Springer.  ISBN 978-3-642-03657-6.  Workshop at Interact'09.  s 973 - 974 Show summary

  New challenges are facing interaction design. On one hand because of advances in technology --- pervasive, ubiquitous, multimodal and adaptive computing --- are changing the nature of interaction. On the other, web 2.0, massive multiplayer games and collaboration software extends the boundaries of HCI to deal with interaction in settings of remote communication and collaboration. The aim of this workshop is to provide a forum for HCI practitioners and researchers interested in knowledge from the social sciences to discuss how sociotechnical insights can be used to inform interaction design, and more generally how social science methods and theories can help to enrich the conceptual framework of systems development and participatory design.

• Andersen, Renate & Mørch, Anders Irving (2009). Mutual Development: A Case Study in Customer-Initiated Software Product Development, In Volkmar Pipek; Mary Beth Rosson; Boris de Ruyter & Volker Wulf (ed.),  Proceedings 2nd Int'l Symposium on End User Development (IS-EUD 2009).  Springer.  ISBN 978-3-642-00425-4.  kap. 3.  s 31 - 49 Show summary

  The paper is a case study of customer-initiated software product development. We have observed and participated in system development activities in a commercial software house (company) over a period of two years. The company produces project-planning tools for the oil and gas industry, and relies on interaction with customers for further development of its products. Our main research question is how customers and professional developers engage in mutual development mediated by shared software tools (products and support systems). We have used interviews with developers and customers as our main source of data, and identified the activities (from use to development) where customers have contributed to development. We analyze our findings in terms of co-configuration, meta-design and modding in order to name and compare the various stages of development (adaptation, generalization, improvement request, specialization, and tailoring).

• Kudrik, Yulia; Lahn, Leif Christian & Mørch, Anders Irving (2009). Technology-Enhanced Workplace Learning: Blended Learning in Insurance Company, In Siu Cheung Kong; Hiroaki Ogata & Hans Christian Arnseth (ed.),  Proceedings of the 17th International Conference on Computers in Education (ICCE 2009).  Asia-Pacific Society for Computers in Education (CD Rom).  ISBN 978-986-84735-3-9.  Short paper.  s 955 - 959 Show summary

  This paper reports on a study of blended learning in a large, multinational organization. The focus is on understanding what blended learning means in the context of workplace learning, what advantages and disadvantages can be identified and, based on empirical findings, to discuss how courses are set up with the objective of enhancing learning outcomes through a combination of social interaction and individual learning. A sociocultural perspective guides our analysis, in particular Vygotsky’s notions of “duality of learning” and “zone of proximal development.” The sociocultural perspective helped us to choose one interpretation of blended learning among the multiple approaches available.

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• Malizia, Alessio; Valtolina, Stefano; Mørch, Anders Irving; Serrano, Alan & Stratton, Andrew (ed.) (2019). End-User Development : 7th International Symposium, IS-EUD 2019, Hatfield, UK, July 10–12, 2019 : Proceedings. Springer.  ISBN 978-3-030-24780-5.  256 s.
• Christiansen, Ellen; Kuure, Leena; Mørch, Anders Irving & Lindstrøm, Berner (ed.) (2013). Problem-Based Learning for the 21st Century: New Practices and Learning Environments. Aalborg Universitetsforlag.  ISBN 978-87-7112-117-9.  300 s.
• Dittrich, Yvonne; Burnett, Margaret; Mørch, Anders Irving & Redmiles, David (ed.) (2013). End-User Development: Proceedings of the 4th International Symposium, IS-EUD 2013, Copenhagen, Denmark, June 10-13, 2013. Springer.  ISBN 978-3-642-38705-0.  315 s.
• Moen, Anne; Mørch, Anders Irving & Paavola, Sami (ed.) (2012). Collaborative knowledge creation: Practices, tools, concepts. Sense Publishers.  ISBN 978-94-6209-002-6.  275 s. Show summary

  This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners in joint work with shared objects and artefacts mediated by collaboration technology. The theoretical underpinnings stem from different origins, including knowledge building and cultural historical activity theory. The authors in this collection introduce key concepts and techniques, explain tools designed and developed to support knowledge creation, and report results from case studies in specific contexts. The book chapters integrate theoretical, methodological, empirical and technological research, to elaborate the empirical findings and to explain the design of the knowledge creation tools. The target audiences for this book are researchers, teachers and Human Resource developers interested in new perspectives on technology-enhanced learning, emphasizing collaborative learning, technology-mediated knowledge creation, and applications of this for higher education, teacher training and workplace learning. The book is the result of joint efforts from many contributors who took part in the Knowledge-practices Laboratory (KP-Lab) project (2006–2011) supported by EU FP6.

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• 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.
• 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.
• Dolonen, Jan Arild; Kluge, Anders; Litherland, Kristina & Mørch, Anders Irving (2019). Litteraturgjennomgang av programmering i skolen. Full text in Research Archive.
• 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.
• Mifsud, Louise; Eie, Siv; Andersen, Renate; Mørch, Anders Irving; Rustad, Mikkel Bertram & Litherland, Kristina Torine (2019, 18. juni). Minecraft gir aktiv læring i samfunnsfag Den industrielle revolusjonen er tema når lærerstudentene bruker dataverktøyet Minecraft.. [Internett].  https://www.oslomet.no/om/nyheter/minecraft-aktiv-lering-sam.
• 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.
• Eie, Siv; Mifsud, Louise & Mørch, Anders Irving (2018). Experiences in using Minecraft with student teachers in social studies: Preliminary reflections.
• 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.
• Mørch, Anders Irving (2018). An Analysis of Participants’ Experiences from the First International MOOC Offered at the University of Oslo.
• Mørch, Anders Irving (2018). Erfaringer med IKT i grupperådgiving av ammekubønder.
• Mørch, Anders Irving (2018). Food and Information: A Brief Comparison.
• 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. Show summary

  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.
• Stræte, Egil Petter; Hårstad, Renate Marie Butli; Ystad, Eystein; Kvam, Gunn-Turid; Mørch, Anders Irving; Klev, Roger & Haugum, Margrete Hembre (2018). Kompetanse og rådgivning i jordbruket: Kunnskapsoversikt, aktuelle problemstillinger og analytiske perspektiver for studier av bønders kompetanse som samspill mellom bønder, rådgivning og forskning. Full text in Research Archive. Show summary

  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.

• Mørch, Anders Irving (2017, 04. mars). Den store fordelen med e-læring er fleksibiliteten. [Internett].  Bioingeniøren. Show summary

  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. Show summary

  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

• Barricelli, Barbara Rita; Fogli, Daniela; Fischer, Gerhard; Mørch, Anders Irving; Piccinno, Antonio & Valtolina, Stefano (2016). Preface. CEUR Workshop Proceedings.  ISSN 1613-0073.  1776, s 1- 2
• Engeness, Irina & Mørch, Anders Irving (2016). The role of the teacher in facilitating writing process with peer feedback and automated feedback from EssayCritic.
• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill; Kluge, Anders; Knain, Erik; Mørch, Anders Irving; Naalsund, Margrethe & Skarpaas, Kaja Granum (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer.
• 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. Show summary

  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.

• 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. Show summary

  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.

• Mørch, Anders Irving & Engeness, Irina (2015). Læremidler og arbeidsformer i prosessorientert skriving. Full text in Research Archive.
• Mørch, Anders Irving; Mifsud, Louise & Engen, Bård Ketil (2015). Problembasert læring i synkrone læringsomgivelser: Pilot i Second Life.
• Engen, Bård Ketil & Mørch, Anders Irving (2014). FLEKSIBEL MASTERGRAD i "IKT OG LÆRING" - MIL-NETTVERKET.
• Mørch, Anders Irving (2014). Second Life Research in Oslo.
• Mørch, Anders Irving (2014). Toward Integrated Learning Environments: Evolution of Technology to Support Learning at Work.
• Mørch, Anders Irving & Engeness, Irina (2014). EssayCritic Norway Trial 2014.
• Mørch, Anders Irving (2013). Newcomer Participation in Open, Online Collaborative Software Development and Learning Communities.
• Mørch, Anders Irving (2013). Virtuelle verdener som plattform for teknologistøttet læring gjennom rollespill.
• Mørch, Anders Irving (2012). Virtuelle verdener som læringsarena for internopplæring.
• Mørch, Anders Irving & Thomassen, Ingvill (2012). Evaluering av kulturforståelse gjennom et designeksperiment i Second Life.
• Stuedahl, Dagny & Mørch, Anders Irving (2012). Wiki-based Networks and Communities of Practice in Cultural Heritage.
• Mørch, Anders Irving (2011). Collaborative learning: A double-edged sword.
• Mørch, Anders Irving (2011). EssayCritic: The critiquing approach to learning with interactive media.
• Mørch, Anders Irving (2010). E-learning at work: A complex design space for e-learning. Show summary

  The presentation gives an overview of some of the activities in the ICT and Learning at Work research cluster at InterMedia, University of Oslo. The overview focuses on an issue related to determining effects of e-learning in workplace settings: What factors should be taken into account when measuring effect. A multidimensional design space is proposed, which is composed of three dimensions: pedagogy, technology and organization. Along each of the dimensions there are factors that will impact the success or failure of e learning. Examples are given of each of the factors. Organizational factors turn out to be central but often overlooked. At the end types of effects are discussed, and four design principles are proposed (work-integrated e-learning, two-way grounding, super users as champions, and design for discretionary use).

• Mørch, Anders Irving (2010). Kommenteringspraksis på web: Sosialt fenomen med teknologiske implikasjoner.
• Lahn, Leif Christian & Mørch, Anders Irving (2009). A case study of blended learning in a Nordic insurance company: Three issues for e-learning.

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