Anders Mørch

• Mørch, Anders Irving; Eielsen, Carl Sebastian & Mifsud, Louise (2021). Using Minecraft to Reconstruct and Roleplay Local History: Intersubjectivity, Temporality, and Tension. In Hmelo-Silver, Cindy E.; De Wever, Bram & Oshima, Jun (Ed.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021. International Society of the Learning Sciences, Inc.. ISSN 978-1-7373306-2-2. p. 27–34. Show summary

  As part of the ISLS Annual Meeting 2021, CSCL 2021 invites academics, researchers, professionals, and educators to share and embrace their diverse views. This includes empirical, theoretical, conceptual, design-based work, and system development. The CSCL Proceedings feature long papers, short papers, posters and symposia, all subject to a rigorous double-blind peer review.

• 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. Full text in Research Archive
• 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: 10.1080/00313831.2020.1869082?needAccess=true. Full text in Research Archive
• 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. Computer-Supported Collaborative Learning Conference. ISSN 1573-4552. p. 27–35.
• Andersen, Renate; Mørch, Anders Irving & Litherland, Kristina (2021). Learning Domain Knowledge using Block-Based Programming: Design-Based Collaborative Learning. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. p. 119–136. doi: 10.1007/978-3-030-79840-6. Full text in Research Archive
• 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. doi: 10.1016/j.chb.2021.106845. Full text in Research Archive
• Litherland, Kristina Torine; Kluge, Anders & Mørch, Anders (2021). Interactive Screencasts as Learning Tools in Introductory Programming. In De Laet, Tinne; Klemke, Roland; Alario-Hoyos, Carlos; Hillinger, Isabel & Ortega-Arranz, Alejandro (Ed.), 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 978-3-030-86435-4. doi: 10.1007/978-3-030-86436-1_32.
• 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
• 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), p. 33–47. doi: 10.18608/JLA.2020.73.4. Full text in Research Archive
• Mørch, Anders Irving; Murad, Hani; Herstad, Jo; Seibt, Sjur & Kjelling, Morten Oveson (2019). Material Conditions of Collaborative Knowledge Construction: The Case of Monoplant. In Cerratto Pargman, Teresa & Jahnke, Isa (Ed.), Emergent Practices and Material Conditions in Learning and Teaching with Technologies. Springer. ISSN 978-3-030-10764-2. p. 147–162. doi: 10.1007/978-3-030-10764-2_9. 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 Malizia, Alessio; Valtolina, Stefano; Mørch, Anders Irving; Serrano, Alan & Stratton, Andrew (Ed.), End-User Development : 7th International Symposium, IS-EUD 2019, Hatfield, UK, July 10–12, 2019 : Proceedings. Springer. ISSN 978-3-030-24780-5. p. 200–208. doi: 10.1007/978-3-030-24781-2_16.
• 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 Lund, Kristine; Niccolai, G; Hmelo-Silver, Cindy E.; Gweon, G & Baker, Michael J. (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. ISSN 978-1-7324672-3-1. p. 272–279. doi: 10.22318/cscl2019.272.
• 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, p. 187–198. doi: 10.1007/978-3-030-29736-7_14. 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), p. 497–516. doi: 10.1177/1478210319895189. Full text in Research Archive
• 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), p. 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.

• 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 Bratteteig, Tone & Sandnes, Frode Eika (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). ISSN 978-1-4503-6437-9. p. 956–959. doi: 10.1145/3240167.3240264.
• 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, p. 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.

• 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 Qian, Yufeng (Eds.), Integrating Multi-User Virtual Environments in Modern Classrooms. IGI Global. ISSN 9781522537199. p. 137–164. doi: 10.4018/978-1-5225-3719-9.ch007. Full text in Research Archive
• 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 Catarci, Tiziana; Norman, Kent & Mecella, Massimo (Ed.), Proceedings of the 2018 International Conference on Advanced Visual Interfaces (AVI'18). ACM Publications. ISSN 978-1-4503-5616-9. doi: 10.1145/3206505.3206599.
• Mørch, Anders Irving; Caruso, Valentina & Hartley, Melissa D. (2017). End-User Development and Learning in Second Life: The Evolving Artifacts Framework with Application. In Paterno, Fabio & Wulf, Volker (Ed.), New Perspectives in End-User Development. Springer. ISSN 978-3-319-60290-5. p. 333–358. doi: 10.1007/978-3-319-60291-2_13.
• 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), p. 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). Mutual development in mass collaboration: Identifying interaction patterns in customer-initiated software product development. Computers in Human Behavior. ISSN 0747-5632. 65, p. 77–91. doi: 10.1016/j.chb.2016.08.005.
• 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), p. 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), p. 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 Blackwell, Alan; Plimmer, Beryl & Stapleton, Gem (Ed.), Proc. 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC).. IEEE. ISSN 978-1-5090-0252-8. p. 208–212. doi: 10.1109/VLHCC.2016.7739686.
• 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, p. 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.

• 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, p. 14–20.
• 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 Fjeld, Morten & Bødker, Susanne (Ed.), Proceedings of the 9th Nordic Conference on Human-Computer Interaction, NordiCHI '16. Association for Computing Machinery (ACM). ISSN 978-1-4503-4763-1. doi: 10.1145/2971485.2987668.
• 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), p. 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.

• 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, p. 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 Diaz, Paloma; Pipek, Volkmar & Ardito, Carmelo (Ed.), End-User Development: Proc. 5th International Symposium (IS-EUD 2015) Madrid, Spain, May 26-29, 2015. Springer. ISSN 978-3-319-18424-1. p. 92–108. doi: 10.1007/978-3-319-18425-8_7.
• Mørch, Anders Irving (2015). Social media in the workplace. In Spector, J. Michael (Eds.), The SAGE Encyclopedia of Educational Technology. Sage Publications. ISSN 978-1-4522-5822-5. p. 667–669. doi: 10.4135/9781483346397.n274.
• 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 Sampson, Demetrios G.; Huang, Ronghuai; Hwang, Gwo-Jen; Liu, Tzu-Chien; Chen, Nian-Shing; Kinshuk, Prof & Tsai, Chin-Chung (Ed.), Proceedings IEEE 15th International Conference on Advanced Learning Technologies (ICALT 2015). IEEE. ISSN 978-1-4673-7333-3. p. 464–468. doi: 10.1109/ICALT.2015.139.
• 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 Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy & Ludvigsen, Sten Runar (Ed.), Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. International Society of the Learning Sciences (ISLS). ISSN 978-0-9903550-6-9. p. 817–818.
• Mørch, Anders Irving (2015). Ready-to-hand information and computer-mediated activity: Challenges, opportunities, and methods. CEUR Workshop Proceedings. ISSN 1613-0073. 1641, p. 17–21.
• 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 Gavrilova, Marina; Tan, C. J. Kenneth; Mao, Xiaoyang & Hong, Lichan (Ed.), Transactions on Computational Science XXIII. Springer. ISSN 978-3-662-43789-6. p. 118–138. doi: 10.1007/978-3-662-43790-2_7.
• 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 Sampson, Demetrios G.; Spector, J. Michael; Chen, Nian-Shing; Huang, Ronghuai & Kinshuk, Prof (Ed.), The 14th IEEE International Conference on Advanced Learning Technologies (ICALT2014). IEEE. ISSN 978-1-4799-4038-7. p. 691–693. doi: 10.1109/ICALT.2014.201.
• 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 Paolini, Paolo & Garzotto, Franca (Ed.), Proceedings of the 2014 International Working Conference on Advanced Visual Interfaces (AVI 2014). ACM Publications. ISSN 978-1-4503-2775-6. p. 387–390. doi: 10.1145/2598153.2602223.
• 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 Huang, Ronghuai; Kinshuk, Prof & Chen, Nian-Shing (Ed.), The New Development of Technology Enhanced Learning. Springer. ISSN 978-3-642-38291-8. p. 165–184 . doi: 10.1007/978-3-642-38291-8_10.
• 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, p. 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.

• 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, p. 118–138. doi: 10.1007/978-3-662-43790-2_7.
• Mørch, Anders Irving (2013). Information seeking and collaborative knowledge creation: Exploring collaborative learning in customer service work and software product development. In Goggins, Sean P; Jahnke, Isa & Wulf, Volker (Ed.), Computer-Supported Collaborative Learning at the Workplace. Springer. ISSN 978-1-4614-1739-2. p. 293–313. doi: 10.1007/978-1-4614-1740-8_14.
• Andersen, Renate & Mørch, Anders Irving (2013). Get Satisfaction: Customer Engagement in Collaborative Software Development. In Dittrich, Yvonne; Burnett, Margaret; Mørch, Anders & Redmiles, David (Ed.), End-User Development. Springer. ISSN 978-3-642-38705-0. p. 235–240. doi: 10.1007/978-3-642-38706-7_19.
• Mørch, Anders Irving & Zhu, Li (2013). Component-Based Design and Software Readymades. In Dittrich, Yvonne; Burnett, Margaret; Mørch, Anders Irving & Redmiles, David (Ed.), End-User Development: Proceedings of the 4th International Symposium, IS-EUD 2013, Copenhagen, Denmark, June 10-13, 2013. Springer. ISSN 978-3-642-38705-0. p. 278–283. doi: 10.1007/978-3-642-38706-7_26.
• Fugeli, Pål; Lahn, Leif Christian & Mørch, Anders Irving (2013). Shared prolepsis and intersubjectivity in open source development: expansive grounding in distributed work. In Bruckman, Amy; Counts, Scott; Lampe, Cliff & Terveen, Loren (Ed.), Proceedings of the 2013 conference on Computer supported cooperative work. ACM Publications. ISSN 978-1-4503-1331-5. p. 129–144 . doi: 10.1145/2441776.2441793.
• 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 Sprague, Ralph H. (Eds.), 46th Hawaii International Conference on System Sciences (HICSS). IEEE. ISSN 978-1-4577-1925-7. p. 903–912. doi: 10.1109/hicss.2013.571.
• 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), p. 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.

• Andersen, Renate & Mørch, Anders Irving (2013). Problem-based learning and mutual development in software product development. In Christiansen, Ellen; Kuure, Leena; Mørch, Anders Irving & Lindstrøm, Berner (Ed.), Problem-Based Learning for the 21st Century: New Practices and Learning Environments. Aalborg Universitetsforlag. ISSN 978-87-7112-117-9. doi: 10.1007/978-3-642-00427-8_3.
• 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 Mao, Xiaoyang & Hong, Lichan (Ed.), 13th International Conference on Cyberworlds (CW). IEEE Press. ISSN 978-1-4799-2245-1. p. 163–170. doi: 10.1109/CW.2013.47.
• 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). Predecessor Artifacts: Evolutionary Perspectives on a Reflective Conversation with Design Materials. In Carroll, John M. (Eds.), Creativity and Rationale: Enhancing Human Experience by Design. Springer. ISSN 978-1-4471-4110-5. p. 121–141. doi: 10.1007/978-1-4471-4111-2_7.
• 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), p. 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.

• Batatia, Hadj; Hakkarainen, Kai & Mørch, Anders Irving (2012). Tacit Knowledge and Trialogical Learning: Towards a Conceptual Framework for Designing Innovative Tools. In Moen, Anne; Mørch, Anders Irving & Paavola, Sami (Ed.), Collaborative knowledge creation: Practices, tools, concepts. Brill|Sense. ISSN 978-94-6209-002-6. p. 15–30. doi: 10.1007/978-94-6209-004-0_2. 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.

• Mørch, Anders Irving (2011). Evolutionary Application Development: Tools to Make Tools and Boundary Crossing. In Isomäki, Hannakaisa & Pekkola, Samuli (Ed.), Reframing Humans in Information Systems Development. Springer. ISSN 978-1-84996-346-6. p. 151–171.
• Mørch, Anders Irving & Skaanes, Mari Ann (2011). Design and use of an integrated work and learning system : information seeking as critical function. In Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Ed.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 978-0-415-58176-9. p. 138–155.
• Mørch, Anders Irving (2011). Externalized Design: Expressing Social Ideas in Software. In Coakes, Elayne (Eds.), Knowledge Development and Social Change through Technology: Emerging Studies. Information Science Reference. ISSN 1609605071. p. 64–84. doi: 10.4018/978-1-60960-507-0.ch005. Show summary

  Sociotechnical theory, which focuses on the interplay between social and technical behaviors in a society or organization, encourages critical discussion of the relationship between individuals and technology. Knowledge Development and Social Change through Technology: Emerging Studies reviews practices that lead to social and organizational change and how these practices are influenced by technology. Focusing on applications and approaches, this book encourages focused research on societal change and growth on an organizational level.

• Ludvigsen, Sten Runar & Mørch, Anders Irving (2011). Theoretical bases of computer supported learning, Learning and cognition in education. Elsevier. ISSN 0123814383. p. 46–51. Show summary

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

• 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 Hvannberg, Ebba Þóra; Lárusdóttir, Marta Kristín; Blandford, Ann & Gulliksen, Jan (Ed.), Proceedings of the 6th Nordic Conference on Human-Computer Interaction: Extending Boundaries. ACM Publications. ISSN 978-1-60558-934-3. p. 863–866.
• Ludvigsen, Sten Runar & Mørch, Anders Irving (2010). Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends. In Peterson, Penelope; Baker, Eva & McGaw, Barry (Ed.), International Encyclopedia of Education, Third edition, Volume 5. Elsevier. ISSN 978-0-08-044893-0. p. 290–296.

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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 978-3-030-24780-5. 256 p.
• Christiansen, Ellen; Kuure, Leena; Mørch, Anders Irving & Lindstrøm, Berner (2013). Problem-Based Learning for the 21st Century: New Practices and Learning Environments. Aalborg Universitetsforlag. ISBN 978-87-7112-117-9. 300 p.
• Dittrich, Yvonne; Burnett, Margaret; Mørch, Anders Irving & Redmiles, David (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 p.
• Moen, Anne; Mørch, Anders Irving & Paavola, Sami (2012). Collaborative knowledge creation: Practices, tools, concepts. Brill|Sense. ISBN 978-94-6209-002-6. 275 p. 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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• 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.
• 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.
• 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.
• 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.
• 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; Mørch, Anders Irving; Eie, Siv; Rustad, Mikkel Bertram & Andersen, Renate (2019). Fagspesifikke og generiske ferdigheter i historie - å legge til rette for aktiv læring.
• 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 (2018). Erfaringer med IKT i grupperådgiving av ammekubønder.
• Eie, Siv; Mifsud, Louise & Mørch, Anders Irving (2018). Experiences in using Minecraft with student teachers in social studies: Preliminary reflections.
• Mørch, Anders Irving (2018). An Analysis of Participants’ Experiences from the First International MOOC Offered at the University of Oslo.
• Mørch, Anders Irving (2018). Food and Information: A Brief Comparison.
• 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; 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.
• Mørch, Anders Irving (2017). Den store fordelen med e-læring er fleksibiliteten. [Internet]. 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

• Engeness, Irina & Mørch, Anders Irving (2016). The role of the teacher in facilitating writing process with peer feedback and automated feedback from EssayCritic.
• 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.

• Barricelli, Barbara Rita; Fogli, Daniela; Fischer, Gerhard; Mørch, Anders Irving; Piccinno, Antonio & Valtolina, Stefano (2016). Preface. CEUR Workshop Proceedings. ISSN 1613-0073. 1776, p. 1–2.
• 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; 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). Toward Integrated Learning Environments: Evolution of Technology to Support Learning at Work.
• Mørch, Anders Irving (2014). Second Life Research in Oslo.
• Mørch, Anders Irving & Engeness, Irina (2014). EssayCritic Norway Trial 2014.
• Mørch, Anders Irving (2013). Virtuelle verdener som plattform for teknologistøttet læring gjennom rollespill.
• Mørch, Anders Irving (2013). Newcomer Participation in Open, Online Collaborative Software Development and Learning Communities.
• Stuedahl, Dagny & Mørch, Anders Irving (2012). Wiki-based Networks and Communities of Practice in Cultural Heritage.
• Mørch, Anders Irving & Thomassen, Ingvill (2012). Evaluering av kulturforståelse gjennom et designeksperiment i Second Life.
• Mørch, Anders Irving (2012). Virtuelle verdener som læringsarena for internopplæring.
• 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). Kommenteringspraksis på web: Sosialt fenomen med teknologiske implikasjoner.
• 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).

• Dolonen, Jan Arild; Kluge, Anders; Litherland, Kristina & Mørch, Anders Irving (2019). Litteraturgjennomgang av programmering i skolen. Universitetet i Oslo. Full text in Research Archive
• Stræte, Egil Petter; Hårstad, Renate Marie Butli; Ystad, Eystein; Kvam, Gunn-Turid; Mørch, Anders Irving & Klev, Roger [Show all 7 contributors for this article] (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. 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.

• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill & Kluge, Anders [Show all 10 contributors for this article] (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Reprosentralen, Universitetet i Oslo.
• Mørch, Anders Irving & Engeness, Irina (2015). Læremidler og arbeidsformer i prosessorientert skriving. Utdanningsdirektoratet. Full text in Research Archive

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