Anders Mørch

• Eie, Siv; Andersen, Renate; Mifsud, Louise; Mørch, Anders & Rustad, Mikkel Bertram (2023). Kritisk tenkning og Minecraft i lærerutdanningen: en studie av samfunnsfagundervisning om det industrielle gjennombruddet i Norge . Nordidactica - Journal of Humanities and Social Science Education. ISSN 2000-9879. Full text in Research Archive
• Mørch, Anders & Andersen, Renate (2023). Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts. In Spano, Lucio Davide; Schmidt, Albrecht; Santoro, Carmen & Stumpf, Simone (Ed.), End-User Development. 9th International Symposium, IS-EUD 2023, Cagliari, Italy, June 6–8, 2023, Proceedings. Springer. ISSN 978-3-031-34433-6. p. 230–240. doi: 10.1007/978-3-031-34433-6_15. Show summary

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

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

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

• Baricelli, Barbara Rita; Fischer, Gerhard; Fogli, Daniela; Mørch, Anders; Piccinno, Antonio & Valtolina, Stefano (2022). CoPDA 2022 - Cultures of Participation in the Digital Age: AI for Humans or Humans for AI? In Bottoni, Paolo (Eds.), AVI 2022: Proceedings of the 2022 International Conference on Advanced Visual Interfaces. ACM Publications. ISSN 978-1-4503-9719-3. p. 1–3. doi: 10.1145/3531073.3535262. Full text in Research Archive Show summary

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

• Andersen, Renate; Mørch, Anders & Litherland, Kristina Torine (2022). Collaborative learning with block-based programming: investigating human-centered artificial intelligence in education. Behaviour and Information Technology. ISSN 0144-929X. 41(9), p. 1830–1847. doi: 10.1080/0144929X.2022.2083981. Full text in Research Archive
• Mørch, Anders & Andersen, Renate (2022). Toward a Method of Visual Artifact Analysis: Understanding Learners’ Design Activity in a Makerspace. CEUR Workshop Proceedings. ISSN 1613-0073. 3136, p. 86–92. Full text in Research Archive Show summary

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

• Andersen, Renate; Gjølstad, Eli & Mørch, Anders (2022). Integrating Human-Centered Artificial Intelligence in Programming Practices to Reduce Teachers’ Workload. CEUR Workshop Proceedings. ISSN 1613-0073. 3136, p. 30–35. Full text in Research Archive Show summary

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

• Dohn, Nina Bonderup; Kafai, Yasmin; Mørch, Anders & Ragni, Marco (2022). Survey: Artificial Intelligence, Computational Thinking and Learning. Künstliche Intelligenz. ISSN 0933-1875. 36, p. 5–16. doi: 10.1007/s13218-021-00751-5.
• Kaliisa, Rogers; Rienties, Bart; Mørch, Anders & Kluge, Anders (2022). Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies. Computers & Education Open (CAEO). doi: 10.1016/j.caeo.2022.100073. Full text in Research Archive Show summary

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

• Andersen, Renate; Mørch, Anders Irving & Litherland, Kristina Torine (2021). Learning Domain Knowledge Using Block-Based Programming: Design-Based Collaborative Learning. In Fogli, Daniela; Tetteroo, Daniel; Barricelli, Barbara Rita; Markopoulos, Panos & Papadopoulos, George A. (Ed.), End-User Development. 8th International Symposium, IS-EUD 2021.. Springer. ISSN 978-3-030-79839-0. p. 119 –135. doi: 10.1007/978-3-030-79840-6_8.
• 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. In de Vries, Erica; Hod, Yotam & Ahn, June (Ed.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. International Society of the Learning Sciences (ISLS). ISSN 978-1-7373306-1-5. p. 27–35.
• 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; 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. Full text in Research Archive Show summary

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

• 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
• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders (2021). Overcoming Challenges to the Adoption of Learning Analytics at the Practitioner Level: A Critical Analysis of 18 Learning Analytics Frameworks. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1869082. 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: 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), p. 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), p. 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, p. 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 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. 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 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 (ISLS). ISSN 978-1-7324672-3-1. p. 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 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 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.

• 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 & Berget, Gerd (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. 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.

• 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.

• 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. 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.

• 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.

• 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 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; 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.

• 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. 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.

• 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.
• 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.

• 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 (Institute of Electrical and Electronics Engineers). ISSN 978-1-5090-0252-8. p. 208–212. doi: 10.1109/VLHCC.2016.7739686. 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.

• 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. 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.

• 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.
• 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.

• 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 (2015). Ready-to-hand information and computer-mediated activity: Challenges, opportunities, and methods. CEUR Workshop Proceedings. ISSN 1613-0073. 1641, p. 17–21.
• 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. 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; 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 (Institute of Electrical and Electronics Engineers). ISSN 978-1-4673-7333-3. p. 464–468. doi: 10.1109/ICALT.2015.139. 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; 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. 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.

• 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. 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 ...

• 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; 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 (Institute of Electrical and Electronics Engineers). ISSN 978-1-4799-4038-7. p. 691–693. doi: 10.1109/ICALT.2014.201. 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.

• 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.
• 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.
• 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. 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, 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 (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 (Institute of Electrical and Electronics Engineers). ISSN 978-1-4577-1925-7. p. 903–912. doi: 10.1109/hicss.2013.571. 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.

• 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. 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.

• 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.

• 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. 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.

• 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. 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.

• 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.

• 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. 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).

• 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. 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.

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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.

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• Mørch, Anders & Andersen, Renate (2023). Programming with Minecraft Bedrock Up: Modeling, Coding, and Computational Concepts.
• Barricelli, Barbara Rita; Fischer, Gerhard; Fogli, Daniela; Mørch, Anders; Piccinno, Antonio & Valtolina, Stefano (2022). Proceedings of CoPDA2022 - Sixth International Workshop on Cultures of Participation in the Digital Age. CEUR Workshop Proceedings. ISSN 1613-0073. 3136.
• Mørch, Anders & Andersen, Renate (2022). Toward a Method of Visual Artifact Analysis: Understanding Learners’ Design Activity in a Makerspace.
• Andersen, Renate; Gjølstad, Eli & Mørch, Anders (2022). Integrating Human-Centered Artificial Intelligence in Programming Practices to Reduce Teachers’ Workload.
• Mørch, Anders & Kafai, Yasmin (2022). Correction to: Computational Thinking as a Social Movement: Interview with Andy diSessa, UC Berkeley (KI - Künstliche Intelligenz, (2022), 10.1007/s13218-022-00754-w). Künstliche Intelligenz. ISSN 0933-1875. doi: 10.1007/s13218-022-00759-5.
• Kaliisa, Rogers; Mørch, Anders & Kluge, Anders (2021). Correction to: ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices (Technology, Knowledge and Learning, (2021), 10.1007/s10758-020-09488-w). Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-021-09574-7.
• 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.
• Fischer, Gerhard; Fogli, Daniela; Mørch, Anders; Piccinno, Antonio & Valtolina, Stefano (2020). Design trade-offs in cultures of participation: empowering end users to improve their quality of life. Behaviour and Information Technology. ISSN 0144-929X. 39(1), p. 1–4. doi: 10.1080/0144929X.2020.1691346.
• 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.
• Valtolina, Stefano; Mørch, Anders; Malizia, Alessio; Serrano, Alan & Stratton, Andrew (2019). Preface. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 11553, p. v–vi.
• 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.
• 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). 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.
• 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 (2018). Erfaringer med IKT i grupperådgiving av ammekubønder.
• Mørch, Anders Irving (2018). Food and Information: A Brief Comparison.
• Mørch, Anders Irving (2018). An Analysis of Participants’ Experiences from the First International MOOC Offered at the University of Oslo.
• Eie, Siv; Mifsud, Louise & Mørch, Anders Irving (2018). Experiences in using Minecraft with student teachers in social studies: Preliminary reflections.
• 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 (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

• 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.
• 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 (2016). The role of the teacher in facilitating writing process with peer feedback and automated feedback from EssayCritic.
• Barricelli, Barbara Rita; Fischer, Gerhard; Mørch, Anders; Piccinno, Antonio & Valtolina, Stefano (2015). CEUR Workshop Proceedings: Preface. CEUR Workshop Proceedings. ISSN 1613-0073. 1641.
• 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.
• 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.
• Engen, Bård Ketil & Mørch, Anders Irving (2014). FLEKSIBEL MASTERGRAD i "IKT OG LÆRING" - MIL-NETTVERKET.
• 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.
• 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. 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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