Rogers Kaliisa

Doctoral Research Fellow - Department of Education

Norwegian version of this page

Email rogers.kaliisa@iped.uio.no

Phone +47 22845318

Room 4387

Available hours Appointments

Username

Visiting address Forskningsparken Gaustadalléen 21 0349 Oslo

Postal address Postboks 1092 Blindern 0317 OSLO

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Academic Interests

Learning Analytics
Educational Technologies
Mobile learning
Higher education
Computer supported collaborative learning

Academic Background

April 2018 to date: PhD candidate, Faculty of Educational Sciences, Department of Education, University of Oslo (Norway)
Jan 2015 to Dec 2016: Master of Education, University of Adelaide (Australia)
August 2010 to June 2012: Master of Development Management, University of Agder (Norway)
August 2006 to August 2009: Bachelor of Adult and Community Education, Makerere University (Uganda)

Employment Background

August 2017 to March 2018: Student support officer: Faculty of Education, University of Auckland New Zealand.
December 2015 to December 2016: Research Assistant/International student support officer (casual), University of Adelaide, Australia.
May 2014 to December 2014: Research Coordinator, Link-Up Project, Makerere University, Child Health and Development Center, Uganda.
February 2014 to December 2014: Assistant Lecturer, Kyambogo University, Uganda
August 2012 to May 2013: Researcher (PREPARE Project): Makerere University, Child Health and Development Center, Uganda.

Teaching/ Courses Taught

HEM4113: Research Methods II
HEM4112: Research Methods and Statistics I
HEM4250: Thesis Proposal
EDU4100: Introduction to Comparative and International Education
EDU4201: Core Focus Areas in Comparative and International Education
PED4550: Pedagogical innovations and communication
HEM4210: History and Primary Processes of Higher Education

Tags: Education, ICT and learning

Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2019). Exploring Social Learning Analytics to Support Teaching and Learning Decisions in Online Learning Environments. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 11722 LNCS, s 187- 198 . doi: 10.1007/978-3-030-29736-7_14 Full text in Research Archive.
Kaliisa, Rogers & Picard, Michelle (2019). Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education. Australasian Journal of Educational Technology. ISSN 1449-3098. 35(6), s 1- 14 . doi: 10.14742/ajet.5562 Full text in Research Archive.

Kaliisa, Rogers (2020). Unpacking the Bi-directional relationship between learning analytics and learning design in blended learning environments. Show summary
This paper suggests a technology-supported teacher-led approach that includes leveraging learning analytics (LA) to support data-informed learning design (LD) decisions in blended learning environments. The context of this study is three to five blended Bachelors courses using the Canvas learning management system (LMS) at two public universities in Norway. This is a design-based research study, employing quantitative ethnography approaches. Data will be collected from multiple sources, i.e. course analytics, discussion forums, interviews, teachers LD representations, and in-class observations. The analysis will be conducted using social and epistemic network analysis, automated discourse analysis, inferential statistics and inductive thematic analysis. This PhD project is anticipated to contribute towards an empirically based theoretical discussion about the potential affordances of LA to transform LD from a craft into a sounder and more evidence-based field of research and practice. (4) (PDF) Unpacking the Bi-directional relationship between learning analytics and learning design in blended learning environments. Available from: https://www.researchgate.net/publication/340133140_Unpacking_the_Bi-directional_relationship_between_learning_analytics_and_learning_design_in_blended_learning_environments [accessed Mar 30 2020].
Morten, Misfeldt; Spikol, Daniel; Kaliisa, Rogers; Jesper, Bruun; Saqr, Mohammed; Andrew, Ruis & Brendan, Eagan (2020). Quantitative ethnography as a framework for network analysis – a discussion of the foundations for network approaches to leaning analysis.
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.
Kaliisa, Rogers (2019). LEVERAGING SOCIAL LEARNING ANALYTICS TO SUPPORT AND EVALUATE LEARNING DESIGN AND ADAPTIVE LEARNING.
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.

Published Apr. 26, 2018 11:35 AM - Last modified Nov. 2, 2018 1:58 PM

Research groups

Living and Learning in the Digital Age (LiDA)