I urval från Stockholms universitets publikationsdatabas

• How to Design Virtual Video Production for Augmented Student Presentations

  2022. Jonas Collin, Thomas Westin. Proceedings of the 21st European Conference on e-Learning - ECEL 2022, 71-78

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  E-learning environments have been developed and used by teachers and learners for decades. However, it is well known that sending, recording or meeting online can have a lack of presence and immersion. Furthermore, the configuration of a studio environment typically depends on physical props and technologies, which can be time consuming and hard to use for teaching purposes where each session may need a different configuration. Virtual Video Production (VVP) is a relatively new technology that builds on advances in extended reality (XR), supported by game engines and computer-controlled camera equipment. Camera data (pan, tilt, zoom, position) can be sent to a virtual camera in the game engine. The scene can be rendered via a green screen or with large LED displays. This provides an immersive presence with virtual 3D objects positioned in the room. Light settings can be mixed into the scene with remote control of LED lights to be in sync with virtual lights. Thus, VVP opens many opportunities for more immersive e-learning experiences. The challenge is how to apply these opportunities that involve syncing of several technical components and layers, designed to be useful within limited course resources. The question in this paper is how VVP can be designed and set up in an easy way for teachers and students to use it for presentations in courses? This paper presents results from a course in Immersive Environments where students first developed mobile Augmented Reality app prototypes and then used VVP to present their final work together with the authors. The authors documented preparation, wrote instructions for students and observed with notes taken during recording sessions. The results show how VVP can be designed and set up for course presentations that goes beyond a plain video recording in a lecture room or at home, but also beyond what was previously possible in a video studio at the university. This includes e.g., technical setup, direction of students, synopsis, concepts and virtual 3D props. Finally, the authors draw conclusions of what challenges remain for future research and suggestions of how to overcome them.

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• Visualisation and gamification of e-learning - attitudes among course participants

  2015. Peter Mozelius, Jonas Collin, Marie Olsson. Proceedings of the 10th International Conference on e-Learning Nassau the Bahamas, 227-234

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  Courses in virtual learning environments can leave recently enrolled participants in a state of loneliness (Brown, 1996), confusion (Hara & Kling, 2000) and boredom (Huang, 2002). What course content is essential in the course, where can more information be found and which assignments are mandatory? Research has stated that learner control (Chou & Liu, 2005) and motivation (Keller & Suzuki, 2004) are crucial issues for successful online education. This paper presents and discusses visualisation as a channel to improve learner control, and gamification as a way to increase study motivation in virtual learning environments. Data has been collected by evaluation questionnaires and group discussions in two courses partly given in the Moodle virtual learning environment. One course is on Game based learning for Bachelor’s programmes, the other is a course on e-learning for university teachers. Both the courses have used progress bars to visualise students study path and digital badges for gamification. Results have also been discussed with teachers and pedagogues at a department for computer and systems sciences. Findings indicate that visualisation by progress bars is a good way to improve course participants’ overview in online environments with rich and multifaceted content. To what degree the visualisation facilitates the course completion is hard to estimate, and like students have different learning styles, they also seem to have different visualisation needs. Gamification by digital badges seems to have various motivational impacts in different study groups and in traditional university programmes the traditional grades seem to be the main carrots.

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• Visualisation and gamification of e-learning and programming education

  2015. Marie Olsson, Peter Mozelius, Jonas Collin. Electronic Journal of e-Learning 13 (6), 441-454

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  Courses in virtual learning environments can leave recently enrolled participants in a state of loneliness, confusion and boredom. What course content is essential in the course, where can more information be found and which assignments are mandatory? Research has stated that learner control and motivation are crucial issues for successful online education. This paper presents and discusses visualisation as a channel to improve learners control and understanding of programming concepts and gamification as a way to increase study motivation in virtual learning environments. Data has been collected by evaluation questionnaires and group discussions in two courses partly given in the Moodle virtual learning environment. One course is on Game based learning for Bachelors programmes, the other is a course on e-learning for university teachers. Both the courses have used progress bars to visualise students study paths and digital badges for gamification. Results have also been discussed with teachers and pedagogues at a department for computer and systems sciences. Furthermore, two visualisation prototypes have been designed, developed and evaluated in programming lectures. Findings indicate that visualisation by progress bars is a good way to improve course participants overview in online environments with rich and multifaceted content. To what degree the visualisation facilitates the course completion is hard to estimate, and like students have different learning styles, they also seem to have different visualisation needs. Gamification by digital badges seems to have various motivational impacts in different study groups and in traditional university programmes the traditional grades seem to be the main carrots. Finally, it seems that software visualisation might be a promising path to enhance programming education in the 21st century.

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• Beyond Pedagogical Challenges: Addressing The Social Aspects around the Use of Digital Resources in University Education

  2015. Chiara Rossitto, Patrik Hernwall, Jonas Collin. Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, 118-125

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  This article presents the results of a qualitative study in which the challenges of adopting and adapting digital media to the context of higher education were investigated. A workshop attended by university teachers and professional producers of educational video material was organized. The analysis draws attention to issues concerning the quality of digital media, the development of the professional skills required to produce and use them, and the orchestration of learning activities centered on such learning resources. The paper argues that understanding the challenges around the appropriation of digital media in educational settings encompasses the social and contextual aspects of the settings in which technology is to be used, and not merely the pedagogical concerns underlying its usage.

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• A small step for the professor, but a giant leap for universities

  2012. Ken Larsson (et al.). Online Educa Berlin 2012, 18th International Conference on Technology Supported Learning & Training

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  The demands on professors and universities are increasing in many ways. One set of challenges are in the form of state policy on higher education and the demands this puts on the educators. As an example all study programs in Sweden are currently being evaluated by the graduation projects, failed graduation projects mean a low rating for the study program, which eventually can result in cancellation. Another set of challenges are the demands of students for more flexible study, both in time and place. The average student is changing, as well as the needs of the average student. The third challenge is to increased demand for higher education; the number of students seeking a degree is increasing at a higher pace then the resources available to deliver the education. Many professors are working more and more hours to keep up with demand. So, how can technology help us to meet these challenges both as professors and universities? We believe that by creative use of IT support the challenges can be overcome. For the professors this implies system that makes routine tasks, administrative as well as pedagogical, more efficient in the respect of having to spend less time on theses tasks. For the universities the challenge can be meet by systems that facilitate management of large numbers of students with a minimum of administrative and pedagogical staff. From the students’ perspective the challenge could be overcome by making the knowledge easily accessible and tools that makes the student more autonomous. The time involving direct interaction with the professor should therefore focus on quality guidance, not on basic routines and administrative issues. In the Lab session we aim to demonstrate a group of tools that will assist all three interested parties to handle the challenge. An administrative system that decentralise much of the administrative activities, students can administer their own studies to a large extent, the small central administration can handle more students and professors. The professor has to spend less effort on routine and administrative matters. We will also present a system that will facilitate the managing of supervision with quality despite large student numbers. The system will provide the student with basic knowledge for all steps of the thesis process, at the moment the need arises. This makes the student self-propelled in the process and it frees up time for the professor for more individually adopted quality supervision. An important element of this is the availability of quality video presentations that have been customised for use in higher education. Video presentations that can be linked to other media for added richness. Last but not least the session will work with two models for using peer review to improve the learning experience.

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• Technology enhanced learning, teaching and validation of the scientific process and outcomes - Sci-Pro

  2010. Henrik Hansson (et al.).

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• Using hyperlinked video to increase motivation and learning

  2010. Jonas Collin.

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  There is a challenge to create video technology and didactics that encourage knowledge building, takes advantage of the possibilities of new media and on the same time is easy to use by teachers. HyperCaster is an open source hypervideo player developed for education and science communication that takes up this challenge. This paper summarize the thoughts and the decisions behind the design and gives suggestions on how teachers can use hypervideo to create learning material. Using video is a great way of escaping the classroom getting into action; to meet real people involved in the subject such as experts, people with personal experience and role models. Furthermore video is great for visualizing complex processes. Internet users can however be very impatient and it's hard to make them watch long video episodes. Teachers can use interactive objects and hyperlinks in video to prepare their material for this restless behavior. Links in video opens the possibility to integrate with all the already existing resources out on the net. It's easy for teachers to place links and graphics directly in the content management system with the built-in editor instead of using advanced editing software. Thus it's easy to update the links and the graphics when the Internet resources change. The HyperCaster player aims to solve important usability issues associated with interactive video due to the temporal linking and the browsing between web pages. The technical development and the didactics has since 2001 evolved hand-in-hand throughout a series of development and information projects in cooperation with Stockholm university, Forskning.se, Sida and Harvard university. A demonstration of the HyperCaster system and the hypervideo content will be held during the presentation.

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