I urval från Stockholms universitets publikationsdatabas

• 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

  Artikel

  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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• 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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