Charlotte Lærke Weitze

Digital and Creative Learning Lab · Digital and Creative Learning Lab

Undervisning online er ikke det samme som undervisning, når man er fysisk sammen. I denne bog ser vi nærmere på forskellen gennem fænomener som tid, rum, krop, nærvær, samarbejde, kreativitet og stemning. Hvordan agerer vi, når elever slår kameraet fra? Hvordan designer vi for det virtuelle undervisningsrum? Hvordan ser nærvær ud på skærmen? Bogen...

BACKGROUND: Diabetes entails an increased risk of prolonged hospitalization, wound infections and unintended events during hospitalization for orthopaedic surgery. This educational intervention aimed to create, conduct and evaluate a ‘blended-learning’ program on diabetes treatment for orthopaedic surgical staff to increase knowledge and promote in...

Diabetes medfører øget risiko for forlænget indlæggelse, sårinfektioner og utilsigtede hændelser under hospitalsindlæggelse bl.a. på ortopædkirurgiske afdelinger, hvor fokus naturligt er på kirurgisk behandling. Succesfuld diabetesbehandling sker i tværfaglige samarbejder. Målet med denne intervention var at skabe et ’blended-learning’-program i di...

This article presents a literature review on the state of the art of research on students' learning through educational game design. A growing number of researchers are studying students' design of educational games as a means of learning. Students are given active roles as educational game designers and learn by applying knowledge about their acad...

Process simulators are powerful supporting tools employed at all educational levels of engineering education. Meanwhile, digitalization is obliging the educational systems to adapt. In this new era marked by the Industry 4.0 movement, the formulation and implementation of models are fundamental for process digitalization; therefore, students and ne...

Digital literacy is becoming accepted as part of the necessary 21st century skills for students in many countries all over the world. Although there is consensus about the necessary 21st century competences, there is a need to operationalize and examine how students may reach these competences. This design-based research study investigated how the...

Despite the increasing interest in computer games for educational purposes, there are genres with untapped potential for teaching, such as narratively driven, Japanese-style visual novel games, which is the focus of the present article. The aim is to set design principles for educators attempting to create visual novel games for their teaching purp...

This chapter describes how the game Piano Maestro may be used as part of traditional piano teaching and learning. The chapter gives a summery of the game, how to play the game and recommendations for how to use the game in an educational setting. The game enables players to start to learn how to read sheet music, play the melodies on the piano with...

This study investigated how the creation of games for learning with specific learning goals could contribute to the development of students lower- and higher-order thinking skills. The results confirmed the hypothesis that the depth and complexity of the students’ learning and game design processes when developing games for learning influenced how...

This study presents an exploratory investigation of how learning through game development can contribute to students' academic learning and how applying game making for learning as a teaching method can be linked to subject-specific learning goals. The paper describes a project where twenty-two second grade Danish students worked with problem-based...

This design-based research project investigated how a gamified learning design could enable adult learners to design digital games while implementing and thereby reaching learning goals from their curriculum. The aim was to develop a reusable learning design for upper secondary teachers and students who are game-design novices. The gamified learnin...

The experiment discussed in this chapter was for students to incorporate specific learning goals in the process of creating their own learning games. The aim was to create an overall gamified learning design that would facilitate the students’ learning processes since both teachers and students were novices to game design. In designing their own di...

The chapter describes a small-scale designbased research process of engaging professional teachers in Denmark in a scaffolded reflection on and design of best pedagogical support practices in the context of a technology-enhanced learning environment called Global Classroom. The example also discusses the need for the development of sustainable mean...

The book brings together researchers, technologists and educators to explore and show how technology can be designed and used for learning and teaching to best effect.

In this work, a holistic methodology was developed and implemented in a computeraided framework with the purpose of establishing a pedagogical simulation tool for bioprocess applications. The methodology integrates the development of a process simulator with the use of gamification elements to improve the pedagogical experience. Moreover, model dev...

Since the 1980s, scholars have had visions about how computers can change how we think and learn and may support more engaging learning processes. Recently many countries have extended their formal school systems to teach students about computational thinking, with the aim to support children in mastering digital materials, becoming digital produce...

In this design-based research project, teachers co-created and used a new learning design model, the IT-Pedagogical Think Tank Model for Teacher Teams. This continuous-competence-development method enabled teachers to collaborate and develop innovative-learning designs for students in a new hybrid synchronous video-mediated learning environment. Th...

This paper presents a framework for designing engaging learning experiences in games – the Smiley Model. In this Design-Based Research project, student-game-designers were learning inside a gamified learning design - while designing and implementing learning goals from curriculum into the small digital games. The Smiley Model inspired and provided...

This article presents how students implemented learning into digital learning games as a means of learning. It was investigated how students could learn by creating learning trajectories for specific learning goals inside digital games. Previous findings were that the students learned by building these games in the design process. But this article...

This investigation examined how to support students in creating learning designs for specific learning goals into analogue and digital games as a mean of learning. The study also explored what learning trajectories emerged in the students-learning-game-designers digital games. The DBR study was developed through three iterations over two years invo...

This design-based research project investigates the elements, methods, processes and practices that can contribute to the creation of reflected, innovative and motivating learning designs for teachers and students in a hybrid synchronous video-mediated teaching context, with a focus on how to create motivating learning for the students. This was do...

This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of their daily practices and also participated in a design-...

This paper presents findings from a longitudinal design-based research project examining how to enable reflection and pedagogical innovation in teacher teams. The article identifies and analyses the teachers’ learning trajectories and innovative strategies when working together in the IT-pedagogical Think Tank for Teacher Teams (after this: ITP4T)...

This design-based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross-disciplinary subject matters. The DBR project has investigated and experimente...

When seeking to create ideal learning environments for students and teachers, it can be a challenge to find a balance between facilitating learning processes at high levels of cognitive complexity [1] and creating playful and engaging experiences for students and teachers [2]. This challenge is relevant to the professional creation of small digital...

The aim of this research project is to create a reusable and flexible gamified learning design where the students are learning subject matters through the design of digital learning games. The students are their own learning designers forming teams that create games. The teams also peer review/ play test each others games as a way to qualify the le...

This paper presents the development of the IT-Pedagogical Think Tank for Teacher Teams (ITP4T), a continuous competence development model. The model was co-designed following a design-based research approach with teachers from VUC Storstrøm's (VUC) Global Classroom (GC), an innovative hybrid synchronous videoconference concept (Weitze & Ørngreen 20...

This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted attention from many teachers as well as researchers be...

This chapter introduces goals in games and then potential differences between learning goals and goalsin games, as well as the difficulties that may occur when implementing learning goals in games.

This paper presents and discusses the first iteration of a design‐based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own digital learning games (small games) in cross‐disciplina...

The IT pedagogical think tank for teacher-teams (ITP4T) is the first version of a “continuous competence development model”. The purpose of this model is to provide teachers and educational organizations with a reflective tool that enables them to create pedagogical innovation in an on-going and structured way. The teachers continuously create new...

This paper presents and discusses findings about how students, teachers, and the organization experience a start-up-project applying videoconferences between campus and home. This is new territory for adult learning centers. The research is based on the Global Classroom Model as it is implemented and used at an adult learning center in Denmark, nam...

This paper presents and discusses findings about how students, teachers, and the organization experience a start-up-project applying video conferences between campus and home. This is new territory for adult learning centers. The paper discusses the transition to this eLearning form and discusses pedagogical innovativeness, including collaborative...

The desire to use learning games in education is increasing, but the development of games for learning is still a growing field. Research shows that it remains difficult to develop learning games that are both instructive and engaging, although it is precisely the presence of these two elements that is believed to be an advantage when using learnin...

Based on a preliminary action research study investigating the design of digital music games and years of experiences from interaction design processes of learning resources, this extended abstract presents a framework that mixes designs for learning principles and game design with a process view using a simple interaction design lifecycle. Though...