-
-
Prasolova-Førland, Ekaterina; Avetisova, Ksenia; Molka-Danielsen, Judith; Reinsbakken, Lina; Faneker, Dana-Maria & Bøhler, Catharina
(2020).
Challenges and possibilities in the context of COVID-19 (Panel) : organized by WIIT – “Women in Immersive Tech”.
-
Molka-Danielsen, Judith
(2020).
What have we learned from Covid-19 lock-down? .
-
Croxall, Hilde Midtbø; Brevik, Aaslaug; Molka-Danielsen, Judith & Hamre, Iris Katrine
(2020).
Nå håper jeg landet blir «united» igjen.
[Newspaper].
Romsdals Budstikke.
-
Molka-Danielsen, Judith & Pettersson, Petter Haakon
(2020).
Derfor mener de at Trump eller Biden bør bli president.
[Newspaper].
Romsdals Budstikke.
-
Molka-Danielsen, Judith
(2019).
Research Protocol for the Design of Virtual Context that Afford Creativity.
-
-
Molka-Danielsen, Judith & Balandin, Susan
(2016).
Affordances and challenges of virtual communities for people with an intellectual disability.
In Jackson, Robin & Lyons, Maria (Ed.),
Community care and inclusion for people with an intellectual disability.
Floris books.
ISSN 9781782503330.
p. 90–106.
-
Hadjistassou, Stella K. & Molka-Danielsen, Judith
(2016).
An experienced Austrian educator's view on the 3-D skills implemented to design and integrate an alien mystery in OpenSim.
International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT).
ISSN 2155-7098.
6(4),
p. 56–74.
doi:
10.4018/IJCALLT.2016100104.
Show summary
With their playful game-oriented nature, virtual learning environments can form constructive ecosocial settings for enacting game-driven collaborative tasks that have real pedagogical, learning, and teaching implications. Even though multiple studies have been undertaken in virtual learning environments, there is a dearth of studies on the constellation of complex interrelated skills and knowledge that second or foreign language educators integrate in actual situated contexts to design and offer task-oriented game-driven learning activities. Building on Compton's (2009) framework, this study investigates the complex set of technological, pedagogical, and evaluation skills that an expert Austrian educator, Franziska integrated to design a multifaceted game-oriented plot in the virtual village of Chatterdale in OpenSim in order to engage thirteen-year-old Austrian and Norwegian high school students in oral interactions during three slightly different task-oriented quests to solve an alien mystery. Data analysis of an interview, reflective comments on a wiki, and follow-up emails indicate that the design and integration of an epistemic game in praxis forms a collaborative endeavor involving the integration of a set of complex and multifaceted sets of skills and knowledge. The study investigates the skills that emerged during two stages, the planning, preparation, and student training stage and integration stage. The findings of this study can be used to broaden the pedagogical discussion on the skills and knowledge that second or foreign language teachers need to acquire and apply to design successful playful task-driven learning quests in virtual learning environments.
-
Sumner, Mary & Molka-Danielsen, Judith
(2015).
Global it teams and cultural differences.
In ., Ukjent (Eds.),
Conference Proceedings : 16th Annual Global Information Technology Management Association (GITMA) World Conference : 2015 : June 21-23, 2015, St. Louis, MO, USA.
GITMA.
ISSN 1557-6574.
p. 54–57.
-
Molka-Danielsen, Judith; Fominykh, Mikhail; Swapp, David & Steed, Anthony
(2015).
Systems design of a virtual learning environment to teach space syntax : seeing from the user's perspective
.
In Lopes, Arminda; Barricelli, Barbara Rita; Nocera, José Abdelnour; Campos, Pedro & Clemmensen, Torkil (Ed.),
Human Work Interaction Design – HWID2015 : pre-conference proceedings of the IFIP TC 13.6 HWID working Conference : University of West London, 25 and 26 June 2015.
The University of West London.
p. 140–149.
Show summary
Space syntax is an important knowledge domain and focus of study
for students of Architecture. It centers on the understanding of spaces, tectonics
and volumes for the informed design of buildings or outdoor spaces. Space syntax
is considered to be a threshold concept in Architecture, in that understanding
and interpreting this knowledge domain is something that the learner needs
to acquire in order to progress as a professional in this field. The concept of
"line of sight" is a specific example of a concept in the space syntax domain.
This research investigates a case of systems design of a virtual learning environment
to support teaching a concept of space syntax to students of Architecture.
The applications of virtual worlds as virtual learning environments are increasingly
applied in workplace learning. Virtual worlds can engage, immerse
and guide learners in ways not yet undertaken and may find application in
workplace learning. This research explores the systems design requirements
through the design a demonstrator that is tested by a small pilot group. One case
scenario to teach the concept of "line of sight" was selected for the target design.
Based on the expert feedback we designed a learning module demonstrated
at the University College London CAVE-hybrid facility. This "demonstrator"
was trailed in 16 timed trials. Several conclusions for workplace learning
on the systems design choices are drawn.
Keywords: virtual learning environments, space syntax, threshold concepts,
systems design, experiential learning, virtual worlds.
-
Molka-Danielsen, Judith; Nørbjerg, Jacob; Pries-Heje, Jan & Holone, Harald
(2014).
Foreword - Designing Human Technologies.
IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia.
ISSN 1891-9863.
Show summary
The Information Systems Research Seminar in Scandinavia (IRIS) is of an annual meeting of Information Systems (IS) researchers. The IRIS seminar distinguishes itself as the oldest IS seminar in the world, as it has been established in 1978. IRIS is organised by the IRIS Association, the Scandinavian Chapter of the Association for Information Systems (AIS). The articles of this fifth issue of the IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia were originally proposed by the working group chairs (senior IS researchers). The selected papers have an acceptance rate of 25% of the original submissions. All of the papers of the IRIS seminar have gone through a peer review process.
-
Molka-Danielsen, Judith & Brask, Ole David
(2014).
Designing virtual collaboration environment for distance learners : exploring socialization as a basis for collaboration.
-
-
Molka-Danielsen, Judith; Bratteteig, Tone & Skorve, Espen
(2013).
Foreword – Digital Living.
In Molka-Danielsen, Judith; Bratteteig, Tone & Skorve, Espen (Ed.),
IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia.
Tapir Akademisk Forlag.
ISSN 978-82-321-0406-2.
p. 5–7.
-
Fominykh, Mikhail; Prasolova-Førland, Ekaterina; Morozov, Mikhail; Smorkalov, Andrey & Molka-Danielsen, Judith
(2013).
Increasing immersiveness into a 3D Virtual World : motion-tracking and natural navigation in vAcademia.
-
Balandin, Susan; Kydland, Fredrik & Molka-Danielsen, Judith
(2013).
Leisure activity and social interaction using social media.
Journal of Policy and Practice in Intellectual Disabilities.
ISSN 1741-1122.
10(2),
p. 105–105.
-
Brask, Ole David & Molka-Danielsen, Judith
(2012).
Virtuelt gruppearbeid for deltids vernepleier-studenter.
Show summary
Sammendrag av faginnlegg til jubileumskonferansen ”50 år og litt klokere?”
5. og 6. desember 2012, Gardermoen
Virtuelt gruppearbeid for deltids vernepleierstudenter
v/ førstelektor Ole David Brask, vernepleierutdanningen Høgskolen i Molde
Power-Point presentasjon, ca. 30 min. inkludert spørsmål
Nettbasert samarbeid er en viktig del av fjernundervisning, og avgjørende innenfor et sosiokulturelt perspektiv på læring. Studien foregikk våren 2011, i en deltids vernepleierutdanning, Høgskolen i Molde. Målet med prosjektet var å undersøke om en virtuell verden som Second Life kan gi en fruktbar sosial og kommunikativ ramme for læring gjennom samskriving.
16 studenter i to studentgrupper deltok, utvalgt på grunnlag av motivasjon og tilgang til PC-utstyr. Data fra studien ble samlet inn ved hjelp av fokusgruppeintervjuer.
Analysen bekreftet at studentene opplevde den sosiale dimensjonen i gruppearbeid som avgjørende for samarbeidet, og at god samskriving forutsatte kommunikasjon langs flere kanaler (rik kommunikasjon). To faktorer modifiserte likevel dette resultatet: For det første gjorde tekniske utfordringer ift lyd (voice chat) at noen periodevis falt ut av dialogen, noe som påvirket kommunikasjonen i hele gruppa. For det andre fikk individuelle forskjeller i IT-kompetanse og tålmodighet med teknisk svikt betydning for innlevelse og opplevelse av tilstedeværelse i den virtuelle verdenen.
-
Molka-Danielsen, Judith & Kimppa, Kai K.
(2011).
Foreword by the Editors.
In Molka-Danielsen, Judith & Kimppa, Kai K. (Ed.),
IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia : Issue Theme "IRIS 34 ICT of Culture - Culture of ICT".
Tapir Akademisk Forlag.
ISSN 978-82-519-2882-3.
p. 5–8.
-
Molka-Danielsen, Judith
(2011).
Innovations for learning in virtual worlds.
-
Molka-Danielsen, Judith & Brask, Ole David
(2011).
Design of a social communicative framework for collaborative writing using blended ICT.
-
Molka-Danielsen, Judith
(2011).
Exploring the role of virtual worlds in the evolution of a co-creation design culture.
-
Molka-Danielsen, Judith
(2011).
Integrating use of virtual technologies to promote flexible learning in health, communication and disability.
-
Molka-Danielsen, Judith
(2011).
Exploring the possibilities for learning and patient based communication in Second Life.
-
Molka-Danielsen, Judith
(2010).
Using virtual worlds in education.
-
Balandin, Susan; Julnes, Signe Gunn & Molka-Danielsen, Judith
(2010).
A model for exploring the use of virtual worlds by people with lifelong disability.
In ISAAC, Spain (Eds.),
ISAAC 2010 : Final Program.
International Society For Augmentative And Alternative Communication - ISAAC.
p. 258–258.
Show summary
Although virtual environments have been used to promote skills for independence, and improve cognitive performance for people with intellectual disability, few programs have aimed at improving the social skills of people with lifelong disability including people who use AAC. The evidence of the benefits of virtual worlds for building friendships and providing meaningful activity for people with lifelong disability is anecdotal. Adults with cerebral palsy have noted that in a virtual world they can choose whether to disclose their disability or not but the impact of this is unknown. Research is required to reveal the opportunities virtual worlds offer for people who use AAC. In this poster we will present a model for addressing the gap in the evidence of how virtual worlds can be used in promoting social inclusion and providing enjoyable activities for people with a disability who use AAC.
-
Julnes, Signe Gunn; Balandin, Susan & Molka-Danielsen, Judith
(2010).
An exploration of leisure activities in real and virtual worlds.
-
Balandin, Susan; Molka-Danielsen, Judith & Vee, Kristin
(2010).
Learning about disability in Second Life.
-
Molka-Danielsen, Judith & Panichi, Luisa
(2010).
Building a language learning community in a virtual world.
-
Molka-Danielsen, Judith
(2010).
Teaching and research in virtual worlds : HiM experiences.
-
Molka-Danielsen, Judith
(2010).
Using virtual worlds to improve business presentation skills.
-
-
Molka-Danielsen, Judith Ann
(2010).
Design of collaborative learning activities in virtual settings.
-
Stendal, Karen; Molka-Danielsen, Judith Ann & Balandin, Susan
(2010).
Virtual worlds : a new opportunity for people with lifelong disabilities.
Show summary
Online social networks are being used increasingly in all areas of society. One form of online social networks is virtual worlds where people can create their own avatars and socialize in ways emulating the real world. Virtual worlds offer a possibility for people with lifelong disability to overcome challenges of communicating and socializing they may experience in real life. In this literature review on virtual worlds, challenges and ICT support for people with lifelong disability, we identify gaps in the current research. We suggest ideas on how virtual worlds can be used to support people with lifelong disability in creating and maintaining friendships. We are aware this medium may not be suitable for all individuals with lifelong disability, but argue it is important to examine the possibility for it being beneficial for some individuals of this group.
-
Sumner, Mary & Molka-Danielsen, Judith Ann
(2010).
Global IT teams and project success.
-
Molka-Danielsen, Judith Ann & Chabada, Michal
(2010).
Application of the 3D multi user virtual environment of Second Life to emergency evacuation simulation.
-
Julnes, Signe Gunn; Balandin, Susan & Molka-Danielsen, Judith Ann
(2010).
An exploration of leisure activities in real and virtual worlds.
JARID: Journal of applied research in intellectual disabilities.
ISSN 1360-2322.
23(5),
p. 509–509.
Show summary
AIM: To identify what leisure activities people with life-long disabilities might like to do in both real and virtual worlds. METHOD: Three focus groups were conducted with adults aged 18-35 years with a range of lifelong disabilities. Participants were recruited through local disability services on the west coast of Norway. Participants were asked what leisure activities they currently did, what they would like to do and what activities they might like to do in a virtual world. You-tube videos were used to provide information on activities in a virtual world. Data were analysed using a contestant comparative analysis of topics and themes within and across groups. RESULTS: Participants had little knowledge or understanding of the leisure opportunities that virtual worlds afford. Preliminary analysis indicated that participants are interested in going in to a virtual world but note that they will require much support. They were interested in a range of activities both disability specific and others available to all community members. CONCLUSION: Leisure activities are important for social interaction and inclusion. Virtual worlds may offer a new opportunity for people with disability to be involved in activities that would not be available in the real world. It is not clear if these activities will lead to social interaction and inclusion in a virtual community.
-
-
-
-
Molka-Danielsen, Judith
(2011).
"Value Added" of the FFO-CDPF Collaboration 2002-2010.
Funksjonshemmedes Fellesorganisasjon.