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Mozelius, Peter, DocentORCID iD iconorcid.org/0000-0003-1984-7917
Publications (10 of 152) Show all publications
García-Martínez, A., Gómez-Muñiz, V., Serrano-Ausejo, E. & Mozelius, P. (2024). A Proposal for an Immersive Virtual Reality Competencies Framework for History Teachers: Towards a Specialization of TPACK. In: Proceedings of ICICTE 2024: . Paper presented at International Conference on Information Communication Technologies in Education (ICICTE 2024), Chania, Greece, 9-11 July, 2024.
Open this publication in new window or tab >>A Proposal for an Immersive Virtual Reality Competencies Framework for History Teachers: Towards a Specialization of TPACK
2024 (English)In: Proceedings of ICICTE 2024, 2024Conference paper, Published paper (Refereed)
Abstract [en]

History education faces challenges engaging students due to its complexity, hindering understanding of key concepts like causality. Immersive virtual reality (iVR) is being broadly implemented in heritage institutions, with some history teachers beginning to explore its potential. However, insufficient technological-pedagogical knowledge complicates its implementation and the competencies needed for K-12 history teachers remain unexplored. Knowledge required to effectively implement iVR in history education is presented, aiming to discuss a model covering the various areas that should be developed for successful history education through iVR.

Keywords
Virtual Reality, Immersive Virtual Reality, iVR, History Education, iVR-PAHCK
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-51949 (URN)
Conference
International Conference on Information Communication Technologies in Education (ICICTE 2024), Chania, Greece, 9-11 July, 2024
Available from: 2024-07-11 Created: 2024-07-11 Last updated: 2024-09-04Bibliographically approved
Jaldemark, J., Mozelius, P. & Öhman, P. (2024). Applying Community of Inquiry in designing higher education lifelong learning courses: The case of the BUFFL-project (1ed.). In: Martha F. Cleveland-Innes, Stefan Stenbom, & D. Randy Garrison (Ed.), The design of digital learning environments: Online and blended applications of the community of inquiry (pp. 193-214). New York: Routledge
Open this publication in new window or tab >>Applying Community of Inquiry in designing higher education lifelong learning courses: The case of the BUFFL-project
2024 (English)In: The design of digital learning environments: Online and blended applications of the community of inquiry / [ed] Martha F. Cleveland-Innes, Stefan Stenbom, & D. Randy Garrison, New York: Routledge, 2024, 1, p. 193-214Chapter in book (Refereed)
Abstract [en]

Designing courses that support collaboration and individual development is a crucial feature of higher education lifelong learning. This chapter reports a model for course design developed in a project with participants from banks, insurance companies, and one governmental insurance agency. The model aims to go beyond individual competencies by focusing also on organizational development with collaborative features inspired by the Community of Inquiry theoretical framework. Based on the network mode, the course design emphasizes collaborative inquiries between participants that link theoretical ideas to authentic organizational problems. Of particular interest is that the model helps lifelong learners to focus on personal meaning and collaborative application of acquired knowledge for the benefit of their organizations.

Place, publisher, year, edition, pages
New York: Routledge, 2024 Edition: 1
Keywords
Community of inquiry, digitalisation, distance education, higher education, lifelong learning, work-integrated learning
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-50087 (URN)10.4324/9781003246206-14 (DOI)2-s2.0-85183244935 (Scopus ID)9781003246206 (ISBN)
Projects
BUFFL
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2024-04-01Bibliographically approved
Jaldemark, J., Håkansson Lindqvist, M., Mozelius, P. & Öhman, P. (2024). Building hybrids between higher education and society: Applying a networked work-integrated learning framework in a business administration program. In: Cutajar, M., Borg, C., De Laat, M., Dohn, N.B., Ryberg, T (Ed.), Proceedings of the Fourteenth International Conference on Networked Learning 2024: . Paper presented at Fourteenth International Conference on Networked Learning (pp. 1-4). Aalborg: Aalborg University Open Publishing, 14(1)
Open this publication in new window or tab >>Building hybrids between higher education and society: Applying a networked work-integrated learning framework in a business administration program
2024 (English)In: Proceedings of the Fourteenth International Conference on Networked Learning 2024 / [ed] Cutajar, M., Borg, C., De Laat, M., Dohn, N.B., Ryberg, T, Aalborg: Aalborg University Open Publishing , 2024, Vol. 14, no 1, p. 1-4Conference paper, Published paper (Refereed)
Abstract [en]

In this study, the changed context for higher education institutions is analysed through the lens of various approaches to collaboration between higher education institutions and society. Three different approaches are discussed: the ivory tower, the factory, and the network. Although these approaches differ, higher education institutions are complex organisations and can embrace a mix of approaches. Nevertheless, depending on the approach applied, this impacts how collaboration between higher education institutions and organisations in society plays out. The study contextualised these approaches in a joint higher education-industry project focusing on developing work-integrated learning (WIL) in a Business Administration program. WIL should embrace practice-based pedagogical methods and strategies by integrating theoretical knowledge in the workplace. To achieve WIL, a network of stakeholders needs to be engaged actively in practice-based activities. The study aimed to report preliminary results from a higher education work-integrated learning project. The following research question was posed: How can higher education institutions, together with organisations in society, apply a networked approach to work-integrated learning? Thus, this paper contributes to knowledge regarding the networked aspects of the design and development of a preliminary framework, including the following themes: Exchanges of experiences and knowledge, Guest lecturers and Bring-Your-Own-Data (BYOD) assignments. These themes manifest a networked WIL framework as a hybrid between higher education and society. First, the networks of experiences and knowledge within academia merge with those of experiences and knowledge in society. Between these two, a hybrid networked work-integrated framework links higher education and society. Second, the same can be said to be true for guest lecturers. Here, guest lecturers became a link between higher education and society and therefore merge the two networks of learning through information and knowledge exchange. Third, BYOD assignments provided further manifestations of a networked WIL framework. Authentic data from the workplace meet the theories of higher education and a hybrid is created. When practice meets theory, they, too, become a link between higher education and society.

Place, publisher, year, edition, pages
Aalborg: Aalborg University Open Publishing, 2024
Keywords
Bring-Your-Own-Data, Business Administration, Higher Education, Hybrid University, Networked University, Modes of Higher Education, Work-Integrated Learning
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-51565 (URN)
Conference
Fourteenth International Conference on Networked Learning
Projects
OLIKA
Available from: 2024-06-19 Created: 2024-06-19 Last updated: 2024-06-20Bibliographically approved
Håkansson Lindqvist, M., Mozelius, P., Jaldemark, J. & Cleveland-Innes, M. (2024). Continuous professional development inside and outside of the university: Suggestions from a Delphi expert panel. In: Anna-Maija Poikkeus, Raija Hämäläinen (Ed.), EARLI SIG14 Conference 2024: Abstract book. Paper presented at The 12th biennial conference of EARLI SIG14, Jyväskylä, Finland, August 21–23, 2024 (pp. 92-93). Jyväskylä: University of Jyväskylä, Finnish Institute for Educational Research, 12
Open this publication in new window or tab >>Continuous professional development inside and outside of the university: Suggestions from a Delphi expert panel
2024 (English)In: EARLI SIG14 Conference 2024: Abstract book / [ed] Anna-Maija Poikkeus, Raija Hämäläinen, Jyväskylä: University of Jyväskylä, Finnish Institute for Educational Research, 2024, Vol. 12, p. 92-93Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the current discussion on the reformation of higher education for continuous lifelong learning, there are several reports on the importance of opening up higher education. As highlighted by lifelong and work-integrated learning this is one of the main challenges in the rapidly growing knowledge society, where the Corona pandemic has acted as a catalyst for technology enhancement. One often-mentioned idea is that of work-integrated learning and to practice what is preached inside the university. Other emphasised ideas are flexibility, continuity, and the possibility to study anywhere and anytime (Rientes et al., 2023). However, there is no consensus on how professional development in higher education should be redesigned to best support continuous professional development. This study is part of the third phase in a modified four-phase Delphi study (Mozelius et al., 2023), building on suggestions by a global panel of experienced researchers in the field of lifelong learning. After a survey in the first phase, and a reading assignment in the second phase, data has been collected by structured interviews. Interview questions were partly created around the themes in the survey answers and the themes in the reading assignment literature.

The aim of the study is to analyse and discuss the Delphi expert panels' views on the need for reformation for quality lifelong learning in higher education. The research question that guided the study was: "What are the experts’ suggestions for a redesign of higher education to create conditions for continuous lifelong learning?”

Interview answers have been analysed according to the Grounded theory methods of Open coding and Axial Coding. In the initial Open coding phase, the focus was more on a general reformation of higher education for lifelong learning. Preliminary categories in the Open coding phase were later aggregated into 1) ' Digital literacy' 2) 'Multi-modal learning delivery' 3) 'Infrastructure' with the subcategories, 4) 'Quality considerations', 5) 'Pedagogical change', 6) 'Continuous lifelong learning', 7) 'Accessibility', 8) 'Equity, diversity, inclusion (EDI)' and finally, 9) Miscellaneous with the subcategories of 'Economy', 'Financial aspects' and 'The Corona pandemic'.

In the Axial coding phase, the same data were reanalysed with 6) 'Continuous lifelong learning' ' as the central or axial category. Other important supporting categories in this study were found to be: 'Infrastructure', 'Pedagogical change and multimodality', 'Accessibility', and 'Financial aspects'. All of these categories, based on the experts’ views, warrant deeper study for insight into possible formation of higher education. More research is needed to understand these crucial aspects of continuous professional development inside and outside of the university.

Place, publisher, year, edition, pages
Jyväskylä: University of Jyväskylä, Finnish Institute for Educational Research, 2024
Keywords
Continuous professional development, Delphi study, Higher education reform, Lifelong learning, Work-integrated learning
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-52145 (URN)978-952-86-0263-7 (ISBN)
Conference
The 12th biennial conference of EARLI SIG14, Jyväskylä, Finland, August 21–23, 2024
Available from: 2024-08-17 Created: 2024-08-17 Last updated: 2024-08-28Bibliographically approved
Mozelius, P., Cleveland-Innes, M., Håkansson Lindqvist, M. & Jaldemark, J. (2024). Critical aspects of a higher education reform for continuous lifelong learning opportunities in a digital era. Electronic Journal of Knowledge Management, 22(1), 26-39
Open this publication in new window or tab >>Critical aspects of a higher education reform for continuous lifelong learning opportunities in a digital era
2024 (English)In: Electronic Journal of Knowledge Management, E-ISSN 1479-4411, Vol. 22, no 1, p. 26-39Article in journal (Refereed) Published
Abstract [en]

In the knowledge society today, there is a strong need for providing continuous lifelong learning opportunities. Recently, the Covid-19 pandemic has acted as a catalyst for technology enhanced learning, involving new challenges for higher education. The main focus for this study has been the ongoing reform of higher education for providing lifelong learning opportunities. This study is the second phase of a Delphi study on higher education reform. Data were gathered by email interviews with an expert panel, where all respondents have genuine knowledge in the field of technology enhanced lifelong learning. The interview answers were analysed according to the Grounded Theory concepts of open coding and axial coding.   The central main category for the axial coding was ‘Higher education reform for the provision of lifelong learning opportunities. This category was later found to be dependent on ‘Infrastructure’, ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial aspects’, and ‘Quality and organisation’, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion’.

Place, publisher, year, edition, pages
Curtis Farm: ACI Academic Conferences International, 2024
Keywords
Lifelong learning, Higher education, Higher education reform, Technology enhanced learning, Inclusive education, Accessibility
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-50894 (URN)10.34190/ejkm.22.1.3258 (DOI)2-s2.0-85188247726 (Scopus ID)
Available from: 2024-03-17 Created: 2024-03-17 Last updated: 2024-03-26Bibliographically approved
Serrano-Ausejo, E. & Mozelius, P. (2024). Design of Virtual Reality Environments to Support Learning in History Education. In: 10th International Conference of the Immersive Learning Research Network: . Paper presented at iLRN 2024. , 10
Open this publication in new window or tab >>Design of Virtual Reality Environments to Support Learning in History Education
2024 (English)In: 10th International Conference of the Immersive Learning Research Network, 2024, Vol. 10Conference paper, Published paper (Refereed)
Abstract [en]

The fast development of immersive virtual reality (iVR) offers innovative teaching methods, particularly in history education. Research has explored iVR’s pedagogical benefits and challenges, but there are few studies with a focus on design of virtual environments to support history education. This scoping review explores the potential of improving teaching and learning that has been presented in previous studies of iVR design. While some iVR applications have been designed considering the potential to provide narrative to the user, fewer were designed to support critical thinking and methodological approaches to history as a science. This study underscores the need for further development in iVR design for critical and scientific thinking and provides suggestions for how to integrate iVR into history education. The conclusion of the study was that without thoughtful design, iVR would add limited value to learning.

Keywords
Immersive Virtual Reality, History Education, Critical Thinking, iVR Design
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-51490 (URN)
Conference
iLRN 2024
Available from: 2024-06-13 Created: 2024-06-13 Last updated: 2024-06-25
Brodén, K., Johansson, J., Bergkvist, L., Humble, N. & Mozelius, P. (2024). Design Principles for a Higher Education Course Focusing on Lifelong Learning. The Electronic Journal of e-Learning (EJEL), 22(2), 31-39
Open this publication in new window or tab >>Design Principles for a Higher Education Course Focusing on Lifelong Learning
Show others...
2024 (English)In: The Electronic Journal of e-Learning (EJEL), E-ISSN 1479-4403, Vol. 22, no 2, p. 31-39Article in journal (Refereed) Published
Abstract [en]

Lifelong learning for solving work assignments is essential for societal and personal development. Higher education is one natural part of lifelong learning and, therefore, needs to be re-focused from solely younger students to include professionals and their development goals. One problem related to giving a course for professionals is their struggle between work assignments and the course. Focusing on the added perspective of professionals for higher education, this study presents five design principles for courses for professionals. Design principles are guidelines based on experience and iterative development in higher education. The empirical data comes from a course in digitalisation and digital transformation, which was given thrice. The course participants were professionals from private and public organisations in Sweden. The empirical data originates from the professionals who made a check-in, mid-term evaluation, and evaluation after the course, resulting in 75 entries. Two researchers analysed the first two course entries inductively, forming the foundation for the first round of design principles. The course design for the third round was then revised according to its weaknesses. Based on the strengths and weaknesses found in empirical material from all three courses, the current design principles are professional pathways referring to new knowledge directly linked to real-world applications, knowledge evolution, meaning gradual integration of knowledge using seminars and examination assignments, preparedness protocol focusing on updated information and structured templates for the seminars. Further, the design principle of collaborative connection includes discussion where professionals exchange experiences, and the last principle, learning fusion, directs toward blended learning by combining face-to-face seminars and films. The revised course design, according to the design principles, implied that the number of professionals graduating and their grades increased. The findings of this study add theoretically to existing knowledge and practical implications by providing design principles that higher education teachers and other stakeholders can use to design or revise professional development courses. The design principles could be used stand-alone or combined to increase professionals' learning and satisfaction.

Place, publisher, year, edition, pages
Academic Conferences and Publishing International Limited, 2024
Keywords
Design principles, Lifelong learning, Higher education, Digital transformation
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-52963 (URN)10.34190/ejel.22.7.3517 (DOI)
Available from: 2024-10-29 Created: 2024-10-29 Last updated: 2024-11-06Bibliographically approved
Håkansson Lindqvist, M., Mozelius, P. & Jaldemark, J. (2024). Developing a support model for hybrid work-integrated continuous professional development. Discover Education, 3(1), Article ID 62.
Open this publication in new window or tab >>Developing a support model for hybrid work-integrated continuous professional development
2024 (English)In: Discover Education, E-ISSN 2731-5525, Vol. 3, no 1, article id 62Article in journal (Refereed) Published
Abstract [en]

In the contemporary digitalised knowledge society, work-integrated professional development is an important andcontinuous activity. Continuous professional development should preferably be a hybrid format, where academiacollaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professionaldevelopment is today conducted in a blend of workplace activities, and in technology enhanced online environments.A complex blend for professionals that at the same time are working full-time with their ordinary jobs. The need fora support model to navigate in these new digital learning spaces is obvious, where the support model also shouldinclude collaboration and a community of practice. A community where the members communicate regularly to improvetheir skills and knowledge in their common professional domain. The aim of this paper is to describe and analyse thedevelopment of a support model that involves these aspects. Findings confirm the necessity of the four steps in theearlier model, at the same time as they indicate the need for a fifth step facilitating the creation of Communities andLandscapes of Practice. The use of the model may support higher education institutions in creating beneficial conditionsfor hybrid work-integrated continuous professional development for industry.

Place, publisher, year, edition, pages
Springer, 2024
Keywords
Learning support model, Continuous professional development, Hybrid learning, Work-integrated learning, CHIM, CHIMP
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-51491 (URN)10.1007/s44217-024-00147-1 (DOI)
Projects
BUFFL
Available from: 2024-06-13 Created: 2024-06-13 Last updated: 2024-06-20Bibliographically approved
Mozelius, P., Cleveland-Innes, M., Håkansson Lindqvist, M. & Jaldemark, J. (2024). En expertgrupps syn på livslångt lärande inom högre utbildning: Förändringsbehov och vidareutveckling. Sundsvall: Mid Sweden University
Open this publication in new window or tab >>En expertgrupps syn på livslångt lärande inom högre utbildning: Förändringsbehov och vidareutveckling
2024 (Swedish)Report (Other academic)
Abstract [sv]

Det finns ett behov av kontinuerlig kompetensförstärkning och här spelar högre utbildning en viktig roll. Medan de traditionella universitetsutbildningarna ofta är utformade för studenter i tjugoårsåldern, kräver dagens kunskapssamhälle ett livslångt lärande för ett vidare åldersspann. Utifrån denna utgångspunkt genomförde Peter Mozelius, Marcia Håkansson Lindqvist och Jimmy Jaldemark vid CER, tillsammans med Martha Cleveland-Innes vid Athabasca University i Kanada, en studie där resultat från enkäter och intervjuer med en internationell expertgrupp indikerar en rad olika förändringsbehov. I denna kortrapport presenteras de aspekter som framkom i form av en konceptuell modell. Forskningsresultaten har tidigare presenterats vid två internationella konferenser: “Digging deeper with Delphi: The four step Alberta approach” (Mozelius, Cleveland-Innes, Håkansson Lindqvist och Jaldemark 2023a) och “The transition of higher education for continuous lifelong learning: Expert views on the need for a new infrastructure” (Mozelius, Cleveland-Innes, Håkansson Lindqvist och Jaldemark 2023b) samt i tidskriftsartikeln ”Critical aspects of a higher education reform for continuous lifelong learning opportunities in a digital era” (Mozelius, Cleveland-Innes, Håkansson Lindqvist och Jaldemark 2024).

Place, publisher, year, edition, pages
Sundsvall: Mid Sweden University, 2024. p. 8
Series
Rapport / CER - Centrum för forskning om ekonomiska relationer ; 2024:1
Keywords
digitalisering, expertgrupp, högre utbildning, kompetensutveckling, livslångt lärande
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-51557 (URN)
Available from: 2024-06-18 Created: 2024-06-18 Last updated: 2024-06-20Bibliographically approved
Sällvin, L., Öberg, L.-M. & Mozelius, P. (2024). Essential Aspects of Gender-inclusive Computer Science Education. In: Prof Carmen-Pilar Marti Ballester (Ed.), Proceedings of the 7th International Conference on Gender Research: . Paper presented at International Conference on Gender Research (pp. 339-346). ACI Academic Conferences International, 7, Article ID 2260.
Open this publication in new window or tab >>Essential Aspects of Gender-inclusive Computer Science Education
2024 (English)In: Proceedings of the 7th International Conference on Gender Research / [ed] Prof Carmen-Pilar Marti Ballester, ACI Academic Conferences International, 2024, Vol. 7, p. 339-346, article id 2260Conference paper, Published paper (Refereed)
Abstract [en]

Computer science is a higher education domain that still show a significant male dominance. Many research studies have highlighted the importance of diversity and gender balance in computer science related areas such as software engineering and system development. However, there is still a well-identified problem that university programmes and courses on computer science fail to attract the female audience. The objective of this study is to investigate the concept of gender-inclusive computer science (CS) education with the aim of broadening participation in CS courses and programs. This is conducted through a literature study, initially focusing on keywords and research areas, and subsequently searching into existing research. The research question that guided the study was: "What concepts can be found in literature to make computer science education more gender-inclusive?". Data were analysed thematically in a two-step analysis process inspired by the grounded theory methods of Open coding and Axial coding. Findings suggest that there is significant room for learning in this field, particularly from Critical CS education studies. The Open coding analysis showed that the findings can be categorised into eight main themes. In the Axial coding the themes were merged, refined, renamed, and centred around the main axial theme of 'Epistemological pluralism'. Other essential themes that all are related to the axial main theme were: 'Design and creativity', 'Bias awareness and ethics', 'Collaboration and communication', 'Self-regulated learning', 'Real-world applications', and 'Role models and mentorship'. The result of this study is presented through a visual model that illustrates essential aspects of inclusive computer science education. The paper also proposes various directions for future research.

Place, publisher, year, edition, pages
ACI Academic Conferences International, 2024
Keywords
Gender-inclusion, Gender-inclusive learning and teaching, Epistemological pluralism, Computer science education, Diversity in computer science
National Category
Information Systems
Identifiers
urn:nbn:se:miun:diva-51468 (URN)10.34190/icgr.7.1.2260 (DOI)2-s2.0-85198658947 (Scopus ID)
Conference
International Conference on Gender Research
Available from: 2024-06-12 Created: 2024-06-12 Last updated: 2024-08-08Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1984-7917

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