Halvard Øysæd

• Øysæd, Halvard; Andersen, Rune; Garmannslund, Per Einar; Prinz, Andreas; Lazareva, Aleksandra & Schmidt, Michael (2017). Does The Introduction Of An Overall Study Strategy Empowering Students To Use Appropriate Study Strategies? ICERI Proceedings. ISSN 2340-1095. s. 4152–4157. doi: 10.21125/iceri.2017.1098.
• Ulltveit-Moe, Nils; Gjøsæter, Terje; Assev, Sigurd M. & Øysæd, Halvard (2017). Towards Efficient Teacher Assisted Assignment Marking Using Ranking Metrics. I Costagliola, Gennaro; Uhomoibhi, James; Zvacek, Susan & McLaren, Bruce M. (Red.), Computers Supported Education: 8th International Conference, CSEDU 2016, Rome, Italy, April 21-23, 2016, Revised Selected Papers. Springer. ISSN 978-3-319-63184-4. s. 359–379. doi: 10.1007/978-3-319-63184-4_19.
• Øysæd, Halvard; Andersen, Rune; Prinz, Andreas & Schulz, Renee Patrizia (2016). Teaching students to learn. I Uhomoibhi, James; Costagliola, Gennaro; Zvacek, Susan & McLaren, Bruce M. (Red.), CSEDU 2016 Proceedings of the 8th International Conference on Computer Supported Education, proceedings volume 1. SciTePress. ISSN 978-989-758-179-3. s. 91–98. doi: 10.5220/0005764800910098.
• Ulltveit-Moe, Nils; Assev, Sigurd M.; Gjøsæter, Terje & Øysæd, Halvard (2016). Streamlining Assessment using a Knowledge Metric. I Uhomoibhi, James; Costagliola, Gennaro; Zvacek, Susan & McLaren, Bruce M. (Red.), CSEDU 2016 Proceedings of the 8th International Conference on Computer Supported Education, proceedings volume 1. SciTePress. ISSN 978-989-758-179-3. s. 190–197. doi: 10.5220/0005862601900197. Vis sammendrag

  This paper proposes an efficient tool-supported methodology for marking student assignment answers accord- ing to a knowledge metric. This metric gives a coarse hint of student answer quality based on Shannon entropy. The methodology supports marking student assignments across each sub-assignment answer, and the metric sorts the answers, so that the most comprehensive textual answers typically get the highest ranking, and can be marked first. This ensures that the teacher quickly gets an overview over the range of answers, which allows for determining a consistent marking scale in order to reduce the risk of scale sliding or hitting the wrong scale level during marking. This approach is significantly faster and more consistent than using the traditional approach, marking each assignment individually.

• Andersen, Rune; Prinz, Andreas & Øysæd, Halvard (2015). How to Teach Habits? I Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (Red.), Digital Media in Teaching and its Added Value. Waxmann Verlag. ISSN 978-3-8309-3287-1. s. 159–173.
• Isabwe, Ghislain Maurice Norbert; Øysæd, Halvard & Reichert, Frank (2011). FUTURE CONCEPTS FOR UNIVERSITY TEACHING AND LEARNING. I Arnedillo Sánchez, Inmaculada; Isaías, Pedro & Rodrigues, Luís (Red.), PROCEEDINGS OF THE IADIS INTERNATIONAL CONFERENCE MOBILE LEARNING 2011. IADIS Press. ISSN 978-972-8939-45-8. s. 307–309. Vis sammendrag

  University teaching and learning in the 21st century and beyond requires novel approaches to meet the imperatives of global challenges. With increasing numbers of university goers and a multitude of Information and Communication technologies, higher education institutions are embracing various technological innovations to enhance teaching and learning. This paper presents the state-of-the-art of university teaching, and provides new concepts for teaching and learning at university level. A novel technology enabled constructivist learning is proposed as a framework for future university teaching.

• Isabwe, Ghislain Maurice Norbert; Carlsen, Martin; Øysæd, Halvard & Reichert, Frank (2011). On the Mobile Technology Enabled Peer-Evaluation: A User Centric Approach. I Kizza, Joseph Migga; Lynch, Kathy & Nath, Ravi (Red.), Strengthening the Role of ICT in Development. Fountain Publishers. ISSN 978-9970-25-128-5. s. 272–285. Vis sammendrag

  In collaborative learning, learners at various performance levels work together towards a common goal through both formal and non-formal learning. There is a risk of underperformance for learners unless they can monitor their progress. One solution to cope with underperformance is to allow learners to take part in their regular evaluation and feedback by peer-evaluation. Peer-evaluation encourages active participation, and gives learners an opportunity to compare their work to those of others, which leads to positive competition. On the other hand, peer-evaluation gives the teacher an overview of the learners’ perspectives and expectations from each other which can translate their own understanding of the subject matter. Peer-evaluation presents many challenges in terms of organization, management, usability and technology support. This paper discusses the mobile technology supported peer-evaluation including a review of existing approaches and a user-centric approach to mobile peer-evaluation. We have adopted an exploratory interview study with a target user group consisting of engineering students who have completed at least one mathematics course at university level. The results obtained have allowed us to fine tune a mobile peer-evaluation system design framework which is presented in this paper.

Se alle arbeider i Cristin

• Øysæd, Halvard (2017). Does The Introduction Of An Overall Study Strategy Empowering Students To Use Appropriate Study Strategies?
• Øysæd, Halvard (2017). Does The Introduction Of An Overall Study Strategy Empowering Students To Use Appropriate Study Strategies.
• Ulltveit-Moe, Nils; Assev, Sigurd M.; Gjøsæter, Terje & Øysæd, Halvard (2015). FrontScraper – Digital Assessment Tool.
• Øysæd, Halvard (2015). En av tre sørlendinger føler seg dummere enn dagens teknologi. [Radio]. NRK Sørlandet.
• Bjørke, Sven Åke & Øysæd, Halvard (2013). Internettkurs i studiestrategi tar av. [Tidsskrift]. LY-NYTT. Vis sammendrag

  Studenter må lære å lære. Øysæd og Bjørke tilbyr kurs i studiestrategi og studieteknikk for livslang læring

• Øysæd, Halvard & Øhrn Johannessen, Marianne (2012). E-eksamen. Generelt forsøk.
• Mathisen, Petter & Øysæd, Halvard (2011). "Digital feedback - varför & hur?".
• Øysæd, Halvard (2010). Presentasjon av dataingeniør studiet ved UiA.
• Mathisen, Petter & Øysæd, Halvard (2010). Screen-capture som evalueringsredskap.
• Bjørke, Sven Åke; Øysæd, Halvard; Schmidt, Michael & Gould, Steve (2011). How to write academic essays (E-book). Pedagogisk utviklingssenter (PULS). Vis sammendrag

  Learning outcomes •How to get started •Examine assignments •Procedure for your writing •Strategies for organising your ideas •Draft - edit - present This course is one of several short courses in the series 'Academic skills and PULS-courses'. By investing 2-3 hours of your time in this course, you should be well equipped to venture into the art of writing essays. These courses have been developed in a joint effort between a group of university lecturers at - the Pedagogical Development Centre (PULS), University of Agder, Norway, and - the Academic Skills Centre, Birmingham City University, UK

• Bjørke, Sven Åke & Øysæd, Halvard (2011). Study strategies and study techniques (E-book). Pedagogisk utviklingssenter (PULS). Vis sammendrag

  In this online, self-instructional course you will learn about: Motivation and strategies for better learning Types of knowledge and skills Learning processes Performance and learning goals Reading techniques Memory techniques, mind maps Learning styles and metacognition Study smarter

• Bjørke, Sven Åke & Øysæd, Halvard (2011). Studiestrategi og studieteknikk (E-bok). Pedagogisk Utviklingssenter (PULS).

Se alle arbeider i Cristin