Ghislain Maurice Norbert Isabwe

• Isabwe, Ghislain Maurice Norbert; Madshaven, Julie Madelen & Sundbø, Haakon (2023). Active learning in interactive system design courses, INTED2023 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 978-84-09-49026-4. doi: 10.21125/inted.2023.0842.
• Olum, Hellen Mula Apondi & Isabwe, Ghislain Maurice Norbert (2023). SUPPORTING TEACHERS FOR ONLINE TEACHING DURING COVID-19 PANDEMIC, INTED2023 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 978-84-09-49026-4. doi: 10.21125/inted.2023.0922.
• Holst, Christine; Isabwe, Ghislain Maurice Norbert; Sukums, Felix; Ngowi, Helena; Kajuna, Flora & Radovanović, Danica [Vis alle 12 forfattere av denne artikkelen] (2021). Development of digital health messages for rural populations in Tanzania: Multi- And interdisciplinary approach. JMIR mhealth and uhealth. ISSN 2291-5222. 9(9), s. 213–239. doi: 10.2196/25558. Fulltekst i vitenarkiv
• Madshaven, Julie Madelen; Markseth, Tonje Fjeldstad; Jomås, David Bye; Isabwe, Ghislain Maurice Norbert; Ottestad, Morten & Reichert, Frank [Vis alle 7 forfattere av denne artikkelen] (2021). Investigating the User Experience of Virtual Reality Rehabilitation Solution for Biomechatronics Laboratory and Home Environment. Frontiers in Virtual Reality. 2. doi: 10.3389/frvir.2021.645042. Fulltekst i vitenarkiv
• Holst, Christine; Kajuna, Flora; Ngowi, Helena; Sukums, Felix; Radovanovic, Danica & Mansour, Wisam A. [Vis alle 13 forfattere av denne artikkelen] (2019). Digital Health Information in Iringa, Tanzania: Development, Provision and Testing the Effect of Digital Health Messages to Rural Communities. I Granja, Conceição & Solvoll, Terje (Red.), Proceedings of the 17th Scandinavian Conference on Health Informatics 2019. Linköping University Electronic Press. ISSN 978-91-7929-957-6. s. 179–179.
• Isabwe, Ghislain Maurice Norbert; Schulz, Renee Patrizia; Reichert, Frank & Konnestad, Morgan (2019). Using Multi-touch Multi-user Interactive Walls for Collaborative Active Learning. I Stephanidis, Constantine & Antona, Margherita (Red.), HCI International 2019 – Late Breaking Posters. Springer Nature. ISSN 978-3-030-30711-0. s. 192–199. doi: 10.1007/978-3-030-30712-7_26.
• Woodgate, Derek & Isabwe, Ghislain Maurice Norbert (2018). Developing future vision landscape and models of technology enhanced learning. INTED Proceedings. ISSN 2340-1079. doi: 10.21125/inted.2018.1608.
• Noll, Josef; Mansour, Wisam A.; Holst, Christine; Dixit, Sudhir; Sukums, Felix & Ngowi, Helena [Vis alle 11 forfattere av denne artikkelen] (2018). Internet Lite for Sustainable Development. Nordic and Baltic Journal of Information and Communications Technologies. ISSN 1902-097X. 2018(1), s. 223–238. doi: 10.13052/nbjict1902-097X.2018.012. Fulltekst i vitenarkiv
• Gwamba, Gerald; Mayende, Godfrey; Isabwe, Ghislain Maurice Norbert & Birevu Muyinda, Paul (2018). Conceptualising Design of Learning Management Systems to Address Institutional Realities, Teaching and Learning in a Digital World roceedings of the 20th International Conference on Interactive Collaborative Learning. Springer. ISSN 978-3-319-73209-1. doi: 10.1007/978-3-319-73204-6_6.
• Mayende, Godfrey; Prinz, Andreas; Birevu Muyinda, Paul & Isabwe, Ghislain Maurice Norbert (2018). Towards Technology for Supporting Effective Online Learning Groups, 11th IMCL 2017: Interactive Mobile Communication Technologies and Learning. Springer. ISSN 978-3-319-75175-7. s. 361–371. doi: 10.1007/978-3-319-75175-7_37.
• Nabushawo, Harriet M.; Muyinda, Paul Birevu; Isabwe, Ghislain Maurice Norbert; Prinz, Andreas & Mayende, Godfrey (2018). Improving Online Interaction Among Blended Distance Learners at Makerere University, Teaching and Learning in a Digital World roceedings of the 20th International Conference on Interactive Collaborative Learning. Springer. ISSN 978-3-319-73209-1. s. 63–69. doi: 10.1007/978-3-319-73210-7_8.
• Isabwe, Ghislain Maurice Norbert; Moxnes, Margrethe Synnøve; Ristesund, Marie & Woodgate, Derek (2017). Children’s Interactions Within a Virtual Reality Environment for Learning Chemistry, Advances in Human Factors in Training, Education, and Learning Sciences. Springer. ISSN 978-3-319-60017-8. s. 221–233. doi: 10.1007/978-3-319-60018-5_22.
• Hogstad, Ninni Marie & Isabwe, Ghislain Maurice Norbert (2017). Using the theory of instrumental genesis to study students’ work with a digital tool for applying integrals in a kinematic simulation. I Dooley, Thérèse & Gueudet, Ghislaine (Red.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISSN 978-1-873769-73-7. s. 2089–2096.
• Mukabunani, Alphonsine; Nytun, Jan Pettersen & Isabwe, Ghislain Maurice Norbert (2017). Human-centred design of ontology based clinical decision support system. I Macedo, Mário (Red.), Proceedings of the International Conference E-Health 2017. IADIS Press. ISSN 978-989-8533-65-4. s. 34–44.
• Isabwe, Ghislain Maurice Norbert; Olum, Hellen Mula Apondi & Thormodsæter, Maren Schelbred (2017). Using Prototyping in Authentic Learning of Human-Centred Design of Mobile Apps. I Marcus, Aaron & Wang, Wentao (Red.), Design, User Experience, and Usability: Theory, Methodology, and Management. Springer. ISSN 978-3-319-58633-5. s. 713–726. doi: 10.1007/978-3-319-58634-2_51.
• Isabwe, Ghislain Maurice Norbert; Moxnes, Margrethe Synnøve & Ristesund, Marie (2017). Discounted prototyping of virtual reality solutions for science education. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 10289 LNCS, s. 484–498. doi: 10.1007/978-3-319-58637-3_38.
• Schulz, Renee Patrizia; Isabwe, Ghislain Maurice Norbert; Prinz, Andreas & Hara, Takahiro (2017). High-Level Context Information for Tasks in Teaching, Advances in Human Factors in Training, Education, and Learning Sciences. Springer. ISSN 978-3-319-60017-8. s. 278–289. doi: 10.1007/978-3-319-60018-5_27.
• Schulz, Renee Patrizia; Lazareva, Aleksandra; Isabwe, Ghislain Maurice Norbert & Prinz, Andreas (2017). Higher Education Teachers Meet Mobile Technology: Application and Acceptance. I Gómez Chova, L.; López Martínez, A. & Candel Torres, I. (Red.), EDULEARN17 proceedings : 9th international confererence om education and new learning technologies. International Academy of Technology, Education and Development (IATED). ISSN 978-84-697-3777-4. s. 9237–9246. doi: 10.21125/edulearn.2017.0735.
• Mayende, Godfrey; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert & Muyinda, Paul Birevu (2017). Learning Groups in MOOCs : Lessons for Online Learning in Higher Education. International Journal of Engineering Pedagogy (iJEP). ISSN 2192-4880. 7(2), s. 109–124. doi: 10.3991/ijep.v7i2.6925. Fulltekst i vitenarkiv
• Mayende, Godfrey; Prinz, Andreas & Isabwe, Ghislain Maurice Norbert (2017). Improving Communication in Online Learning Systems, CSEDU 2017 9th INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION.. SciTePress. ISSN 978-989-758-239-4. s. 300–307. doi: 10.5220/0006311103000307.
• Sunday, Joseph; Isabwe, Ghislain Maurice Norbert; Ali, Muhammad Usman & Schulz, Renee Patrizia (2017). Towards Personalization of Peer Review in Learning Programming, Emerging Technologies for Education. Springer. ISSN 978-3-319-52835-9. s. 270–277. doi: 10.1007/978-3-319-52836-6_27.
• Mayende, Godfrey; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert; Muyinda, Paul Birevu & Nampijja, Dianah (2016). Philosophical and ethical concerns in researching online learning groups, 2016 IEEE Conference on e-Learning, e-Management and e-Services (IC3e 2016). IEEE conference proceedings. ISSN 9781467390613. doi: 10.1109/IC3e.2016.8009047.
• Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert & Vos, Pauline (2016). Engineering students' use of visualization to communicate about representations and applications in a technological environment. International Network for Didactic Research in University Mathematics : INDRUM. ISSN 2496-1027. s. 211–220.
• Mayende, Godfrey; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert & Muyinda, Paul Birevu (2016). Learning Groups for MOOCs Lessons for Online Learning in Higher Education. I Auer, Michael E.; Guralnick, David & Uhomoibhi, James (Red.), International Conference on Interactive Collaborative Learning (ICL 2016). Springer. ISSN 978-3-319-50336-3. s. 185–198. doi: 10.1007/978-3-319-50337-0_16.
• Schulz, Renee Patrizia; Prinz, Andreas & Isabwe, Ghislain Maurice Norbert (2016). The Use of Game World Tasks Concepts in Higher Education, Serious Games. Springer. ISSN 9783319458403. s. 67–72. doi: 10.1007/97/8-3-319-45841-0_6.
• Schulz, Renee Patrizia; Isabwe, Ghislain Maurice Norbert & Prinz, Andreas (2016). Development of a Task-Driven Mobile Teaching Tool for Enhancing Teachers’ Motivation . 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. 251–258. doi: 10.5220/0005765402510258.
• Mayende, Godfrey; Muyinda, Paul Birevu; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert & Nampijja, Dianah (2015). Online Learning Needs Assessment in Uganda. 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. 208–224.
• Schulz, Renee Patrizia; Isabwe, Ghislain Maurice Norbert & Reichert, Frank (2015). Investigating teachers motivation to use ICT tools in higher education, 2015 INTERNET TECHNOLOGIES AND APPLICATIONS (ITA) PROCEEDINGS OF THE SIXTH INTERNATIONAL CONFERENCE. IEEE conference proceedings. ISSN 978-1-4799-8036-9. s. 62–67. doi: 10.1109/ITechA.2015.7317371. Vis sammendrag

  There are a lot of information and communication technology (ICT) tools for education, but the motivation to use those varies from teacher to teacher. In this paper we present results of an international survey on teachers' use of ICT tools in education. The purpose of the survey was to find out what motivates teachers to use ICT tools in the context of teaching. The survey also intended to reveal which tools are used as well as the needs and requirements that are not covered by the existing tools. Most of the 45 respondents suggested that the integration of tools depends on how well they fit into the learning and teaching process and how easy it is to integrate them. The first category of indicated influencing factors comprises human factors like the teachers' skills, attitudes and opinions towards the tools. The second category is about intrinsic values including teachers' satisfaction, level of interest, joy and entertainment. The third category of influencing factors consists of user requirements towards ICT tools such as usability, level of interactivity, adaptability and meeting learning requirements. There are also issues related to limited teacher-student interaction. This study suggests that teachers should be more involved in designing ICT tools for education. It is also indicated that gamified ICT tools could be promising to enhance the intrinsic motivation for teaching and learning processes.

• Mayende, Godfrey; Isabwe, Ghislain Maurice Norbert; Muyinda, Paul Birevu & Prinz, Andreas (2015). Peer Assessment Based Assignment to Enhance Interactions in Online Learning Groups. I Auer, Michael E. (Red.), Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE Press. ISSN 978-1-4799-8707-8. s. 668–672. doi: 10.1109/ICL.2015.7318106.
• Schulz, Renee Patrizia; Isabwe, Ghislain Maurice Norbert & Reichert, Frank (2015). Ethical Issues of Gamified ICT Tools for Higher Education, IEEE Conference on e-Learning, e-Management and e-Services (IC3e 2015). IEEE conference proceedings. ISSN 978-1-4673-9436-9. s. 27–31. doi: 10.1109/IC3e.2015.7403481.
• Mayende, Godfrey; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert & Muyinda, Paul Birevu (2015). Supporting Learning Groups in Online Learning Environment, CSEDU 2015 7th INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION. SciTePress. ISSN 9789897581076. s. 390–396. doi: 10.5220/0005433903900396.
• Schulz, Renee Patrizia; Isabwe, Ghislain Maurice Norbert & Reichert, Frank (2014). Supporting Teachers’ Needs Within and Through E-Learning Systems, International Conference on Web & Open Access to Learning, ICWOAL, 2014. Curran Associates, Inc.. ISSN 978-1-4799-5739-2. doi: 10.1109/ICWOAL.2014.7009228. Vis sammendrag

  These days more and more digital learning and teaching opportunities emerge into the world of higher education. In this upcoming project which is described in this paper, the teachers’ needs, especially their teaching motivation will be regarded. This project is part of a bigger project, where several different faculties will work together. This combination of faculties is beneficial for topics like these, because the approach combines pedagogical and technical knowledge. This topic regarding teachers’ needs deals with the initial and ongoing motivation as well as behavior and attitudes toward current or upcoming ICT systems for education. The main aspect of the project is to specify issues about current systems and analyze requirements for enhanced future e-learning systems. This analysis will spent special attention on requirements for an enhanced teacher motivation. In this paper the motivation and background of the project will be described, as well as the state of the art and the research approach including hypotheses and research questions. Also preliminary results are outlined, which lead to the conclusion that the two major issue areas are interaction support between students and teachers and the individual teaching style. Additionally future directions are described.

• Mayende, Godfrey; Birevu Muyinda, Paul; Isabwe, Ghislain Maurice Norbert; Walimbwa, Michael & Ndeda Siminyu, Samuel (2014). Facebook mediated interaction and learning in distance learning at Makerere University. I NN, NN (Red.), International Conference e-Learning. IADIS Press. ISSN 978-989-8704-08-5. s. 333–338.
• Isabwe, Ghislain Maurice Norbert; Reichert, Frank; Carlsen, Martin & Lian, Thomas Andreé (2014). Using Assessment for Learning Mathematics with Mobile Tablet Based Solutions. International Journal of Emerging Technologies in Learning (iJET). ISSN 1868-8799. 9(2). doi: 10.3991/ijet.v9i2.3219.
• Isabwe, Ghislain Maurice Norbert & Reichert, Frank (2013). Revisiting students' privacy in computer supported learning systems. I Shoniregun, Charles A. (Red.), International Conference on Information Society (i-Society 2013). IEEE conference proceedings. ISSN 9781908320131. s. 256–262. Vis sammendrag

  Computer supported learning systems are being deployed in many universities. There is a risk of students' privacy violations as students' personal data, usage data and assessment information are gathered. This issue gets even more complex as data is collected, processed and stored or transmitted over internetworked computing infrastructure. This article discusses aspects of privacy in the context of information systems used for educational purposes. Privacy issues in a learning management system (LMS) are considered, with a special focus on computer based solutions used in student involved assessment of handwritten work. The paper highlights privacy challenges when students have access to some of each other's data for collaborative learning purposes. It also suggests possible approaches to preserving privacy.

• Isabwe, Ghislain Maurice Norbert; Reichert, Frank & Carlsen, Martin (2013). Rethinking practices of assessment for learning: Tablet technology supported assessment for learning mathematics. I Lee, Mark J.W. (Red.), Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE Press. ISSN 978-1-4673-6355-6. s. 155–159. doi: 10.1109/tale.2013.6654419. Vis sammendrag

  This article discusses assessment for learning in mathematics subjects. It is challenging for teachers of large classes to regularly assess students’ mathematics in order to help them improve their learning achievement. Given the complexity of assessing and providing feedback for learning, a new approach to assessment for learning was suggested. Media tablet technology supported assessment processes were devised and user studies were conducted in Norway and Rwanda. There are indications that students like to be involved in assessing each other’s mathematics work. Students expect to get learning gains by providing and obtaining feedback to/from their peers using technology supported tools.

• Isabwe, Ghislain Maurice Norbert (2012). Investigating the usability of iPad mobile tablet in formative assessment of a mathematics course. I Akmayeva, Galyna A. & Shoniregun, Charles A. (Red.), Proceedings of International Conference on Information Society (i-Society 2012). IEEE conference proceedings. ISSN 978-1-908320-05-6. s. 39–44. Vis sammendrag

  Formative assessment allows students to judge their learning progress against a given standard or assessment criteria during the course of study. There are challenges related to the generation and delivery of feedback for formative purposes, for instance the students’ engagement in their learning, the pedagogy adopted and the usability of the technology tools used in this regard. This paper presents a study of iPad mobile tablet technology-supported peer-to-peer assessment (P2PASS), which is a modern form of formative assessment. The experimental work was undertaken at Kigali Institute of Science and Technology (KIST) in Rwanda. The implementation of P2PASS in this study shows the students’ engagement in learning mathematics, and allowed the investigation on the possibilities of improving their mastery of the subject. This paper further discusses the students’ attitudes towards the P2PASS process as well as the technological tools used. The usability problems of the iPad applications are discussed, together with the implications of using mobile tablet technology in providing the feedback on the mathematical work.

• Isabwe, Ghislain Maurice Norbert; Reichert, Frank & Nyberg, Svein Olav (2012). TOWARDS INTEGRATING TECHNOLOGY SUPPORTED PEER-TO-PEER ASSESSMENTS INTO MATHEMATICS EDUCATION:Experiences with iPad Mobile Tablet Technology. I Helfert, Markus (Red.), Proceedings of the 4th International Conference on Computer Supported Education CSEDU2012. Institute for Systems and Technologies of Information, Control and Communication. ISSN 978-989-8565-07-5. s. 119–125. Vis sammendrag

  This paper addresses technology supported formative assessment in university mathematics education. The challenges of formative assessment are the requirements for regular feedback and more student engagement in the learning process. This paper suggests integrating peer-to-peer assessment in mathematics education, using mobile tablet technology. The students are engaged in providing feedback to each other and the technology allows for fast and regular feedback provision. The paper presents the results of experiments with undergraduate engineering students, using iPad tablets and a learning management system. It is shown that mobile tablet technology can greatly contribute to the integration of peer-to-peer assessment into mathematics education; and providing peer-feedback is a practical approach to formative assessment.

• Isabwe, Ghislain Maurice Norbert & Reichert, Frank (2012). Developing a formative assessment system for mathematics using mobile technology: A student centred approach. I Berri, Jawad (Red.), Proceedings of the International Conference on Education and e-Learning Innovations, Sousse, Tunisia, 1-3 July2012. IEEE conference proceedings. ISSN 978-9938-9511-4-1. s. 567–572. doi: 10.1109/iceeli.2012.6360619. Vis sammendrag

  The success of mobile technology for learning tools depends not only on the technical design aspects but also on pedagogical issues. Students’ involvement in designing the tools is one of the key factors for their engagement in technology supported learning. Students should be actively involved in developing innovative solutions which are likely to improve their skills as well as their performance. In this study work, the students participated in iterative design processes of a mobile tablet based peer-to-peer assessment system (P2PASS) for mathematics, and in real life deployment on a mathematics course. The paper reports on two major concepts: the user centred design in practice and the pedagogical implications of formative assessment in mathematics education at university level. The improvements on the usability aspects of the P2PASS system are discussed together with the potential role that such a system could play in collaborative learning of mathematics.

• Isabwe, Ghislain Maurice Norbert; Reichert, Frank & Konnestad, Morgan (2012). A NOVEL APPROACH TO THE APPLICATION OF SEMANTIC WEB TECHNOLOGIES TO STUDENT CENTRED LEARNING. I Arnedillo Sánchez, Inmaculada; Isaías, Pedro & Rodrigues, Luis (Red.), PROCEEDINGS OF THE IADIS INTERNATIONAL CONFERENCE MOBILE LEARNING 2012. IADIS Press. ISSN 978-972-8939-66-3. s. 296–301.
• 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.

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• Prinz, Andreas; Schmidt, Michael; Xanthopoulou, Themis Dimitra & Isabwe, Ghislain Maurice Norbert (2021). How to be different - mindset and tools.
• Muyinda, Paul Birevu; Siminyu, Samuel Ndeda; Aguti, Jessica Norah; Mayende, Godfrey; Nampijja, Dianah & Kajumbula, Richard [Vis alle 14 forfattere av denne artikkelen] (2019). Lived Experience of Developing a Blended Learning Academic Programme in a Traditionally Presential University. Vis sammendrag

  Information and communication technologies (ICTs) are presenting pedagogical affordances that are not only being embraced by open distance learning universities but also traditional presential universities. Presential universities are adopting blended learning and teaching approaches in their provisions albeit with some resistance from some staff. This paper shares the experiences and lessons learned from developing the Master of Instructional Design and Technology (MIDT) blended learning curriculum in a traditional presential university. The lessons are drawn from three (3) research questions, namely: 1) What process steps are traditional presential universities taking in the design and development of blended learning curriculum? 2) What is compelling presential universities to adopt blended learning? 3) How are presential universities metamorphosing into blended learning? The paper takes a case study approach employing in-depth document analysis and personal experience explications from staff at the heart of developing curriculum. Findings indicate that contemporary realities such as globalization, increased emphasis on learnercenteredness, increased proliferation of ICTs and others are disrupting the ivory tower traditions and practices of presential universities. These universities are being compelled to open up their gates to non-traditional learners through blended learning, but with a lot more caution. The caution is evidenced by the great amount of rigor invoked in the process of approving blended learning curricula as compared to traditional face-to-face curricula. As such champions of blended learning curricula in presential universities should be prepared to spend more time, energy and resources to have blended learning curricula approved. Putting in place policies and strategies for spurring blended learning; sensitizing staff on the affordances of blended learning and training faculty on how to employ blended pedagogy should take centre stage. Further, the top management of these universities need to be involved at all levels of blended learning curriculum development.

• Holst, Christine; Kajuna, Flora; Ngowi, Helena; Sukums, Felix; Radovanović, Danica & Mansour, Wisam A. [Vis alle 13 forfattere av denne artikkelen] (2019). Digital health information in Iringa, Tanzania: Development, provision and testing the effect of digital cysticercosis/taeniosis messages on rural communities.
• Holst, Christine; Sukums, Felix; Ngowi, Helena; Radovanović, Danica; Mwakapeje, Elibariki & Mdala, Ibrahimu [Vis alle 11 forfattere av denne artikkelen] (2019). Free access to digital health information in Iringa, Tanzania: Development, provision and testing the effect of digital health messages to rural communities.
• Isabwe, Ghislain Maurice Norbert (2018). Digital Portfolio Assessment For Blended Learning.
• Isabwe, Ghislain Maurice Norbert (2018). Future Classroom: Designing Physical Learning Spaces in The Age of Multitouch Interactive Walls and Screens. Vis sammendrag

  While virtual learning spaces have tremendously evolved over the last three decades, physical spaces have not changed that much. Most learning spaces are still in a form of a traditional lecture theatre, auditorium, or classroom. A teacher is expected to stay in front more or less all the time, in order to deliver a traditional lecture. The physical design itself can have limiting implications for the applicable pedagogies and potentially negative impact on what learners can achieve. This article discusses redesigning physical learning spaces, with increased digital technology, including in-the-class collaborative learning spaces. The research attempts to address pertinent questions related to the use of multitouch interactive spaces, from pedagogical as well as human-computer interaction perspectives. The intended use and the usefulness of technology are investigated, asserting to what extent such new learning spaces may foster active learning and increase learner engagement to achieve the intended learning outcomes. A new learning space equipped with one 9m wide interactive wall and three 75” interactive screens is explored through the lenses of activity theory. The analysis presents students’ and teachers’ perspectives on using the multitouch user interfaces for in-class collaborative learning activities in a postgraduate course. Keywords: Multitouch Interactive Wall, Learning Spaces; Collaborative Learning, Classroom Practices.

• Isabwe, Ghislain Maurice Norbert; Schulz, Renee Patrizia & Ineza, Clemence (2018). Investigating the User Experience and Technology Acceptance of an eLearning Environment at Makerere University (MUELE). Vis sammendrag

  Rapid changes in competency demands for today’s job market increase the need for more highly educated and flexible workforce equipped with 21st century skills. There is a mounting pressure on institutions of higher learning to increase the quality and access to education, through the use of more effective and efficient educational approaches and tools. One of the popular trends is blended learning, which requires the application of transformative pedagogy, creation of quality multimedia content and implementation of usable technology. The transition from campus-based education to blended learning can be challenging for both the teachers and students. Pedagogical approaches and the design of technology enhanced learning environments affect students’ achievements and teachers’ performance, hence the overall satisfaction which in turn may affect the technology acceptance. This article reports on action research investigating the user experience and technology acceptance of a virtual learning environment(VLE)based on MoodleLearning Management Systemat Makerere University. The study was conducted on a blended learning course with 396 registered students. The reported findings are from observation of a usability test session, a survey questionnaire, a focus group interview with students, an interview with the course responsible teacher and another teacher who uses the same VLE but for a different course. Students exhibited overall high satisfaction with regards to taking a blended learning course and using the provided eLearning environment which was perceived asusable and useful. However, students noted issues related to their low computer literacy in general, lack of sufficient and functioning ICT infrastructure and the increased possibilities for academic malpractices (plagiarism, absenteeism and piggybacking). The teachers however, expressed overall high satisfaction in terms of the usefulness and ease of use of the eLearning environment. Their main concerns include the considerably increased workload and lack of sufficient technical support for students. This study indicates that the Makerere University eLearning system (MUELE ) as a technology solution is accepted by students as they have a positive attitude towards using the solution. Teachers perceived that the solution helps improve their performance, as they can create and update learning content while keeping regular interactions with students, regardless of whether they are on or off campus.

• Isabwe, Ghislain Maurice Norbert & Bjørke, Sven Åke (2018). From Teaching a Small Elite To Educating the Masses Through Immersive Virtual Learning Environments.
• Isabwe, Ghislain Maurice Norbert (2017). Focus on user experience.
• Isabwe, Ghislain Maurice Norbert (2017). Website Usability: Designing for Quality User Experience.
• Isabwe, Ghislain Maurice Norbert (2017). Teachers Become Designers: Enhancing the Quality of User Experience in Virtual Learning Environments .
• Isabwe, Ghislain Maurice Norbert (2017). Digital Portfolio Assessment To Support Learning In Flipped Classroom.
• Gwamba, Gerald; Mayende, Godfrey; Isabwe, Ghislain Maurice Norbert & Muyinda, Paul Birevu (2017). Conceptualising Design of Learning Management Systems to Address Institutional Realities.
• Nabushawo, Harriet M.; Muyinda, Paul Birevu; Isabwe, Ghislain Maurice Norbert; Prinz, Andreas & Mayende, Godfrey (2017). Improving online interaction among blended distance learners at Makerere University.
• Mayende, Godfrey; Prinz, Andreas; Muyinda, Paul Birevu & Isabwe, Ghislain Maurice Norbert (2017). Towards Technology for Supporting Effective Online Learning Groups.
• Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert & Vos, Pauline (2017). A digital tool for applying integrals in a kinematic simulation: A perspective on instrumental genesis, epistemic value and semiotic potential.
• Mayende, Godfrey; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert; Muyinda, Paul Birevu & Nampijja, Dianah (2016). Philosophical and Ethical Concerns in Researching Online Learning Groups.
• Isabwe, Ghislain Maurice Norbert; Schulz, Renee Patrizia; Joseph, Sunday & Usman Ali, Muhammad (2016). Towards Personalization of Peer Review in Learning Programming.
• Isabwe, Ghislain Maurice Norbert (2016). Learning Dashboards in Blended Distance Education.
• Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert & Vos, Pauline (2016). Engineering students' use of visualizations to communicate about representations and applications in a technological environment.
• Hogstad, Ninni Marie & Isabwe, Ghislain Maurice Norbert (2016). On the potential of visualization and simulation tools in open and distance e-learning of mathematics at university level.
• Isabwe, Ghislain Maurice Norbert (2015). UiA activities in East Africa.
• Isabwe, Ghislain Maurice Norbert (2015). Role of Academia-Public-Private Partnerships in Developing an Ideal Graduate.
• Isabwe, Ghislain Maurice Norbert; Mayende, Godfrey; Prinz, Andreas & Muyinda, Paul Birevu (2015). Learning Groups in MOOC: Lessons for ODL.
• Isabwe, Ghislain Maurice Norbert (2015). BASE Project: A partnership for competence development in engineering for the energy sector between Norway and East Africa.
• Isabwe, Ghislain Maurice Norbert (2015). Mobile Learning: Learning supported by mobile technology based tools.
• Bjørke, Sven Åke; Lazareva, Aleksandra; Mayende, Godfrey; Nampijja, Dianah & Isabwe, Ghislain Maurice Norbert (2015). Together we can. Team and online collaborative work. Vis sammendrag

  Collaborative Learning online

• Isabwe, Ghislain Maurice Norbert (2015). Practice what we Preach: Flipping the Classroom in an Interaction Design Course.
• Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert & Vos, Pauline (2015). Using digital tools for collaborative visualisation of integrals by engineering students.
• Isabwe, Ghislain Maurice Norbert (2014). Potentials of the Mobile Tablet for Formative Assessment in Mathematics Education.
• Isabwe, Ghislain Maurice Norbert (2014). Potentials of the Mobile Tablet for Formative Assessment in Mathematics Education.
• Isabwe, Ghislain Maurice Norbert (2014). Future delivery platforms for e-Learning.
• Isabwe, Ghislain Maurice Norbert (2014). Online teaching: Experience at University of Agder.
• Isabwe, Ghislain Maurice Norbert (2013). User centred design of future learning solutions: students as co-designers.
• Isabwe, Ghislain Maurice Norbert & Reichert, Frank (2012). Exploring the peer assessment in university mathematics learning using media tablets.
• Isabwe, Ghislain Maurice Norbert (2012). A Novel Approach to the Application of Semantic Web Technologies to Student Centred Learning.
• Isabwe, Ghislain Maurice Norbert (2012). Towards integrating technology supported peer-to-peer assessments into mathematics education: Experiences with iPad mobile tablet technology.
• Isabwe, Ghislain Maurice Norbert (2012). Investigating the usability of iPad mobile tablet in formative assessment of a mathematics course.
• Isabwe, Ghislain Maurice Norbert (2012). Developing a formative assessment system for mathematics using mobile technology: A student centred approach.
• Isabwe, Ghislain Maurice Norbert (2011). RESEARCH INTO PEER-TO-PEER ASSESSMENT IN MATHEMATICS EDUCATION.
• Isabwe, Ghislain Maurice Norbert (2011). Context-aware mobile learning: an application of semantic technologies to student-centred learning.
• Isabwe, Ghislain Maurice Norbert & Schulz, Renee Patrizia (2019). Evaluating the User Experience of Virtual Learning Environments Using Biometric Data. Information Processing Society of Japan. Vis sammendrag

  The last two decades have seen a proliferation of virtual learning environments (VLEs) in di erent educational settings. The design of a VLE involves designing teaching and learning activities, the learning content, assessment activities as well as interaction design for the supporting technology platform. Given the multidisciplinary nature of designing VLEs, it can be challenging for a single teacher, or a small team to create usable VLE o ering satisfying user experience from a learner's perspective. This work reports on action research investigating the user experience in an authentic virtual learning environment. A master level course is considered for user experience evaluation using eye tracking technology and galvanic skin response measurement. User testing includes participants carrying out user tasks including interacting with the learn- ing content, interactions among peers as well as the interaction with assessments. Quanti ed data on user experience aspects is expected to help improve the VLE and learning content design in future systems.

• Schulz, Renee Patrizia; Prinz, Andreas & Isabwe, Ghislain Maurice Norbert (2018). Listening to Teachers' Needs: Human-centered Design for Mobile Technology in Higher Education. Universitetet i Agder. ISSN 978-82-7117-882-6.
• Isabwe, Ghislain Maurice Norbert; Reichert, Frank; Carlsen, Martin & Konnestad, Morgan (2013). Enhancing Mathematics Learning Through Peer Assessment Using Mobile Tablet Based Solutions. Universitetet i Agder. ISSN 978-82-7117-731-7.

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