Håkon Lofthus Tolsby

• Samuelsen, Terje; Stenseth, Børre & Tolsby, Håkon Lofthus (2011). XPed-prosjektorientert undervisning, Norsk Informatikkonferanse NIK 2011. Tapir Akademisk Forlag. ISSN 978-82-519-2843-4. s. 161–170.
• Misund, Gunnar; Holone, Harald; Tolsby, Håkon Lofthus; Karlsen, Joakim & Toppe, Alexander (2009). Effects of co-player visualization in a location-based chase-and-catch game. I Oppermann, Reinhard; Eisenhauer, Markus; Jarke, Matthias & Wulf, Volker (Red.), Proceedings of the 11th International Conference on Human-Computer Interaction with Mobile Devices and Services. ACM Publications. ISSN 978-1-60558-281-8. Vis sammendrag

  In our FoxHunt game, virtual foxes are chased on a playground. Foxes and hunters are rendered on a map displayed on GPS-enabled mobile phones. We collected data from three field tests, totalling 130 participants. Approximately half of the players were provided with positions and scores for the other hunters. In the rest of the games, only the foxes and the players' own avatars were rendered. Providing co-player information did not have a direct impact on gaming scores. However, it increased the reported fun factor.

• Misund, Gunnar; Holone, Harald; Karlsen, Joakim & Tolsby, Håkon Lofthus (2009). Chase and catch - simple as that? : old-fashioned fun of traditional playground games revitalized with location-aware mobile phones. I Kato, Hirokazu; Haller, Michael & Athanasios, Vasilakos (Red.), Advances in Computer Entertainment Technology. ACM Publications. ISSN 978-1-60558-864-3. s. 73–80. Vis sammendrag

  Fun in gaming is a difficult, however paramount, topic. Some games are fun, some are not. Some games are ancient and common to both man and animals, for instance Chase-and-Catch (C&C). These games are physically intensive, short in duration, and confined to a specific area. In our research we explore transitions from traditional playground C&C games to their digital counterparts. The rationale is simple; modest augmentations of old-fashioned gaming concepts might prove to be a rewarding avenue for designing successful location-based games. We present a straightforward C&C game, FoxHunt, where location-aware mobile phones are used for hunting virtual foxes. Based on field studies with a total of 220 players, we present and discuss evidence of a very high fun factor, independent of age, gender, playing conditions, and inclination towards sports and physical exercise. We argue that C&C games deserve to be treated as a separate genre within mobile, location-aware gaming.

• Tolsby, Håkon Lofthus (2009). Virtual environment for project based collaborative learning, Analysing networked learning practices in higher education and continuing professional development. Brill|Sense. ISSN 9789460910050.
• Baltzersen, Rolf Kristian & Tolsby, Håkon Lofthus (2008). En digital mappetenkning innenfor det wikipedianske klasserommet? : noen refleksjoner rundt hva som kjennetegner et radikalt gjennomsiktig læringsmiljø, Mapper i digitale læringskontekstar : erfaringar og perspektiv frå høgre utdanning. Norgesuniversitetet. s. 171–190. Vis sammendrag

  I denne artikkelen vurderer vi om nye miljø på internett som Wikipedia, kan gi oss en bedre forståelse for hvordan vi kan utvikle en moderne mappemetodikk som bygger på utstrakt deling av kunnskap. Med utgangspunkt i en undersøkelse av hvordan unge personer deltar i wikipediafellesskapet, har vi forsøkt å etablere noen kriterier for hvordan digitale mapper kan bli brukt innenfor en kollaborativ utdanning. Vi spør om skolen kan ha noe å lære av læringsmiljøet i Wikipedia.

• Stenseth, Børre; Tolsby, Håkon Lofthus; Akerjord, Mari-Ann & Samuelsen, Terje (2008). Mapper og strukturert prosjektarbeid, Mapper i digitale læringskontekstar : erfaringar og perspektiv frå høgre utdanning. Norgesuniversitetet. s. 143–160. Vis sammendrag

  Et forsøk med en prosjektutviklingsmetodikk og tilhørende dokumentasjon. Fagområdet er programmering, men forsøket er ledd i utviklingen av en generell praktisk metodikk for veiledning av studentprosjekter. An experiment with a method for project development and documentation. The domain is programming, but the experiment is part of an attempt to develop a general methodical approach to management of student projects.

• Holone, Harald; Misund, Gunnar; Tolsby, Håkon Lofthus & Kristoffersen, Steinar (2008). Aspects of personal navigation with collaborative user feedback, NordiCHI 2008 : Building bridges : proceedings of the 5th Nordic Conference on Human-Computer Interaction, Lund, Sweden, 20-22 October, 2008. ACM Press. s. 182–191. Vis sammendrag

  Inspired by systems based on user generated content, we have developed a prototype named OurWay, a collabora- tive route planning system utilizing user feedback (rating of route segments) to provide quality routes adapted to the users abilities and needs. We report from an indoor exper- iment where users in wheelchairs solved navigational tasks with our prototype. Log data, observations, and interviews serve as a basis for discussing the feasibility of the Our- Way concept. We find that OurWay yields better routes for all users with aggregated route segment ratings produced throughout the experiment. However, ratings were largely produced by each individual to accomplish a selfish goal, namely that of solving a navigational task. In this respect, rating can be seen as a by-product of use, rather than as an intentional action on behalf of a community.

• Misund, Gunnar; Tolsby, Håkon Lofthus & Håkestad, Øyvind (2008). Learning from spatiotemporal stories with Storix - one size fits all? Proceedings of the 11th International Conference on Computers and Advanced Technology in Education - CATE 2008. ACTA Press. s. 152–159. Vis sammendrag

  Storytelling is a primary vehicle for structuring and pre senting knowledge, experiences and attitudes. As such, it is a fundamental tool in education. The digital era has pro vided us with novel tools for compiling and disseminating stories. Stories are often firmly embedded in a spatiotem poral context, where time and place play essential roles. As a consequence, we have developed a concept, termed Storix, where we add new dimensions to stories by time stamping and geo-referencing individual story elements. In addition to the traditional narrative, sequential organization of a digital story, we provide a map and a timeline. Thus, the user is free to to explore the events from a variety of di mensions. We present indications of educational potential of the concept by reporting and discussing results from ap plying Storix as a learning tool in a 7th grade local history lecture. We found that the system supports differing learn ing styles. Moreover, the learning outcome for students favoring concrete experiences rather than abstract concep tualization, was higher than expected.

• Tolsby, Håkon Lofthus; Nyvang, Tom & Dirckinck-Holfeldt, Lone (2004). E-læringssystemer og projektpædagogik - Pædagogikkens krav til systemdesign og funktionalitet, Fleksibel læring og undervisning - erfaringer, konsekvenser og muligheder med ikt. Aalborg Universitetsforlag. s. 207–238.
• Tolsby, Håkon Lofthus; Nyvang, Tom & Dirckinck-Holfeld, Lone (2002). E-læring systemer i arbejdspladsrelateret projektpædagogik, Udspill om læring i arbejslivet. Roskilde Universitetsforlag.
• Tolsby, Håkon Lofthus (2002). Digital Portfolios - a Tool for Learning, Self-Reflection, Sharing, and Collaboration, Learning in Virtual Environments. Samfundslitteratur. s. 231–247.
• Tolsby, Håkon & Montelius, Gunnar (1998). Åpen og fleksibel læring. ?. s. 14–15. Vis sammendrag

  Nettbaserte kurs øker i omfang, og de blir ofte annonsert under konse ptet åpen og fleksibel læring. Jeg har i denne artikkelen prøvd å arg umentere for hvorfor de fleste av dagens nettbaserte kurs vanskelig k an beskrives som åpen læring. De følger en tradisjonell pedagogikk so m har mer til felles med det vi forbinder med forelesningspedagogikk og tradisjonell brevkurs. Til slutt argumenterer jeg for noen forhold som kan styrke læringsbegrepet for nettbaserte kurs.

Se alle arbeider i Cristin

• Akerbæk, Trond Henry; Bøe, Olav Egil & Tolsby, Håkon Lofthus (2000). Maskinvare for IKT-driftsfag [nynorsk utg.]. Gyldendal Norsk Forlag A/S. ISBN 82-05-26890-8. 123 s.
• Pedersen, John & Tolsby, Håkon Lofthus (2000). Maskinvare: for IKT-driftsfag. Gyldendal Norsk Forlag A/S. ISBN 82-05-26889-4. 123 s.
• Akerbæk, Trond Henry; Bøe, Hans Olav & Tolsby, Håkon Lofthus (2000). Systemdrift : informasjonsteknologi modul 2B [bokmål utg.]. Gyldendal Norsk Forlag A/S. ISBN 82-05-26827-4. 271 s.
• Brøndbo, Bjørn B.; Bøe, Hans Olav; Falch, Øystein; Iversen, Kjell Arne; Kolderup, Erik & Nilsen, Thore [Vis alle 7 forfattere av denne artikkelen] (2000). Programvare for IKT-driftsfag [nynorsk utg.]. Gyldendal Norsk Forlag A/S. ISBN 82-05-26888-6. 132 s.
• Akerbæk, Trond Henry; Bøe, Hans Olav & Tolsby, Håkon Lofthus (2000). Nettverk for IKT-driftsfag [bokmål utg.]. Gyldendal Norsk Forlag A/S. ISBN 82-05-26891-6. 161 s.
• Akerbæk, Trond Henry; Bøe, Hans Olav & Tolsby, Håkon Lofthus (2000). Nettverk for IKT-driftsfag [nynorsk utg.]. Gyldendal Norsk Forlag A/S. ISBN 82-05-26892-4. 161 s.

Se alle arbeider i Cristin

• Samuelsen, Terje; Tolsby, Håkon Lofthus & Stenseth, Børre (2011). XPed-prosjektorientert undervisning.
• Misund, Gunnar; Holone, Harald; Tolsby, Håkon Lofthus; Karlsen, Joakim & Toppe, Alexander (2009). Effects of co-player visualization in a location-based chase-and-catch game.
• Misund, Gunnar; Holone, Harald; Karlsen, Joakim & Tolsby, Håkon Lofthus (2009). Chase and catch - simple as that?: old-fashioned fun of traditional playground games revitalized with location-aware mobile phones.
• Misund, Gunnar; Tolsby, Håkon Lofthus & Håkestad, Øyvind (2008). Learning from spatiotemporal stories with Storix - one size fits all? Vis sammendrag

  Storytelling is a primary vehicle for structuring and pre senting knowledge, experiences and attitudes. As such, it is a fundamental tool in education. The digital era has pro vided us with novel tools for compiling and disseminating stories. Stories are often firmly embedded in a spatiotem poral context, where time and place play essential roles. As a consequence, we have developed a concept, termed Storix, where we add new dimensions to stories by time stamping and geo-referencing individual story elements. In addition to the traditional narrative, sequential organization of a digital story, we provide a map and a timeline. Thus, the user is free to to explore the events from a variety of di mensions. We present indications of educational potential of the concept by reporting and discussing results from ap plying Storix as a learning tool in a 7th grade local history lecture. We found that the system supports differing learn ing styles. Moreover, the learning outcome for students favoring concrete experiences rather than abstract concep tualization, was higher than expected.

• Nyvang, Tom & Tolsby, Håkon Lofthus (2004). Students Designing ICT Support for Collaborative Learning in Practice.
• Tolsby, Håkon Lofthus; Sorensen, Elsebeth & Dirckinck-Holfeld, Lone (2002). Virtual Portfolios for Collaboration in Distributed Web-Based Learning.
• Tolsby, Håkon Lofthus; Nyvang, Tom & Dirckinck-Holfeld, Lone (2002). A Survey of Technologies Supporting Virtual Project Based Learning.
• Tolsby, Håkon Lofthus (2002). The Digital Workbook - Students Constructing their Curriculum.
• Tolsby, Håkon Lofthus (2001). Virtual portfolio for CSCL.
• Tolsby, Håkon Lofthus (2001). Designing Virtual Portfolios for Communities of Practice.
• Stenseth, Børre; Tolsby, Håkon Lofthus; Samuelsen, Terje & Akerjord, Mari-Ann (2010). XPed - prosjektorientert undervisning : et forsøk med å bruke eXtreme Programming som pedagogisk metode. Høgskolen i Østfold. ISSN 9788278253274. Vis sammendrag

  Et forsøk med å bruke eXtreme programming som pedagogisk metode

• Baltzersen, Rolf Kristian; Tolsby, Håkon Lofthus & Røising, Hanne Schou (2007). Iboende pedagogikk eller "black box"? : en pedagogisk analyse av 3 læringsplattformer med utgangspunkt i deres tekniske arkitektur. Høgskolen i Østfold. ISSN 9788278252130. Vis sammendrag

  Learning platforms are widespread in Norwegian higher education. Nevertheless, there is considerable uncertainty regarding how to fully take advantage of a platform. Most evaluations have focused on common features of learning platforms. In this article we ask whether different platforms build on different pedagogical values or not. To answer this question we have analyzed the pedagogical potential of three learning platforms. The analysis is based on an expert evaluation done by an evaluation group at the Østfold University College in 2006.

• Stenseth, Børre & Tolsby, Håkon Lofthus (2000). Læring i digitale omgivelser. Høgskolen i Østfold. Vis sammendrag

  Beskriver noen elementer i design av nettbasert læringsmateriell. Tar utgangspunkt i en problembasert læring.

Se alle arbeider i Cristin