Stig Holen

• Vold, Aud Tone; Lervik, Monica Johannesen & Holen, Stig (2022). Post- COVID-19 pandemic education: the student perspective. European Conference on e-Learning. ISSN 2048-8637. s. 845–853. doi: 10.34190/ecel.21.1.916. Fulltekst i vitenarkiv Vis sammendrag

  The COVID-19 pandemic can be considered to be a long-term crisis and the outcome of such a crisis is depending on the decisions made during the crisis. As a Higher Education Institution, we are now at a crossroad regarding how to utilize experiences learned during the pandemic. Before the COVID-19 pandemic, there were only a few online study programmes at the Inland Norway University of Applied Sciences, Rena, Norway. During the pandemic, all of the education provided was online. There are now discussions amongst faculty staff regarding a return to the "ordinary" physical lectures or to embark on a hybrid way of educating students. However, equally important is what the students' perceptions of hybrid versus physical lectures are. We have therefor, through qualitative interviews, investigated what would suit the students’ needs. We have asked the students if they prefer digital teaching, physical teaching or a hybrid which combines both digital and physical teaching. In this paper we present the results from these investigations. The students feedback indicated clearly that they prefer physical teaching, but also that they would like to have access to digital recordings and lectures. We believe that his feedback is an important input to the further discussions on the New Normal in Higher Education Institutions.

• Breiby, Monica; Hauge, Åshild Lappegard; Holen, Stig & Stølan, Trygve (2022). «Studentene liker meg mindre på digitale forelesninger» – undervisernes opplevelse med undervisning i digitale læringsmiljø for store studentkull under covid-19-pandemien. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 45(4), s. 250–263. doi: 10.18261/uniped.45.4.2. Fulltekst i vitenarkiv Vis sammendrag

  Koronapandemien aktualiserte undervisning i digitale læringsmiljø og førte til en bratt læringskurve for undervisere i høyere utdanning. Studiens formål var å få kunnskap om hvordan undervisere opplevde undervisning i digitale læringsmiljø for store studentkull under pandemien. Det er utført to gruppeintervju med erfarne undervisere. Hovedfunnene er at underviserne opplever «svarte skjermer» og mangel på respons hos studentene i digitale læringsmiljø. Dette påvirker dem negativt. De blir slitne og demotiverte og tappes for energi. De opplever at arbeidet mister kvalitet, og at de blir kjedeligere og mindre frie. På den positive siden er det høyt oppmøte, og det tekniske er lett. Gruppearbeid digitalt oppleves også enklere å få til enn i fysiske læringsmiljø, men utfordringen er at mange studenter forlater gruppearbeidet. Datamaterialet avdekker motsetninger mellom undervisernes negative opplevelser og deres positive holdninger til å videreføre det. Undervisning i digitale læringsmiljø ser ut til å kunne føre til en behagelig avstand og dermed en risiko for resignasjon for både studenter og undervisere. Det kan dermed være mer krevende enn undervisning i fysiske miljø. Undersøkelsen ble gjort da dette var ganske nytt. Forventninger om hvordan undervisning skal være, er dermed preget av tradisjonell undervisning i fysiske læringsmiljø. Erfaringene kan se annerledes ut på sikt.

• Vold, Aud Tone; Lervik, Monica Johannesen & Holen, Stig (2021). Teacher motivation during the corona crisis, facing "black screens" and missing "watercoolers". European Conference on e-Learning. ISSN 2048-8637. s. 512–520. doi: 10.34190/EEL.21.025. Fulltekst i vitenarkiv
• Lervik, Monica Johannesen; Holen, Stig & Vold, Aud Tone (2020). Opportunities and limitations regarding praxis in online education - three narratives. European Conference on e-Learning. ISSN 2048-8637. doi: 10.34190/EEL.20.034. Fulltekst i vitenarkiv Vis sammendrag

  The corona crisis has challenged the academic organizations and their employees. In particular, the employees who have concentrated on live “performances” and live seminars have had to move to digital platforms. However, many academics have already done the shift, or at least a semi-shift to digital platforms. Some academics have recorded lectures, while some have done online lecturing. There are a variety of aids and tools for academics to use. The limitation for many is TIME. Generally speaking, one has enough with lecturing and all the preparations, correcting assignments, student contact, evaluating, reports to deans and whatnot. The time to explore and play with tools is simply not within the normal amount of academic hours. Nonetheless, the corona crisis has contributed to many academics taking a plunge into the online world, some gladly, some “kicking and screaming”. Through three narratives, we present the work-life of “online academics”, our experiences with online lecturing, online seminars and our own research on online education. Our point of departure is the opportunities and limitations that lie in the use of tools, exploring the nature of the online medium and our own experimentation. We will present theory that we have found useful for the explorative approach to online education. Our data are our own experiences, as we discuss our experiences and conclude with suggestions for further opportunities and eventual limitations regarding online education.

• Kiønig, Linda Vibeke; Tøndel, Marte; Schult, Ingunn; Holen, Stig & Vold, Aud Tone (2018). Does using real cases when educating health managers enhance relevance and learning outcome? The proceedings of the ... international conference on e-learning. ISSN 2048-8882. 2018-July, s. 179–183. Fulltekst i vitenarkiv
• Tøndel, Marte; Kiønig, Linda Vibeke; Schult, Ingunn; Holen, Stig & Vold, Aud Tone (2018). Students as co-developers of courses in higher education. The proceedings of the ... international conference on e-learning. ISSN 2048-8882. 2018-July, s. 448–453. Fulltekst i vitenarkiv
• Lervik, Monica Johannesen; Vold, Aud Tone & Holen, Stig (2018). Conditions for cooperating and dialogue through of utilization of technology in online education. Universal Journal of Educational Research. ISSN 2332-3205. doi: 10.13189/ujer.2018.061034. Fulltekst i vitenarkiv
• Schult, Ingunn; Tøndel, Marte; Kiønig, Linda Vibeke; Holen, Stig & Vold, Aud Tone (2018). Flipping the Classroom for Health Managers. The proceedings of the ... international conference on e-learning. ISSN 2048-8882. s. 396–401. Fulltekst i vitenarkiv
• Venemyr, Geir Ove; Bakken, Bjørn T.; Kiønig, Linda Vibeke; Ranglund, Ole Jørgen Stefferud; Holen, Stig & Haave, Hanne Marit [Vis alle 8 forfattere av denne artikkelen] (2017). Flipped gaming for enhanced learning outcome crisis preparedness courses, 2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781538639689. doi: 10.1109/ithet.2017.8067830. Fulltekst i vitenarkiv Vis sammendrag

  Preparing for crisis and incidents have gained an increased focus, also within the educational system. At The Inland University of Applied Sciences, Campus Rena, in Norway, a Bachelor study is developed to cater for the increased need for educating staff not only in municipalities, but also in private organizations. Regulations and governmental instructions have also created a void between staff that can and know how to handle crisis and staff that need to know how to handle crisis. In addition, the preparedness issue, in order to avoid crisis, has received a lot of attention. The study has until recently been a mix of ordinary classroom education and exercises, both live and table top exercises, both which is costly and time consuming both in planning and execution. Two years ago, some faculty staff and a small group of students started to look into using games for educational purposes. Some of the games were free ware and downloadable from the internet, another game was developed by Bohemia Interactive Simulations (https://bisimulations.com/). Combining using MeTracker (http://www.concordeproject.eu/index.php/results/developments/the-training-tools/1-metracker) for organizing the work during a training process, and the developed game, this has proved to be a powerful tool for learning about how to be prepared for and handle crisis. Even if the initial costs for development and licenses have been somewhat substantial, the tools will provide the students with a unique possibility of simulating crisis in a higher volume than what is possible using live exercises. So far, the faculty staff has developed the scenarios for the students to play. The change from this is now to use a game based environment to play scenarios developed by the students themselves. The students that have tested this is in the third year of their study and the preliminary feedback from the students on this approach has been positive. The paper presents the results from interviews and observations, looking to establish how this approach has supported an enhanced learning outcome. Preliminary results provide support to the ideas of using the students own backgrounds and starting the reflection processes earlier (than in “ordinary” exercises). Also letting the students be actors in their own scenario can contribute towards the learning outcome. This combination of utilizing a game based and computer-based environment, with a physical play sphere, in combination with a prior session with scenario development, can prove to be the next step in utilizing game based learning. The paper also present a theoretical reasoning for utilizing games, and discuss how developing scenarios support reflection processes that will in turn enhance learning outcomes from a course. Kolb’s experiential learning cycle in its original form provide valuable clues towards the processes that needs to be considered, and Donald Schön’s works regarding the “reflective practitioner” contributes to enhance the understanding of how the learning process and how we as faculty staff can support our students in becoming reflective practitioners that are better equipped to prevent and handle crisis.

• Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud; Haave, Hanne Marit; Kiønig, Linda Vibeke; Venemyr, Geir Ove & Lervik, Monica Johannesen [Vis alle 12 forfattere av denne artikkelen] (2017). Flipped Gaming: The Teachers Role When Using the Students as Content Providers. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 730–735. Fulltekst i vitenarkiv Vis sammendrag

  In order to activate students and make them active contributors in a class, the concept of “Flipped Classroom” has been used at several Universities, also at The Inland University of Applied Sciences Norway. Flipping the classroom and making the students contribute, and being active, has supported the students learning outcome. Generally, when using games for learning, the game scenario is either decided by the lecturer/teacher, or defined by the designers and/or producers of the game used. In this paper we will explore how the teachers/lecturers role changes when the scenarios to be played in the game environment are defined and developed by the students themselves. The methodological approach is mainly qualitative and the data are observations from gaming sessions, minutes from review processes and interviews with faculty staff responsible for the course. The paper will present how the lecturer/teacher changes role from being the center of attention and the provider of knowledge, to a facilitator that both empowe the students and enables the students to contribute towards developing increased understanding and enhanced learning outcome. By enabling the students to contribute in such a way, the support towards the reflection processes described by Donald Schön in his work “The reflective practitioner” from 1991, is being supported in all stages. The reflection before action is when they discuss and agree on scenario, they need to reflect in action upon action, and they need to reflect on action when finished gaming. These reflection processes need to be facilitated in order to support the learning process and when flipping the gaming, this is one of the roles of the facilitator; the lecturer/teacher. The paper will present a project called “Seed corn 2017 – Pedagogical Use of Games in Crisis Management Education”, using a course at The Inland Norway University of Applied Sciences, Campus Rena, Norway, and the results from the Research.

• Holen, Stig & Bakken, Bjørn T. (2017). Individuelle forutsetninger for krisehåndtering. I Hafting, Tore (Red.), Krisehåndtering, planlegging og handling. Fagbokforlaget. ISSN 9788245021110. s. 193–206. Fulltekst i vitenarkiv
• Lervik, Monica Johannesen; Haave, Hanne Marit; Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Holen, Stig (2017). Blended Learning: How Teachers Best can Combine Different Ways to Interact Online. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. 1, s. 585–589. Fulltekst i vitenarkiv
• Lervik, Monica Johannesen; Haave, Hanne Marit; Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud & Holen, Stig (2017). Blended learning: How to combine different ways to interact online. European Conference on e-Learning. ISSN 2048-8637. s. 298–303. Fulltekst i vitenarkiv Vis sammendrag

  Adult students need to be activated and engaged to optimize a learning process (Knowles 1984, Rogers 2007). In online learning, it is challenging to obtain engagement and interactivity, even when combining asynchronous and synchronous communication. At The Inland Norway University of Applied Sciences, different takes on creating activity and engagement have been tried out. Projects using mandatory on-campus seminars, different types of media and live tutoring have shown that there is a need for blended learning. This paper present different ways of utilizing both on-campus and online teaching. Our approach to collecting data is a combination of qualitative and quantitative research. We have observed and interviewed students, and on a particular group of students that both have online and on-campus lectures, we have collected data from a survey. Our respondents have been both students and lecturers. Our theoretical backdrop rests mainly on theory on blended learning approaches, adult learning and theory on co-creation of consumer value. Findings and results are a combination of Lervik’s PhD work and Vold’s PhD work. Preliminary results points towards a combination of online and on-campus teaching is preferred and provide an optimized learning outcome. Some students, e.g. full time employees, prefer the blend of online and fewer on-campus seminars as this provide them with the opportunity of studying whilst keeping a full time job. It also allow them to stay at home – most of the time – and not move in order to study. Some students may also have a family situation that makes going away to attend classes e.g. every week is difficult. Our results also show that to start the semesters with an introductory seminar that requires attendance provide the students and teachers with the possibility of being acquainted. This enables the development of trust that lay the ground for involvement and engagement, and also boosts communication between peers (students) and between student – teacher. Lowering the threshold for contacting fellow students allows colloquial groups or “communities” to form easier that for students that only have Access to online learning. Learning from peers is important for the total learning outcome. Different learning styles also require different approaches. A blend of different learning approaches will thus support the individuals learning outcome.

• Ranglund, Ole Jørgen Stefferud; Vold, Aud Tone; Kiønig, Linda Vibeke; Bjurstrøm, Erik & Holen, Stig (2016). Using Games to Detect Positive Deviance in Crisis Training. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 547–551. Fulltekst i vitenarkiv
• Holen, Stig; Ranglund, Ole Jørgen Stefferud; Kiønig, Linda Vibeke & Vold, Aud Tone (2016). KM Strategies Taught for Crisis Preparedness. Proceedings of the European Conference on Knowledge Management. ISSN 2048-8971. s. 380–386. Fulltekst i vitenarkiv Vis sammendrag

  Knowledge Management (KM) is about capturing, distributing and making sense and use of knowledge, as stated by Davenport (1994).Teaching students about how to capture what data, distributing what data and how to make sense and use which knowledge, has become increasingly important as the organizations, both in the private and public sector, have seen the benefits of KM. One area that has singled itself out in Norway, particularly after the terror strike of 22.July 2011, is the need for being prepared for crisis. Both in municipalities and in organizations, the need for capturing, distributing and making sense and use of knowledge that can contribute to avoiding crisis of any kind has become a significant area of interest. However, it is not only about capturing, distributing and making sense and use of knowledge, we claim. It is also about making students capable of capturing, distributing and making sense and use of the knowledge. We have thus seen the need for enabling by empowering the students and provide them with knowledge on how to be able to conduct KM. The paper will describe how this is undertaken in a course at Hedmark University of Applied Science. The main feature is about providing the students with knowledge on how to discover, analyze and handle cases. It is explained how the students are trained to discover, discuss, analyze and handle different cases plenary in smaller and larger groups. The data the paper is based on are collected by group interviews. The students report on increased Learning outcome and being more qualified to solve, and prevent, issues (like potential crisis) in their own organization. Both researchers and students have used member checking to validate and secure credibility and improve the accuracy of the data.

• Holen, Stig; Vold, Aud Tone; Ranglund, Ole Jørgen Stefferud; Kiønig, Linda Vibeke; Granlien, Petter & Klevhus, Henrik [Vis alle 7 forfattere av denne artikkelen] (2016). Learning Systems Thinking by Using a Commercial Game. Proceedings of the European Conference on Games Based Learning (ECGBL). ISSN 2049-0992. s. 278–283. Fulltekst i vitenarkiv
• Ranglund, Ole Jørgen Stefferud; Kiønig, Linda Vibeke; Holen, Stig; Vold, Aud Tone; Venemyr, Geir Ove & Bakken, Bjørn T. [Vis alle 7 forfattere av denne artikkelen] (2016). Using Games for Teaching Crisis Communication in Higher Education and Training. I N, N (Red.), 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET),ITHET 2016, September 8-10, 2016, Istanbul, Turkey. IEEE (Institute of Electrical and Electronics Engineers). ISSN 9781509007776. doi: 10.1109/ITHET.2016.7760752. Fulltekst i vitenarkiv Vis sammendrag

  Abstract: Terror actions and catastrophes are frequently described in media. As more and more countries experience terror actions and natural disasters, there has been a greater focus on learning how to handle and to manage them. In Norway on the 22nd of July 2011, Anders Behring Breivik placed a bomb in a car that exploded near the Governmental Offices killing 8 persons. He went on to an island where there was a political camp for youths killing another 67. The rescue operations unveiled an unprepared task force. The Gjrv-report provide a massive critique towards the call out services [1]. This kicked off a major work on updating safety routines in all municipalities. The municipalities are now obliged to have a plan for crisis preparedness [2]. This again triggered the need for education within the area of crisis preparedness, crisis training and crisis management. Hedmark University of Applied Science now offers different study programs, including a BA within these areas. It is, however, very expensive to train realistically and the need for different approaches regarding training has been discussed. One of the solutions that the University is currently working on, is the use of games. Game based learning, also called “serious games”, has become an academic genre and using games for learning and training has proven fruitful [3-12]. In the military, games have been used for simulation purposes [13] and spin offs from these have also reached a commercial market [14, 15]. Using games in education opens up a range of opportunities. One of them is within the area of Crisis Communication. Crisis Communication as a curriculum is about how to approach the area of crisis communication, understanding the key concepts and develop skills within the curriculum. Games that support communication between the gamers can for instance contribute towards a greater understanding of communication in a crisis situation. What is needed to communicate and how messages are received, in order to support handling a crisis, are amongst the concrete learning objectives one can attribute towards this type of training. To use games to support the hands on training can thus provide the learners with valuable know how, and support their learning outcome. The learning from this will be beneficial to the organizations they work in as they will have an experience that will aid them in the work on planning for and preparing for crisis in their own organizations.

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• Breiby, Monica Adele; Hauge, Åshild Lappegard; Holen, Stig & Stølan, Trygve (2023). The students like me less in digital lectures: Teachers’ experiences of teaching in digital learning environments with large groups of students. during the COVID-19 pandemic. Seminar.net - Media, technology and lifelong learning. 19(2). doi: 10.7577/seminar.5503. Fulltekst i vitenarkiv Vis sammendrag

  The COVID-19 pandemic actualized teaching in digital learning environments and brought a steep learning curve for teachers in higher education. Several studies focusing on students’ experiences of this period have gradually emerged, but there has been less on how teachers experience digital learning environments. Hence, the purpose of this empirical study was to gain knowledge about how teachers experienced online teaching of large groups during the pandemic. Two group interviews were conducted with experienced teachers. The main finding was that teaching in digital environments leads to a type of digital apathy. The teachers experienced black screens and a lack of response from students, having a negative effect on them. They become tired, demotivated, and drained of energy. They experienced losing their qualities as lecturers, becoming boring, and being less free in what they could say. Breakout groups were easy to manage, but many students would leave when these were introduced. Teaching in digital learning environments seemed to lead to a comfortable distance, which posed a risk for both students and teachers to become resigned. Therefore, this teaching format may be more demanding than teaching in physical environments. The interviews were conducted at a time when teaching in digital learning environments was novel, and the informants’ expectations may have been characterized by traditional teaching. Their experiences may be different in the long run.

• Vold, Aud Tone; Lervik, Monica Johannesen & Holen, Stig (2022). Post- COVID-19 pandemic education - the student perspective. Fulltekst i vitenarkiv
• Holen, Stig; Hauge, Åshild Lappegard; Breiby, Monica Adele & Stølan, Trygve (2021). "Boreout vs zoomfatigue foran de svarte skjermene". Undervisernes opplevelse med digital undervisning for store studentkull under Covid-19-pandemien. Fulltekst i vitenarkiv
• Lervik, Monica Johannesen & Holen, Stig (2020). Opportunities and limitations regarding praxis in online education - three narratives. Fulltekst i vitenarkiv
• Vold, Aud Tone; Kiønig, Linda Vibeke & Holen, Stig (2016). Knowledge Management (KM) and Positive Deviance (PD); How to Utilize PD for KM Purposes. Fulltekst i vitenarkiv
• Holen, Stig (2011). Skal Kongsvinger få ny rådmann igjen, hva slags arbeidsgiverpolitikk er dette? Glåmdalen. Fulltekst i vitenarkiv Vis sammendrag

  Publisert under "Ropert", dvs at det leges til kommentarer og er er en del av nettdebatten.

• Holen, Stig (2011). Ulovlig og god service av offentlige tjenesteleverandører. Glåmdalen. Fulltekst i vitenarkiv Vis sammendrag

  Om servicekvalitet og organisering av snømåking. Resulterte i en lang nettdebatt i etterkant.

• Holen, Stig; Lervik, Monica Johannesen & Stevik, Kristin (2015). Hvordan bidrar nettbaserte seminarer til studentenes læring? Høgskolen i Hedmark. Fulltekst i vitenarkiv
• Haugstveit, Yngve & Holen, Stig (2013). «Kappes om å hedre hverandre...» Hvilke effekter har kjerneverdier og organisasjonskultur på utviklingen av IKT Grenland? Høgskolen i Hedmark. ISSN 9788276719109. Fulltekst i vitenarkiv Vis sammendrag

  I denne rapporten har vi undersøkt hvilke effekter kjerneverdiene Åpen, Blid og Skapende og organisasjonskulturen har for utviklingen av IKT Grenland, deres fora og medlemsorganisasjoner. Vi har gjennomført en kvalitativ undersøkelse bygd på intervju, deltakende observasjon og dokumentstudier. Studien dokumenterer at det i relasjonen mellom nettverket og medlemsbedriftene er etablert en helt særegen organisasjonskultur forankret i de tre kjerneverdiene Åpen, Blid og Skapende. Kulturen og verdiene kommuniseres innad og utad gjennom generalhistorien som fortelles ved alle anledninger når medlemmene møtes. Kulturen preger menneskenes tale, tenkemåte og handlinger. Åpen, Blid og Skapende er levde verdier som på en positiv måte preger menneskene og organisasjonen IKT Grenland. Det gir både nettverket og medlemsbedriftene en positiv image. Disse verdiene kan forstås som mentale programmer som man bruker til å orientere seg i omgivelsene. Verdiene fungerer som referanser og felles handlingsmønster på kollektivt og på individuelt nivå. Verdiene Åpen, Blid og Skapende fungerer som standarder som veileder oss i hvordan vi skal handle og opptre i en rekke situasjoner. De er retningsvisere ved beslutninger og konfliktløsninger. De gir menneskene motivasjon og selvaktelse når man handler i pakt med kulturens verdier. Kjerneverdiene og organisasjonskulturen har skapt en positiv og tydelig effekt på utviklingen i IKT Grenland og for de fleste av deres medlemsorganisasjoner. Verdiene og organisasjonskulturen har skapt miljø, tilhørighet og fellesskap for bransjen. De har bidradd til kompetansebygging og organisasjonslæring innen IKT-bransjen, og de har lagt grunnlag for bedriftssamarbeid, gründeraktivitet og bedriftsutvikling. Man har også registrert «spin-off» effekter inn mot andre bransjer. Kulturbransjen og Lean Learning er eksempler på dette.

• Holen, Stig (1998). "Menn bak speilet": Utforming av mannlighet i foreldreskap / av Stig Holen. Stig Holen. Fulltekst i vitenarkiv

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