Geir B Isaksen | The Norwegian Defence University College (original) (raw)

Videos by Geir B Isaksen

In 2019 NDUC conducted a rebuild of the course in Military Leadership, implementing Problem-based... more In 2019 NDUC conducted a rebuild of the course in Military Leadership, implementing Problem-based learning and flipped classroom. This video layout how the pilot was conducted and the results and findings.

68 views

Kort video som omhandler konkrete råd for utforming av Power Point presentasjoner i forbindelse m... more Kort video som omhandler konkrete råd for utforming av Power Point presentasjoner i forbindelse med formidling av informasjon. For eksempel gjennom en leksjon

3 views

Papers by Geir B Isaksen

Scandinavian Military Studies eBooks, Dec 17, 2021

As a result of an extensive educational reform in the Norwegian armed forces, digital learning is... more As a result of an extensive educational reform in the Norwegian armed forces, digital learning is introduced across the military system. Following a new defense educational strategy, one of the measures implemented at the Norwegian Defense University College (NoDUC) is Problem Based Learning (PBL) and flipped-classroom. The flipped classroom is one of the most well-known buzz words in education for the last 10 years at learning institutions all over the world. What does it really mean to implement flipped classroom as part of your educational strategy? Is putting PowerPoint presentations in the LMS together with digital copies of the syllabus enough to claim that flipped classroom is implemented? Is it really something totally new and is it only suitable for certain subjects? And how can PBL together with flipped classroom lay the ground for learning activities that results in deeper learning? This paper gives an overview of what a flipped classroom concept combined with PBL really means, why it matters and how it is meant to be implemented as an educational strategy. Furthermore, both pros, cons, risks and common misunderstandings are discussed and compared to traditional learning methods used at NoDUC and still existing in many schools and universities around the world. At the end the new educational strategy based on flipped classroom and PBL are discussed and the paper will highlight lessons learnt from the rebuilding of a Master of Military subject, based on PBL and a flipped classroom strategy. ABOUT THE AUTHOR Commander (CDR) Geir Isaksen has more than fifteen years in the field of Advanced Distributed Learning (ADL) and is responsible for more than 30 defense projects in the field of digital learning methods and learning technology. He has published more than twenty papers covering different aspects of digital learning methods like mobile learning, student motivation, cognitive overload in e-learning and the use of video lectures. He has a master's degree in Information Computer Technology (ICT) & Learning from the University of Aalborg (2014) and a bachelor's degree in Electrical Engineering from Vestfold University College (1998). CDR Isaksen holds the position as a Staff Officer for digitalization and pedagogy at the NoDUC/Faculty administration, where he is responsible for leading and coordinating procurement, development, and implementation of digital learning projects and use of the defense LMS. His military background is from the Navy, serving on submarines for six years as an electro officer and he is also responsible for international ADL cooperation at the NoDUC and MoD funded international ADL capacity-building projects.

As a part of a huge and overturning educational reform in the Norwegian Armed Forces (NoAF), a di... more As a part of a huge and overturning educational reform in the Norwegian Armed Forces (NoAF), a digital strategy is being enforced. For the educational sector, this means moving more of the instruction and learning activities online. To be able to do so successfully, the teacher/instructor/lecturer plays a crucial part. An important question is what kind of support and incentives are most effective to get teacher to develop and use more online lectures.What do they need in the planning, development and implementation of these video lectures? One of the challenges in this process is that the teachers often underestimate the workload and there is not enough time set aside on their part to map out their content, prepare and develop the script and learning material. Through in-depth interviews with teachers at NoDUC, the ADL section investigated what kind of knowledge, support and training the teachers need to increase their motivation to developing video lectures. This paper will highlight the findings from these interviews and present them in context of relevant research and experiences from NoDUC's use of video lectures the last couple of years. Finally, the overall aim of the paper is to recommend a number measures needed to be taken to ensure that teachers/instructors have the sufficient knowledge and motivation to produce and use online learning activities. ABOUT THE AUTHORS Commander (CDR) Geir Isaksen has more than fifteen years in the field of Advanced Distributed Learning (ADL) and is responsible for more than 30 defense projects in the field of digital learning methods and learning technology. He has published more than 11 papers covering different fields like mobile learning, student motivation, cognitive overload in e-learning and use of video lectures. He has a master's degree in Information Computer Technology (ICT) & Learning from the University of Aalborg (2014) and a bachelor's degree in Electrical Engineering from Vestfold University College (1998). CDR Isaksen holds the position as an ADL Staff Officer at the NoDUC/ADL Section, where he is responsible for leading and coordinating procurement, development and implementation of digital learning projects and use of defense LMS. His military background is from the Navy, serving on submarines for six years as an electro officer and he is also responsible for international ADL cooperation at the NoDUC. Siren Elise Frøytlog Hole has years of experience in design and development of online learning both from the industry and for public sector. She is educated as a teacher, holds a bachelor's degree in culture and society, a master's degree in English literature, and a master's degree in science and technology studies from the University of Oslo. Hole is now a senior advisor at NoDUC/ADL section, where she manage projects, advise on pedagogical approaches to online learning content, and is part of collaboration projects on ADL.

The Norwegian Defense University College (NDUC) is continuously challenged with cost reduction wh... more The Norwegian Defense University College (NDUC) is continuously challenged with cost reduction while increasing instructional quality within the educational system. Specifically, in 2017, the educational sector within the Armed Forces was challenged with reducing overall training costs by 65 million US dollars over the next few years. Less money, fewer instructors and constrained student training time forced the NoD to rethink resident training requirements and leverage online courses. This paper highlights how video lectures have begun to replace the traditional classroom Power Point-based lectures in the Norwegian military. Furthermore, this paper discusses how NDUC, based on well-known learning principles and instructional science, uses an in-house video studio to produce video lectures in close cooperation with the Subject Matter Experts (SME). Finally, the paper presents the evaluation results from NDUC students engaging in online video lectures and recommends development guidelines for producing online video lectures to maintain, if not increase, instructional quality and decrease overall costs. ABOUT THE AUTHOR Commander (CDR) Geir Isaksen has more than fourteen years in the field of Advanced Distributed Learning (ADL) and is responsible for more than 30 e-learning and R&D projects in the field of e-learning, m-learning, online learning and emerging technologies. So far, he has published more than 10 papers covering different fields like mobile learning, student motivation and cognitive overload in e-learning. He has a master's degree in Information Computer Technology (ICT) & Learning from the University of Aalborg (2014) and a bachelor's degree in Electrical Engineering from Vestfold University College (1998). CDR Isaksen holds the position as an ADL Staff Officer at the Norwegian Defense University College/ADL Section, where he is responsible for leading and coordinating procurement, development and implementation of ADL projects. His military background is from the Navy, serving on submarines for six years as an electro engineer. He has been a member of the NATO Training Group Task Group IT/ED since 2005, where he served as the ADL subgroup chairperson from 2007 to 2011. As the Norwegian ADL Partnership, executive director and a member of the NORDEFCO ADL Forum of Experts, he works closely with international cooperation.

Student motivation is an essential component of all educational and learning processes. Without m... more Student motivation is an essential component of all educational and learning processes. Without motivation, students lack cognitive presence resulting in little, if any, learning. In the traditional classroom setting, it's up to the teacher to facilitate and maintain student motivation. In an e-learning course however, there is less teacher or facilitator presence and the learner is left alone to interact with the instruction mostly alone. E-learning designers and developers must integrate appropriate motivational elements to ensure the learner sustains his/her motivation throughout the entire instruction to maximize the learning outcome. Over the past few years the Norwegian Armed Forces (NoAF) has incorporated motivational design elements focused on promoting and sustaining motivation into our e-learning courses based on John Keller's ARCS Model of Motivational Design. This paper outlines the rationale, methodology, and resulting implementation. ABOUT THE AUTHORS Commander (CDR) Geir Isaksen has more than twelve years in the field of Advanced Distributed Learning (ADL) and has been responsible for more than twenty e-learning projects, and different R&D projects in the field of elearning, m-learning, online learning, standardization and emerging technologies. CDR Isaksen has a master's degree in information computer technology & learning from the University of Aalborg (2014) and a bachelor's degree in electrical engineering, from Vestfold University College (1998). In addition, he has completed several university courses in pedagogies, learning styles and crew resource management. CDR Isaksen holds the position as an ADL Staff Officer at the Norwegian Defense University College (NoDUC)/ADL office, where he is responsible for leading and coordinating procurement, development and implementation of ADL projects. His military background is from the Navy, serving on submarines for six years as an electro engineer. CDR Isaksen spent two years as the head instructor in the technical simulator at the Royal Norwegian Submarine School before he started to work at the ADL office in 2002. He was a member of the NATO Training Group Task Group IT/ED from 2005 to 2012, where he was the ADL subgroup chairman until May 2011. As the Norwegian ADL Partnership executive director and a member of the NORDEFCO ADL forum of experts, he works closely with international cooperation. He has also been responsible for the planning and execution of the Nordic Defense ADL conference since 2006 and in 2015 he rejoined the NATO Training Group Task Group IT/ED as a Norwegian delegate. Siren Elise Frøytlog Hole has years of experience in design and development of online learning/courses and a background in digital marketing. She holds a BA in Culture and society, an MA in English literature and an MA in Science and technology studies. Hole is now a project manager and scriptwriter at Transform AS, where she works in close collaboration with NoDUC/ADL office, engaging in the production of e-learning courses from the beginning of the process until completion.

In last year's I/ITSEC paper, we provided specific insights into practical applications of motiva... more In last year's I/ITSEC paper, we provided specific insights into practical applications of motivational design principles from John Keller's ARCS-V model, by showing how this is done in several Norwegian Defense Forces e-learning courses. This paper continues the work on motivation in e-learning, and asks whether the effects of motivational design may be measured. We answer the question by way of a trial, where a small segment of the target group of an ammunition safety e-learning course is asked to self-report on their perceived level of motivation. Using the Experience Application Programming Interface (xAPI) the trial tracks and uncovers variations in the participants' motivational levels. We discuss and show how the results can be used by instructional designers when optimizing elearning courses, provide experience and suggestions from early-stage usage of xAPI. ABOUT THE AUTHORS Commander (CDR) Geir Isaksen has more than fourteen years in the field of ADL and are responsible for more than thirty e-learning-and R&D projects in the field of e-learning, m-learning, online learning and emerging technologies. So far, he has published more than 10 papers covering different fields like mobile learning, student motivation and cognitive overload in e learning. He has a master's degree in information computer technology (ICT) & learning from the University of Aalborg (2014) and a bachelor's degree in electrical engineering, from Vestfold University College (1998). CDR Isaksen holds the position as an ADL Staff Officer at the Norwegian Defense University College /ADL section, where he is responsible for leading and coordinating procurement, development and implementation of ADL projects. His military background is from the Navy, serving on submarines for six years as an electro engineer. He is a member of the NATO Training Group Task Group IT/ED since 2005, where he served as the ADL subgroup chairperson from 2007 to 2011. As the Norwegian ADL Partnership executive director and a member of the NORDEFCO ADL forum of experts, he works closely with international cooperation. Siren Elise Frøytlog Hole has years of experience in design and development of online learning/courses and a background in digital marketing. She holds a BA in Culture and society, an MA in English literature and an MA in Science and technology studies. Hole is now a project manager and scriptwriter at Transform AS, where she works in close collaboration with NoDUC/ADL office, engaging in the production of e-learning courses from the beginning of the process until completion.

Scandinavian of Military Studies , 2021

Experiences drawn from a Problem-based Teaching Approach at the Norwegian Defence University Coll... more Experiences drawn from a Problem-based Teaching Approach at the Norwegian Defence University College, during a course in military leadership course

Coalition military forces have become the norm, and to be ready for multinational operations, mil... more Coalition military forces have become the norm, and to be ready for multinational operations, militaries must prepare using relevant training, education, and exercises. Many nations and security coalitions use advanced distributed learning technologies to, at least partially, meet this demand. Towards that end, this paper examines the intersection of multinational military training and education and innovations in learning science and technology, specifically those involving distributed learning. To write this piece, authors from 12 nations/NATO collaborated. Content contributors serve as military officers or civil servants in their defense ministries, and each works in the technology-enabled learning domain. The paper begins by highlighting national strategies in support of multinational collaboration. It then discusses collaborative efforts involving technology-based learning. Next, it describes a survey of the authors’ organizations, which examined their priorities, challenges, a...

In last year’s I/ITSEC paper, we provided specific insights into practical applications of motiva... more In last year’s I/ITSEC paper, we provided specific insights into practical applications of motivational design principles from John Keller’s ARCS-V model, by showing how this is done in several Norwegian Defense Forces e-learning courses. This paper continues the work on motivation in e-learning, and asks whether the effects of motivational design may be measured. We answer the question by way of a trial, where a small segment of the target group of an ammunition safety e-learning course is asked to self-report on their perceived level of motivation. Using the Experience Application Programming Interface (xAPI) the trial tracks and uncovers variations in the participants’ motivational levels. We discuss and show how the results can be used by instructional designers when optimizing elearning courses, provide experience and suggestions from early-stage usage of xAPI.

In the context of Danish and Norwegian armed forces the principle of learning by investigat-ing a... more In the context of Danish and Norwegian armed forces the principle of learning by investigat-ing and examining earlier experiences and reviewing what kind of knowledge can be ex-tracted from the performance of the individuals and groups is a commonly performed activity. In general the armed forces are talking about Lessons Identified and Lessons Learned. These evaluations are generally executed through knowledge sharing systems. In Norway the system used is FERDABALL and in Denmark DLIMS. This thesis will negotiate different possibilities to enhance the organizational value of the experiences achieved by the individ-ual soldier. By means of interviews in Denmark and focus group interview in Norway we have qualified the findings from the analysis. The findings indicate that proposals to enhance the organiza-tional value of the experiences achieved by the individual soldier should follow 3 lines of considerations. For the gathering of data and information we present a conceptual model for an APP de-signed to expand the possibilities of the individual soldier to contribute by means of text, pic-tures, audio and video. For the knowledge management system on the premise of using a database including ana-lyzing and storing of data, information and knowledge, we propose an approach in line with the ideas of a Wiki. And finally for the distribution of the content of the knowledge management system we pro-pose a Google inspired search engine to allow the individual soldier easier access to the explicit knowledge stored in FERDABALL and DLIMS.

This paper is based on a post-graduate thesis which received an A at the Institute for Adult Educ... more This paper is based on a post-graduate thesis which received an A at the Institute for Adult Education (VOX) spring 2004 and looks at which measures can be facilitated such that the teaching principle of motivation is optimized during development of online learning for the Norwegian Defence(NoD). These measures are collected in a checklist to ensure pedagogical quality and focus on student motivation. This list has become a standard piece of the information available to NoD courseware developers and is included in NoD`s methodology for developing elearning. By looking at the Didactical Relational Theory (DRT), well-known principles of learning and variables affecting success with online learning, the checklist helps to ensure that student motivation is optimised in all NoD online courses. The checklist contains the following important aspects tied to achieving student motivation: Objectives and goals, involvement, feedback, emotions, socialisation and self-efficacy. During the last ...

Norwegian Defense Education Command (NoDEC) and Canadian Defense Academy (CDA) are in a joint eff... more Norwegian Defense Education Command (NoDEC) and Canadian Defense Academy (CDA) are in a joint effort using/testing Federated Digital Repository System (FDRS) to store and access e-learning courses in a Sharable Content Object Reference Model (SCORM) Learning Management System (LMS) environment. This paper presents the results of using the FDRS to store primarily learning objects without duplicating or manipulating any of the files. It highlights how the system is used to revolutionize the publication of courses through the use of Uniform Resource Locators (URL) to the content instead of uploading large SCORM content packages to an LMS. The paper describes how the FDRS allows federated searches across several instances of content management systems or repositories. By enabling an Open Knowledge Initiative (OKI) capability in the FDRS, Norwegian Defense (NoD) and Canadian Defense (CaD) gain instant access to the content from each other’s systems, ready to be reused right away. The FDR...

The paper introduces the Norwegian defence (NoD) Advanced distributed learning (ADL) Regulations ... more The paper introduces the Norwegian defence (NoD) Advanced distributed learning (ADL) Regulations published early in 2006. After many years of “lawlessness” regarding development and implementation of training, simulation and e-learning defined as ADL, NoD ADL Centre (NoDADLC) was given a task to determine and develop regulations that would release benefits such as reusability, durability, interoperability, affordability and accessibility of all national defence ADL courses. The time was long overdue to determine national standards and regulations on how to develop and implement ADL within the Norwegian Defence. Up to early 2005 NoD implemented ADL courses that only played on one system, had none or very low reusability, had no lifetime plan, are were not searchable and retrievable. The ADL regulations addresses specific issues such as the use of training need analysis (TNA), technical standards (SCORM, LMS), pedagogical standards and an implementation method. All of these standards ...

68 views

3 views

Scandinavian Military Studies eBooks, Dec 17, 2021

Scandinavian of Military Studies , 2021

NTSA IITSEC Proceedings, 2021

The pandemic haunting the world since March 2020, has forced schools and universities to increase... more The pandemic haunting the world since March 2020, has forced schools and universities to increase their use of, or for some finally start using online learning methods. Both live lectures using online video meeting applications and the use of in-house produced video resources have increased and have been used to facilitate online learning. In too many cases technology is used to continue traditional teaching methods online, while some institutions are more innovative in their approach of using video lectures as a part of for example a flipped classroom concept.

NTSA Proceedings , 2020

Following the new Defense educational strategy at the Norwegian Defense University College (NDUC)... more Following the new Defense educational strategy at the Norwegian Defense University College (NDUC), one of the measures has been to implement Problem Based Learning (PBL), lay the grounds for more student activity and flipped classroom. Not many papers over the years have looked at the introduction of PBL in higher military education in general or more specifically in the subject of military leadership. By rebuilding the pedagogical strategies and introduce PBL in the Military leadership (ML) course, the results have been remarkable. This follows last year's paper about the plans to implement flipped classrooms and PBL across NDUC programs and courses. It gives an overview of how a flipped classroom concept combined with PBL has transformed the military leadership course and discusses the differences between the course conducted in December last year and courses conducted before 2019. The shift from a conservative lecture-based course to a more student active and problem-solving approach is highlighted and discussed. Based on pre-and post-surveys, grade results and student feedback, both pros and cons are discussed and compared with previous results from the ML courses. The remarkable good results in student performance and other findings are analyzed and compared with exciting research and knowledge within the field of PBL and flipped classrooms. In conclusion, a summary of all findings and how these will influence the transformation of the educational programs at NDUC is highlighted. ABOUT THE AUTHORS Commander Geir Isaksen has more than 17 years in the field of Advanced Distributed Learning (ADL) and is responsible for more than 30 Defense projects in the field of digital learning methods and learning technology. He has published more than twenty papers covering different aspects of digital learning methods like mobile learning, student motivation, cognitive overload in e-learning and the use of video lectures. He has a master's degree in Information Computer Technology (ICT) & Learning from the University of Aalborg (2014) and a bachelor's degree in Electrical Engineering from Vestfold University College (1998). CDR Isaksen holds the position as a Staff Officer for digitalization and pedagogy at the NDUC/Faculty administration, where he is responsible for leading and coordinating procurement, development, and implementation of digital learning projects and pedagogical support in the use of the Defense Learning Management System (LMS). His military background is from the Navy, serving on submarines for six years as an electro officer and he is also responsible for international ADL cooperation at the NDUC and MoD funded international ADL capacity-building projects. Commander (SG) Rino Bandlitz Johansen has more than 15 years in the field of education at different levels in the Armed forces. He has published more than 15 papers covering different aspects of leadership and the military professional identity. He is also on of the authors of the recently published book "Military Leadership". He has a master's degree in military science and leadership and holds a PhD in operational psychology. Bandlitz Johansen currently holds the position as principal teacher at the NDUC in military leadership. He is responsible for the development and conduct of leadership education and chair the research group "Military leadership development-in theory and practice". His military background is from the Navy, serving at fast patrol boats for eight years where the last three as commanding officer. He also has experience from NATO article V operations in the Mediterranean. The last 15 years he has been occupied with different positions related to leadership and leadership development.

IITSEC proceedings, 2019

The Norwegian Defense University College (NDUC) are continuously challenged to reduce costs and i... more The Norwegian Defense University College (NDUC) are continuously challenged to reduce costs and increase quality in our educational system. Starting in 2017, the educational sector within the Armed forces, are challenged to reduce costs with over 60 million US dollars. Less money, fewer instructors and less time for the students allowed away from the home unit, forces NoD to rethink how much time students can spend in campus, away from home and how NoD conduct and offer courses online.

This presentation was used to highlight how video lectures have begun to replace the traditional classroom power point based lectures in the military. Furthermore, this paper discusses how NDUC, based on well know learning principles, uses an in-house video studio to produce video lectures in close cooperation with the Subject Matter Experts (SME). Finally, the presetation gives examples of evaluation results from NDUC students using online video lectures and show how online video lectures helps to reduce costs for the Norwegian Armed Forces (NoAF).

Lecture given at the 2016 Nordic Defense ADL Conference in Finland

![Research paper thumbnail of Come on, Let`s start using mobile learning](https://a.academia-assets.com/images/blank-paper.jpg)

Aalborg Universitet, 2013

Mange store organisasjoner har utfordringer med å få etablert et godt vitensdelingsystem. En unde... more Mange store organisasjoner har utfordringer med å få etablert et godt vitensdelingsystem. En undersøkelse gjort ved Oljedirektoratet i Norge i 2010
konkluderete med at den største utfordringen for Oljedirektoratet var å få etablert et vitendelingssysten som ga sporbarhet og en synlig oversikt over direktoratets
kompetansebeholdning (erfaringer), (Davidsen, H. 2010). Undersøgelsen viser, at storeorganisationer har svært ved at håndtere den viden som findes ved medarbejderne, og
få den delt med hele organisationen.

Siden hhv. 2001 og 2002 har det danske og norske forsvar været involveret iAfghanistan. En udsendelse varer 6 måneder og i løbet af den tid oparbejder
soldaterne en masse erfaring om det område de opererer i, Talibans operationsmønstreog lokalbefolkningen. Mens det ene hold er udsendt, træner det næste hold i hhv.
Danmark og Norge.

Indholdet af uddannelsen for det nye hold er dels baseret påforsvarets standard taktiske procedure (angreb, forsvar, house-search osv) og dels på
de erfaringer, som holdet i missionen sender hjem til hhv. Danmark og Norge.For at få den mest opdaterede viden, bruger forsvaret flere officielle og godkendte
videndelingsmetoder. Enheden i missionen sender løbende rapporter hjem til det hold,som skal uddannes og der foregår også direkte kommunikation mellem det “gamle” holdog det “nye”. Denne kommunikation foregår enten på mail eller via telefon. Det er også kutyme, at chefen for det kompagni som er i Afghanistan rejser til Danmark og giver en briefing om forholdene til det nye hold. Denne briefing vil dog primært være på etoverordnet orienteringsniveau.

Like many large organizations the Danish and Norwegian Armed Forces relay more and more on e-lear... more Like many large organizations the Danish and Norwegian Armed Forces relay more and more on e-learning to deliver cost effective and high quality learning to their employees. The main distributing method is through a Learning Management Systems and varies from low cost application courses, to more expensive productions containing video and interactivity. A continuous challenge however is the fact that a lot of the students do not complete some of the courses they have registered for, so called dropout. The dropout varies from below 10, to over 50 percent in some courses. In a typical e-learning situation, the learner will go thru the course alone, on his/hers personal computer, either at home or at work.
This essay will, through the analysis of learning theories and key research, discuss what key elements (besides technical difficulties and external factors) that might influence learner dropout in e-learning. Findings and recommendations are used to analyze four different e-learning courses from the Nor-wegian Armed Forces and discuss any relevance between the theories and the dropout rate of each course. This essay summarizes the findings and delivers concrete recommendations on how to build e-learning course in the future, to minimize student dropout.

This essay is developed as a part of the 1 year in the Master degree program in ICT & learning, at the University in Aalborg.