Peter Mozelius

Tell us about Peter Mozelius.

I work as a university lecturer at the Department of Computer and Systems Sciences (DSV) in Östersund. Previously, I have worked at the corresponding department at Stockholm University and as part of DSV at the Royal Institute of Technology in Kista. I have apartments in both Östersund and Stockholm, but during the pandemic, I stayed exclusively in Stockholm. This has worked well for most of my work, and one possible explanation is that I have been teaching remotely since 1999. A significant part of my research also revolves around technology-enhanced learning.

Describe your research.

For a recent conference, I was asked to list my research areas, and I did so in English as: Game-based learning, Technology enhanced learning, Programming education, E-health, and ICT4D. In Swedish, these could all be subsumed under the umbrella term "Blandat lärande" or blended learning. Some might think that I have created a mix of a concept that lacks a unified definition. The reason I believe E-health fits in here is that my research in this area focuses on stroke patients' relearning. On the other hand, programming education is perhaps the odd one out, but I see it as a domain where I often apply blended learning.

At Mittuniversitetet, I have also explored some new research areas in the projects I work on. One of these projects is GSS3, which focuses on cross-border collaboration in crisis management within what is called the "Nordens Gröna Bälte" (Nordic Green Belt). Collaboration, joint research, and co-publications are conducted with several researchers in Norway. Another project is the BUFFL project, which is part of CER's activities, where we are developing a pedagogical model for short flexible competence development courses. The model is based on lifelong learning and the possibilities of digitalization to support the development of individuals and organizations. My research in the BUFFL project primarily revolves around competence development and work-integrated learning.

Why did you become interested in this field?

Since 1999, I have been working with blended learning in higher education, primarily in programming courses but also in other forms of teaching, such as thesis supervision. In 2006, I started working as an advisor for the combination of computer science and blended learning in an EU project in Sri Lanka. Not only did I gain access to a significant amount of data, but I also had the time needed to start researching. My research at that time focused on how a bachelor's program in computer science could be improved and further developed. After a somewhat hesitant start, things gradually improved, and I also had the opportunity to continue working in a three-year Sida-funded project to assist in the establishment of a national e-learning center in Colombo, the capital of Sri Lanka.

Parts of my research in these projects were later combined into my doctoral thesis: "Education for All in Sri Lanka: ICT4D Hubs for Region-wide Dissemination of Blended Learning." The contact with Sri Lanka still remains, and we currently (in 2020) collaborate on studying how Covid-19 has affected university education in several developing countries. As for game-based learning, as an amateur chess player, I am fully convinced that learning can be achieved through playing, but the games must be of good quality. I have also written a master's thesis on the coordination of heuristics in computer chess programs.

Why is your research needed?

As highlighted in several research studies, almost no universities today provide education without technology support. However, the recipe for how this blend should look in detail is not yet clear, and I am not aware of anyone questioning this type of research, especially during the pandemic when virtually all educational institutions was forced to expand their technological support. However, this blend must not become dry and boring, and game-based learning is an identified way to increase student engagement and motivation. In stroke rehabilitation, several problems have arisen as a result of the Corona/Covid-19 pandemic, and there is a genuine interest in technology-supported solutions. It is also important to conduct research that looks at "technology support with a human face."

How do you divide your time between research and teaching?

My time is divided according to a 60-40 ratio, with 60% of my working time devoted to the aforementioned research projects. Regarding teaching, I am responsible for the programming courses offered to technology and mathematics teachers. This is commissioned education for the Swedish National Agency for Education, and I have also written the curricula and been primarily responsible for course development. In 2020, I was also the main person responsible for the development of Mittuniversitetet's new summer course "Development of Useful Systems with Design Science." I am also involved in supervising a doctoral student, a Master by Research student, and several bachelor theses.

Dream scenario in terms of work?

I have always tried to realize dreams and live my dreams. The same applies to my research. However, research needs to be grounded in reality if it is to lead to results. At the same time, it is important to look forward to new challenges to keep research an exciting activity. Currently, I am trying to delve into how Cognitive Behavioral Therapy in Virtual Reality environments could be enhanced through Artificial Intelligence. It may seem like a dream scenario, but it is something that can be realized in collaboration with other researchers.