NAFOL profile: Gabrielle Hansen-Nygård

Gabrielle Hansen-NygårdGabrielle has a master’s degree in social psychology (2008) from the Norwegian University of Science and Technology (NTNU), the theme of which was student response systems (SRS). The main focus of the master thesis was teaching methods and students’ experiences and learning outcomes associated with the use of SRS. In 2009 she started working at Sør-Trøndelag University College (HiST), Faculty of Technology, as part of a research group that is involved in several major EU-funded projects. The focus of several of the projects is the use of new technology in teaching, and teaching methodology. Since 2009 she has been involved 5 such EU-funded projects. She has given several presentations on the use of modern mobile devices in teaching at many international conferences, and published 15 articles about mobile learning. She has been responsible for several training courses in Norway, Sweden, Slovenia, Slovakia, Hungary and England, where she has trained teachers in the use of modern mobile devices in various training and educational settings, with emphasis on educational methodology. In 2010 she organized and led a workshop called «Mobile Learning for Everybody,» at one of Europe’s largest e-learning conferences, Online Educa in Berlin. HiST’s Faculty of Technology has applied for a new workshop in 2012, with her ​​as a workshop organizer. The focus will be directed towards the topic of her PhD project, Assessment and Motivation.

In general, the goal of assessment is to improve students’ learning. However, the result of a student assessment in higher education is often a mark which is supposed to «measure» students’ individual learning and achievement. In many subjects it’s challenging to use «assessment for learning» and formative assessment as an effective assessment methodology, since students rarely receive an immediate confirmation of their performance after tests/exams. Feedback is often received days or weeks later, when the students’ attention span and motivation in relation to learning from mistakes, are significantly reduced.

The final product of the current PhD project will be an article-based dissertation. The thesis will end up making recommendations in relation to the development of a constructive feedback practices, and implementation of new assessment methods, and relate new assessment practices to the students’ intrinsic motivation through their goal orientation.

Abstract (doc file)