Learning and Digital Environments

Digital technologies are now part of nearly every aspect of everyday life. This might suggest that learning research focused on technology is unnecessary. In MEDIATE, we adopt the opposite view. It is precisely because of technological ubiquity and innovation that we need to study the use and implications of new digital representations and tools for learning.This  strand focuses on issues related to learning progression, learning analytics, and the social and cognitive challenges of learning in different disciplinary domains with digital tools.

Selected Publications

  • Rasmussen, Ingvill & Damsa, Crina I. (2016). Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources. International Journal of Educational Research.  ISSN 0883-0355. . doi: doi:10.1016/j.ijer.2016.04.003
  • Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2015). Facilitating students' individual and collective knowledge construction through microblogs. International Journal of Educational Research.  ISSN 0883-0355.  72, s 149- 161 . doi: 10.1016/j.ijer.2015.04.014
  • Damşa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration, International Journal of Computer-Supported Collaborative Learning, 9(3):247-281.
  • Donnelly, D. F., Linn, M. C., & Ludvigsen, S. (2014). Impacts and Characteristics of Computer-based Science Inquiry Learning Environments for Precollege Students, Review of Educational Research, 84(4):572-608.
  • Furberg, A., Kluge, A. & Ludvigsen, S. (2013). Student Sensemaking with Science Diagrams in a Computer-based Setting. Computer-Supported Collaborative Learning, 8(1):41-64.
  • Hontvedt, M., & Arnseth, H. C. (2013). On the bridge to learn: Analysing the social organization of nautical instruction in a ship simulator. International Journal of Computer-Supported Collaborative Learning, 8(1), 89-112.
  • Jornet, A. &  Roth, W-M. The joint work of connecting multiple (re)presentations in science classrooms. Science Education 2015 ;Volum 99. s. 378-403.
  • Rasmussen, Ingvill (2012). Trajectories of participation: temporality and learning, In Norbert M. Seel (Ed.),  Encyclopedia of the Sciences of Learning, pp. 3334 - 3337. Springer.  ISBN 978-1-4419-1428-6.  Part 20/T. 
  • Pierroux, P., Krange, I. and Sem, I. (2011) Bridging Contexts and Interpretations: Mobile Blogging on Art Museum Field Trips, Mediekultur, 50: 25-44.
  • Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5): 403-413.

Featured Projects

DiDiAC - Digitalised Dialogues Across the Curriculum

Project Leader: Ingvill Rasmusssen (2016-2020)

Ark & App

Project Leader: Øystein GIlje (2013-2015)

SCY - Science Created by You

Project Leader: Anders Kluge (2008-2012)

KP-Lab: Knowledge Practices Laboratory

Project Leader: Anders Mørch (2006-2009)