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Damsa, Crina I. & Barany, Amanda
(2023).
Preface .
In Damsa, Crina I. & Barany, Amanda (Ed.),
Advances in Quantitative Ethnography.
Proceedings of the 4th International Conference, ICQE 2022, Copenhagen, Denmark.
Springer Nature.
ISSN 9783031317255.
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Esterhazy, Rachelle; Kaliisa, Rogers; Sanchez, Daniel; Langford, Malcolm & Damsa, Crina I.
(2023).
Multimodal collaboration analytics in collaborative problem solving – a scoping review.
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Damsa, Crina I.; Muukkonen, Hanni & Rummel, Nikol
(2023).
MULTIMODAL ANALYTICAL APPROACHES IN RESEARCHING COLLABORATIVE PROBLEM SOLVING.
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Sanchez, Daniel; Esterhazy, Rachelle & Damsa, Crina I.
(2023).
Automated Feedback and Learning Design for Collaborative Problem Solving in Simulation
Scenarios.
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Kaliisa, Rogers & Damsa, Crina I.
(2023).
Supporting teachers in hybrid learning environments: The role of learning analytics.
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Damsa, Crina I.
(2023).
Together for learning: Understanding the ecosystem of collaborative learning.
Show summary
More than ever before, collaboration and dialogue have become means to address major
challenges we are currently facing - pandemic, conflict, humanitarian crises. At the macro
societal level but also at the micro-level of workplaces and classrooms, knowing how to
collaborate and how to solve problems together is paramount. Yet, while the value of working
and learning together with others is widely acknowledged, meaningful and productive
collaboration remains difficult to accomplish, gauge and guide.
In this keynote, I will reflect on the complexity of the collaborative learning process and what
it implies for researching these processes from an ecological perspective using new analytics
techniques.
Outcomes of collaborative learning have been examined extensively through scaled
assessments and sociocultural studies continue to reveal new knowledge about the
dialogical nature of collaborative learning. Yet remaining are questions about how individual
cognitions are joined into productive interaction, how collaboration dynamics are shaped or
what drives collaboration when difficulties occur.
Against this backdrop, and taking departure in empirical research on small group
collaboration in higher education contexts, I will discuss (i) the need for examining the
collaborative process as an interrelated set of actions, people and resources – the ecosystem
of collaborative learning, (ii) individual and collective factors salient to collaborative learning,
and (iii) the multimodal nature of in-situ collaboration. Further, I will elaborate on how digital
technologies and data-based analytic techniques offer new opportunities to examine some of
the ‘black-boxed’ aspects of collaborative learning.
This presentation will also consider the challenges of researching collaborative learning
processes. First, I will address methodological challenges, primarily focusing on the pitfalls of
reductionistic interpretation and the need for methodological triangulation. Second, I discuss
a combined empirical and conceptual challenge; as digital traces of collaboration are
disclosed through new digital technologies and analytical techniques, the question of what
constitutes collaboration becomes highly relevant. I will conclude by exploring the
implications of examining the ecosystem of collaborative learning for how we are framing
education to prepare a young generation to jointly engage with present and future
hardships.
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Sutphen, Mary; Damsa, Crina I. & Solbrekke, Tone Dyrdal
(2022).
Strong dissatisfaction of university pedagogy courses?
[Newspaper].
Khrono - https://khrono.no/strong-dissatisfaction-of-univers.
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Damsa, Crina I.
(2022).
Digital undervisning er både en utfordring og en gevinst.
[Newspaper].
Universitas - https://www.universitas.no/nyhetsintervju/digi.
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Damsa, Crina I. & Rosenberg, Gulbrand
(2022).
Pedagogisk bruk av digital teknologi.
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Damsa, Crina I. & Winstone, Naomo
(2022).
Conceptual, methodological and topical considerations for research on learning and assessment: towards an integrative research agenda.
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Damsa, Crina I.
(2022).
NOKUT-frokost: Lansering av Studiebarometeret.
[Internet].
NOKUT-YouTube kanal: https://www.nokut.no/hendelser/ar/febru.
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Damsa, Crina I.
(2022).
Lærerne manglet både kompetanse og støtte da undervisningen ble heldigital.
[Internet].
Forskning.no:https://forskning.no/partner-pedagogikk-skole-o.
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Damsa, Crina I.
(2021).
Alltid digitalt beredt – på en pandemi?
[Internet].
https://www.uv.uio.no/iped/forskning/aktuelt/aktuelle-saker/.
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Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I.
(2021).
Performing teacher feedback literacy in peer mentoring meetings.
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Christensen, Hege Staaland; Damsa, Crina I. & Henriksen, Lise Toft
(2021).
Kollegaveiledning for PBL-veiledere i farmasiutdanning.
In Wittek, Anne Line & de Lange, Thomas (Ed.),
Kollegaveiledning i høyere utdanning.
Universitetsforlaget.
ISSN 9788215048420.
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Damsa, Crina I.
(2021).
The multilayered nature of small-group learning: Productive interactions in object-oriented collaboration.
In Stahl, Gerry (Eds.),
Theoretical Investigations Philosophical Foundations of Group Cognition.
Springer Nature.
ISSN 978-3-030-49157-4.
p. 223–256.
doi:
10.1007/s11412-014-9193-8..
Show summary
This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge, and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point toward the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere course-takers but also producers of knowledge.
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Damsa, Crina-Ioana
(2021).
Online Teaching and Learning.
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Damsa, Crina-Ioana
(2021).
Digital learning in pandemic times.
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Damsa, Crina-Ioana
(2021).
Unit of analysis in learning research.
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Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas
(2021).
University teachers’ enactment of feedback literacy during peer mentoring meetings .
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Uehara, Dan; Damsa, Crina I. & Toft Henriksen, Lise
(2021).
Students’ Ecologies of Digital Resources. A mixed methods study.
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Damsa, Crina I.; Gudmundsdottir, Greta Björk; Ragnarsdòttir, Hanna & Rodrigues, Carol Paul
(2021).
Knowledge integration and coordination of collaboration in interdisciplinary learning design teams. .
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Rajala, Antti; Damsa, Crina-Ioana; Roger, Säljö; Van den Bossche, Piet; Bagga-Gupta, Sangeeta & Malmberg, Lars Erik
[Show all 7 contributors for this article]
(2021).
How to Do a Peer Review? A Workshop on Learning to Review for EARLI Conferences and Journals. .
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Araos Moya, Andres Arturo & Damsa, Crina-Ioana
(2021).
Online learning practices and affordances in undergraduate education: a mixed method study.
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Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe
(2021).
Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach .
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Damsa, Crina-Ioana; Lina, Markauskaite & Muukkonen, Hanni
(2021).
Analytical Approaches on Collaborative Learning with Digital Knowledge Objects.
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Damsa, Crina-Ioana
(2021).
Course on Research Supervision.
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Damsa, Crina I. & Langford, Malcolm Stroud
(2020).
Melder både om ny mestring, men også bekymring og stress.
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Damsa, Crina-Ioana
(2020).
Qualitative analysis of multimodal data, EARLI Special Interest Group 17 ‘Methods in Learning Research’ .
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Damsa, Crina-Ioana
(2020).
Conference of EARLI Special Interest Groups, ‘Assessment in learning’ and ‘Higher Education'.
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Damsa, Crina-Ioana
(2020).
Conference of EARLI Special Interest Groups: ‘Methods in Learning Research’.
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Damsa, Crina-Ioana
(2020).
Student-centered Learning Approaches.
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Damsa, Crina-Ioana & Wittek, Anne Line
(2020).
Group work in higher education. Pedagogical designs for fostering student engagement.
In Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Ed.),
Quality Work in Higher Education. Organisational and Pedagogical Dimensions.
Springer.
ISSN 978-3-030-41756-7.
p. 115–134.
doi:
10.1007/978-3-030-41757-4.
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Nerland, Monika Bærøe & Damsa, Crina-Ioana
(2019).
VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering.
In Guile, David & Unwin, Lorna (Ed.),
The Wiley Handbook of Vocational Education and Training.
Wiley-Blackwell.
ISSN 9781119098591.
p. 395–414.
doi:
10.1002/9781119098713.
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Damsa, Crina I.
(2019).
The challenge of bridging paradigms through editorial work .
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Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika
(2019).
Analyzing learning through co-creation of knowledge objects in software engineering education.
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Damsa, Crina I. & Tuire, Palonen
(2019).
Forms of collaborative engagement in software engineering education, In Lund, K., Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M.
(Eds.). (2019). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded
Learning in Collaborative Settings, 13th International Conference on Computer Supported
Collaborative Learning (CSCL) 2019, Volume 1. Lyon, France: International Society of the
Learning Sciences.
.
Show summary
This symposium aims to explore current research working toward conceptualizing and measuring productive disciplinary engagement (PDE) contextualized in diverse learning and project contexts. Disciplinary engagement is critical for fostering students’ deep, integrated understanding of STEM content and disciplinary practices. However, there are significant challenges to reaching this engagement quality, with CSCL environments providing opportunities and supports for engagement, but also posing challenges. This symposium aims to account for recent developments, as presenters showcase rich range in exploring application of PDE in diverse domains, grade bands, and learning contexts. The presentations also showcase a range of methods to analyze PDE as collective, situated, cross-contextual, dynamic, and generative.
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Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I.
(2019).
Course designs that cater for productive feedback.
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Damsa, Crina I.
(2018).
Project-based learning in Computer
Engineering Education (pp.39-57).
In Nerland, Monika & Prøitz, Tine Sophie (Ed.),
Pathways to quality in higher education : Case studies of educational practices in eight courses.
Nordic Institute for Studies in Innovation, Research and Education (NIFU).
ISSN 978-82-327-0319-7.
p. 39–57.
doi:
ISSN%201892-2597.
Show summary
This report is produced in the framework of the project “Quality of Norwegian Higher Education: Pathways, Practices and Performances”, funded through the program Research and Innovation in the Educational Sector (FINNUT), Research Council Norway (RCN). The focus of the study is on exploring quality issues related to the educational provision of higher education. The overarching questions in the project are: What factors and mechanisms are important for realizing the aims of quality work in Norwegian higher education? What is the relationship between structural/systemic and institutional conditions, and educational practices?This report presents findings from one of the sub-projects with focus on educationalpractices. The report presents eight in depth case studies focusing on teaching and learning practices at the course level. These studies were designed to focus on aspects that matter for the quality of education in course design that employ student-centred approaches.
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Damsa, Crina I. & de Lange, Thomas
(2018).
Student-centered Learning in Norwegian and Finnish higher education: a research-based perspective to quality
.
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Fremstad, Ester; Damsa, Crina I. & Mirmotahari, Omid
(2018).
Promoting active learning through developing and using a digital tool for assessment.
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Esterhazy, Rachelle & Damsa, Crina I.
(2017).
Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
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Afdal, Hilde Wågsås & Damsa, Crina I.
(2017).
Research-based teacher education and engineering education.
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Esterhazy, Rachelle & Damsa, Crina I.
(2017).
Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
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Damsa, Crina I.; Jornet, Alfredo; Froelich, Dominik E. & Gegenfurtner, Andreas
(2017).
The unit of analysis in learning research: Approaches for imagining a transformative research agenda.
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Nerland, Monika & Damsa, Crina I.
(2017).
Students’ and beginning professionals’ learning with web-based resources in software engineering.
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Araos, Andres & Damsa, Crina I.
(2017).
Araos, A. & Damsa, C., (2017, May). The university's third mission - aspects of community engagement. A Norwegian case. Presentation in C. Cress, Intercultural Differences in Community Engagement: Perspectives on Definitions, Pedagogical Strategies & Programmatic Approaches, Panel session at the Intercultural Horizons Conference, Rijeka, Croatia.
.
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Damsa, Crina I.; Hunskaar, Tove Seiness & Andersson-Bakken, Emilia Ingegerd
(2017).
Tablet-mediated video observations as means for guidance and practice-based learning in teacher education.
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Ceratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina I.; Nusbaum, Miguel & Säljö, Roger
(2017).
Emergent practices and material conditions on tablet mediated collaborative learning.
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Damsa, Crina I.; Nerland, Monika & Stensaker, Bjørn
(2016).
Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?
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Damsa, Crina I.; Gegenfurtner, Andreas & Guerin, Laurence
(2015).
Innovative methodologies in learning research.
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Damsa, Crina I.
(2015).
Introducing students to web design and development through collaborative projects in computer engineering education,
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Nerland, Monika; Damsa, Crina I. & Jensen, Karen
(2015).
Introducing first-year students to the knowledge cultures of law, engineering and teaching.
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Damsa, Crina I.
(2015).
Approaches to qualitative data analysis: interaction analysis and work with video-data.
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Damsa, Crina I.
(2015).
Shared epistemic agency and its emergence in undergraduate students’ collaborative learning,
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Damsa, Crina I.
(2014).
The PHD trajectory: an experience-based analysis.
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Damsa, Crina I.
(2014).
Shared epistemic agency and the agency of individuals, groups and collaborative communities.
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Nerland, Monika; Jensen, Karen; Damsa, Crina I. & Enqvist-Jensen, Cecilie
(2014).
The enrollment of students in professional knowledge cultures: Epistemic practices and learning in the introductory courses of three professional programs.
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Damsa, Crina I. & Nerland, Monika
(2014).
Learning trajectories and enrolment of higher education students in professional knowledge and practices.
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Damsa, Crina I. & Nerland, Monika
(2014).
Learning trajectories in higher education: a comparative analysis of student of students learning in two undergraduate programs.
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Damsa, Crina-Ioana; Hakkarainen, Kai & Bauters, Merja
(2012).
Relational aspects of epistemic agency in knowledge artefact-oriented collaboration.
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Damsa, Crina-Ioana & Ludvigsen, Sten R
(2011).
Collaborative Creation of Shared Knowledge Objects in Higher Education – Analysis of Process and Products.
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Damsa, Crina-Ioana; Zoembach, Joerg & Ligorio, Beatrice
(2011).
Methodological Perspectives on Researching Learning with ICT,
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Damsa, Crina; Ludvigsen, Sten Runar & Sins, Patrick
(2010).
Trialogical work in higher education: Creation and use of shared objects in knowledge creation practices, Paper presented in H. Muukkonen, C. I. Damsa & S. Ludvigsen, Collective object-bound activities: exploring the boundaries of knowledge creation and cultural historical activity theory frameworks, Symposium at the.
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Damsa, Crina
(2010).
Creating knowledge through object-oriented collaboration - mechanisms, characteristics and technological support, Paper presented at teh Doctoral Consortium at ICLS 2010, Chicago, USA.
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Damsa, Crina; Sins, Patrick; Strien, Johan & Reijnen, Bert
(2010).
Learning through collaborative creation of shared knowledge object: Technological support and analytic challenges, In J.Slotta, Content Analysis of Collaboratively Constructed Knowledge Artifacts: Issues and Opportunities for Research, Symposium at ICLS 2010, Chicago, USA.
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Langford, Malcolm Stroud; Damsa, Crina-Ioana; Larsen, Johanne Maria Rohde; Slåttå, Kristin Steen; Westbye, Hilde & Wulff, Sophia Susanne Traub
(2020).
Første uken med digital undervisning I koronatiden: Jusstudenters erfaring.
Universitetet i Oslo.
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Langford, Malcolm Stroud & Damsa, Crina-Ioana
(2020).
Online teaching in the time of COVID-19 times: Academic Teachers’ experiences in Norway.
Universitetet i Oslo.
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Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I.
(2019).
Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis).
Universitetet i Oslo.
Full text in Research Archive
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