Sten Runar Ludvigsen

• Tjønn, Henrik; Ludvigsen, Sten Runar & Mørch, Anders (2026). Exploring variations in teacher modelling and scaffolding through chatbot interactions in middle school classrooms. I Rosé, Carolyn; Gweon, Gahgene; Asterhan, Christa & Keune, Anna (Red.), Proceedings of the 19th International Conference on Computer-Supported Collaborative Learning - CSCL 2026. International Society of the Learning Sciences (ISLS). ISSN 9798990698062. s. 61–69. doi: 10.22318/cscl2026.941552. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, we develop new insights into how teachers can model, scaffold and coach students when using tailored chatbots in a school subject. Our interaction analysis, based on a cognitive apprenticeship framework, shows how teachers affirm student statements regarding the chatbot's lack of knowledge structures. We identify a few instances of teacher elaboration on the chatbots' subject-specific knowledge structures during classroom interactions. Teachers mainly provide concrete scaffolding support for the tasks and confirm students' questions and claims about inaccuracies in chatbot outputs. Our analysis also indicates that the balance between modelling and scaffolding depends on how specific sequences in teaching and learning activities are executed.

• Ludvigsen, Sten Runar & Frøytlog, Jo Inge Johansen (2026). Mechanistic explanations in the learning sciences as common ground for a more cumulative knowledge production | Frontline Learning Research. Frontline Learning Research (FLR). Fulltekst i vitenarkiv Vis sammendrag

  Human learning is studied at multiple levels and timescales, and different research communities within the interdisciplinary field of learning research have accumulated specialized knowledge about various facets of the learning phenomenon. However, productive dialogue between such communities is also important for a continuous maturation of the field, yet this dialogue is difficult to achieve because it is dependent upon sufficient common ground in terms of how the issue of explanation is approached epistemologically and methodologically. The aim of this article is to discuss how mechanisms and mechanistic explanations, rooted in new mechanistic philosophy, can constitute a sufficient common ground for a more cumulative knowledge production in the learning sciences and learning research. The argument is that a mechanistic stance, as a meta perspective, can improve the quality of the learning research because it allows for the development of novel explanatory models that can connect multiple levels and timescales in the study of learning, and thus strengthen connections between specialized research communities and their accumulated knowledge.  

• Frøytlog, Jo Inge Johansen; Strøm, Ann Kristin & Ludvigsen, Sten Runar (2026). Should We Really Reject <i>Any</i> Use of Generative Artificial Intelligence in Reflexive Qualitative Research? A Dialogic Response. International Journal of Qualitative Methods (IJQM). 25. doi: 10.1177/16094069261480498. Fulltekst i vitenarkiv Vis sammendrag

  A total of 419 experienced qualitative researchers from 32 countries recently signed a statement published in Qualitative Inquiry, urging colleagues to refrain from using generative artificial intelligence (GenAI) in reflexive qualitative research. This article challenges methodological assumptions underpinning that position in two ways. First, it conceptualises interactions between qualitative researchers and GenAI-driven chatbots by drawing on dialogism and distinguishing between monologic and dialogic orientations to meaning-making. This distinction enables a more nuanced interpretation of how different forms of researcher-chatbot interaction are grounded in different epistemological premises. Second, the article provides a transparent empirical illustration of how dialogic interactions with a chatbot can enhance qualitative researchers’ reflexive work.

• Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole; Warwick, Paul; Dolonen, Jan Arild & Ludvigsen, Sten Runar (2026). Thinking together with Talkwall: conceptualizing interactional processes. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2026.2646663. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2025). Collaborative science? Formalism and a unified language: Future directions for computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-025-09448-5. Fulltekst i vitenarkiv
• Mørch, Anders; Ludvigsen, Sten Runar & Gilje, Øystein (2025). Teachers as End-User Developers: Two Case Studies of Adapting Language Models for Education. CEUR Workshop Proceedings. doi: 10.1007/978-3-031-95452-8. Fulltekst i vitenarkiv Vis sammendrag

  The merging of artificial intelligence (AI) and end-user development (EUD) presents great research opportunities, especially where AI, EUD, and education overlap. This paper reports on a collaborative effort with teachers to explore the EUD process of two AI systems in language education. The purpose of the investigation is to contrast two approaches to AI (specialized vs. large language models). We present two case studies: (1) the training of an AI-based writing tool with local data to provide domain-oriented feedback in English as a foreign language (EssayCritic) and (2) the customization of a chatbot for language education through pre-prompting and graphical user interface design (SchoolGPT). Our approach to EUD is to treat an AI system as a flexible, multi-purpose application that can be adapted at various levels to address different educational needs. Our research shows that adaptable AI systems can help educators improve teaching methods and facilitate language learning with EUD, but there are also challenges to consider, including language model size, institutionalizing the end-user developer role, and educational alignment.

• Tjønn, Henrik; Ludvigsen, Sten Runar & Mørch, Anders (2025). Generative AI in Norwegian Classrooms: Differences in Teaching About, With and Through GAI. I Oshima, Jun; Chen, Bodong; Vogel, Freydis & Järvelä, Sanna (Red.), 18th International Conference on Computer-Supported Collaborative Learning (CSCL) 2025: CSCL Proceedings. International Society of the Learning Sciences (ISLS). ISSN 9798990698048. doi: 10.22318/cscl2025.654541. Fulltekst i vitenarkiv Vis sammendrag

  The use of chatbots in classroom teaching presents both challenges and opportunities for students' learning. From a CSCL standpoint, our analysis reveals that many students encounter difficulties in their communication with adapted chatbots, even though the chatbots were designed to support students' work with domain knowledge, in their learning activities. This indicates that teachers need to devote more time and effort to support students' learning processes by balancing the tensions between learning about generative AI and learning with generative AI in various domains. Teachers must carefully consider, select, and remind students about specific lesson aims and relevant content.

• Fostervold, Knut Inge; Reme, Silje Endresen; Strømsø, Helge Ivar & Ludvigsen, Sten Runar (2024). Relationships between study conditions, stress, and perceived health: Studying at university after the COVID-19 lockdown. I McCarthy, Christopher J.; Lynch, R. Jason & DiDonato, Stephen (Red.), Research on College Stress and Coping Implications From the COVID-19 Pandemic and Beyond. Information Age Publishing. ISSN 9798887307329. s. 109–134. Fulltekst i vitenarkiv
• Øvrelid, Egil; Bygstad, Bendik; Ludvigsen, Sten Runar & Dæhlen, Morten (2023). Dual Digitalization: A Framework for Digital Transformations of Higher Education. I Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Red.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 9783031277580. s. 53–74. doi: 10.1007/978-3-031-27758-0_3. Fulltekst i vitenarkiv
• Amundrud, Anja; Christensen, Ingrid; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Exploring the Potential of a Co-Creation Platform for Children and Youth. I Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Red.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815. Fulltekst i vitenarkiv
• Amundrud, Anja; Rasmussen, Ingvill; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Classroom Talk for Learning: Support for and From Microblogging. I Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Red.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815. Fulltekst i vitenarkiv
• Pierroux, Palmyre; Steier, Rolf & Ludvigsen, Sten Runar (2022). Group Creativity in Adolescence: Relational, Material and Institutional Dimensions of Creative Collaboration. The Journal of the Learning Sciences. ISSN 1050-8406. doi: 10.1080/10508406.2022.2025813. Fulltekst i vitenarkiv Vis sammendrag

  Background Studies of group creativity have focused on adults acting in professional settings, with less attention paid to how adolescents collaborate in groups in creative activities. Building on sociocultural perspectives on imagination as a complex capacity in adolescence, this study examines students’ creative-imagining processes and the role of peer influence in group collaboration. Methods The setting of the study is a two-day museum-led workshop on the topic of architecture, which was produced for a national touring program for middle schools. Video data of students’ collaborative interactions comprise the primary data for the analysis. Findings The study identifies material, institutional and relational aspects of group creativity in adolescence. A key finding is how creative influence is socially negotiated when merit-based knowledge and authority in an art domain are not valued. The study also finds that students’ interactions in creative activity may be viewed as evidence of learning processes even without consensus in the group. Contributions This research contributes new understandings of adolescents’ creative-imagining processes and creative influence in arts-based learning activities in middle school. Principles for arts-based learning designs are presented:the appropriateness of materials; designing for knowledge dependency in open-ended tasks; and facilitating productive forms of creative influence.

• Fostervold, Knut Inge; Ludvigsen, Sten Runar & Strømsø, Helge Ivar (2022). Students’ time management and procrastination in the wake of the pandemic. Educational Psychology. ISSN 0144-3410. doi: 10.1080/01443410.2022.2102582. Fulltekst i vitenarkiv Vis sammendrag

  On March 12, 2020, Norwegian universities closed campus areas and reorganised teaching to digital environments due to the COVID-19 pandemic. In a sample of 8,907 university students, we investigated how aspects of students’ self-regulation were affected by their motivation, perceived stress, working conditions, and remote teaching offered in the new and challenging situation. Specifically, we assumed that self-regulation in terms of time management, procrastination, effort regulation, and time for independent studies might be affected. Analyses based on structural equation modelling (SEM) showed that motivation significantly positively predicted time management and effort regulation and that procrastination negatively predicted time management and effort regulation. Students’ perceived stress increased both procrastination and independent study time, whereas remote teaching only weakly reduced procrastination. Students’ physical working conditions slightly affected time management. An important finding of the study is the minor impact of students’ attendance of remote classes on self-regulation.

• Frøytlog, Jo Inge Johansen; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2022). How microblogging affords conditions for realising student voices about the body and sexuality in a science education lesson. Cultural Studies of Science Education. ISSN 1871-1502. 17(3), s. 661–682. doi: 10.1007/s11422-022-10101-y. Fulltekst i vitenarkiv Vis sammendrag

  Empowering students to express their own voices is an important educational aim; yet, the exploration of sensitive topics in discussion-based activities poses particular challenges concerning the realisation of student voices. In consideration of this issue, we analyse how one teacher and his lower secondary students coped with such challenges by using microblogging technology designed specifically for educational purposes. We examine the extent to which this technology affords extended conditions for the aforementioned realisation when ideas about the body and sexuality are presented, shared and justified in a science lesson. Our results illustrate how microblogging contributes to the emergence of new communicative principles of sequentiality that are not present in classroom discussions without digital technology. We argue that these principles are central to why students are ultimately being provided a space for participation wherein conditions for realising their voices about a sensitive topic in Science are extended.

• Bygstad, Bendik; Øvrelid, Egil; Ludvigsen, Sten Runar & Dæhlen, Morten (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education. ISSN 0360-1315. 182. doi: 10.1016/j.compedu.2022.104463. Fulltekst i vitenarkiv Vis sammendrag

  Inspired by the fast digitalization during the Covid-19 crisis, we investigate a key aspect of digital transformation of higher education – the emergence of a digital learning space. In developing our analysis, we focus on two streams of digitalization in higher education; digitalization of education and digitalization of subjects. We call this dual digitalization, which has been an obstacle for digital transformation of the sector, and made it challenging to develop a shared digital space. Our research question is, how can we develop a shared digital learning space in higher education? We conducted our study at the University of Oslo, where we analyzed three phases of digitalization. We identified three underlying forces of the digital learning space. First, the alignment of digital education and digital subjects provided a technical foundation. Second, the digital learning space was enacted and harnessed by redefinition of roles between students and teachers, allowing for new and deeper learning forms. And third, the digital learning space enables universities to transcend the physical and institutional borders, and engage in interactions with the broader society.

• Omland, Maren; Ludvigsen, Sten Runar & Rødnes, Kari Anne (2022). The role of querying: Investigating subject-oriented meaning-making. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2021.100599. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates how students in a 10th-grade class used querying in subject-oriented meaning-making. We combine thematic analysis of a video-recorded learning trajectory comprising eight lessons in social science, with interaction analyses of selected episodes. We investigate how querying may prove productive and we aim to identify teaching strategies that are conducive to such querying. The findings suggest that querying can lead to cognitively demanding coordination and enhance an evaluative epistemic stance. We found the use of a microblogging tool to be productive in facilitating querying by displaying contrasting ideas and mediating uptake in whole-class conversations. Strategies to obtain productive querying are related to the teacher's assignments and uptake of students' contributions, as well as the teacher allowing students space to explore.

• Baker, Michael J.; Schwarz, Baruch B. & Ludvigsen, Sten Runar (2021). Educational dialogues and computer supported collaborative learning: critical analysis and research perspectives. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-021-09359-1. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Lund, Kristine & Oshima, June (2021). A Conceptual Stance on CSCL History, International Handbook of Computer-Supported Collaborative Learning. Springer Nature. ISSN 9783030652906. s. 45–64. Fulltekst i vitenarkiv
• Rege, Mari; Hanselman, Paul; Solli, Ingeborg Caroline Foldøy; Dweck, Carol S.; Ludvigsen, Sten Runar & Bettinger, Eric Perry [Vis alle 11 forfattere av denne artikkelen] (2020). How can we inspire nations of learners? Investigating growth mindset and challenge-seeking in two countries. American Psychologist. ISSN 0003-066X. doi: 10.1037/amp0000647. Fulltekst i vitenarkiv Vis sammendrag

  Here we evaluate the potential for growth mindset interventions (which teach students that intellectual abilities can be developed) to inspire adolescents to be “learners”—that is, to seek out challenging learning experiences. In a previous analysis, the U.S. National Study of Learning Mindsets (NSLM) showed that a growth mindset could improve the grades of lower-achieving adolescents, and, in an exploratory analysis, increase enrollment in advanced math courses across achievement levels. Yet the importance of being a “learner” in today’s global economy requires clarification and replication of potential challenge-seeking effects, as well as an investigation of the school affordances that make intervention effects on challenge-seeking possible. To this end, the present paper presents new analyses of the U.S. NSLM (N = 14,472) to (a) validate a standardized, behavioral measure of challenge-seeking (the “make-a-math worksheet” task), and (b) show that the growth mindset treatment increased challenge-seeking on this task. Second, a new experiment conducted with nearly all schools in two counties in Norway, the U-say experiment (N = 6,541), replicated the effects of the growth mindset intervention on the behavioral challenge-seeking task and on increased advanced math course-enrollment rates. Treated students took (and subsequently passed) advanced math at a higher rate. Critically, the U-say experiment provided the first direct evidence that a structural factor—school policies governing when and how students opt in to advanced math—can afford students the possibility of profiting from a growth mindset intervention or not. These results highlight the importance of motivational research that goes beyond grades or performance alone and focuses on challenge-seeking. The findings also call attention to the affordances of school contexts that interact with student motivation to promote better achievement and economic trajectories.

• Rasmussen, Ingvill; Kjærnsli, Marit; Jensen, Fredrik & Ludvigsen, Sten Runar (2020). Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater. Acta Didactica Norden (ADNO). doi: 10.5617/adno.7862. Fulltekst i vitenarkiv Vis sammendrag

  I PISA 2015 undersøkes elevers ferdigheter i problemløsing ved samarbeid. Problemløsing ved samarbeid er en innovativ del av PISA-undersøkelsen og kommer i tillegg til lesing, matematikk og naturfag. Den innovative delen bygger på problemer og samarbeidssituasjoner som elever i 15-årsalderen møter i og utenfor skolen. I denne prøven løser elever oppgaver og samarbeider via en forhåndsprogrammert chat i en virtuell verden. Norske elever presterer på OECD-gjennomsnittet i problemløsing ved samarbeid, mens de presterer over gjennomsnittet i lesing, matematikk og naturfag. Denne artikkelen bidrar med en diskusjon av teorien som ligger til grunn for rammeverket, oppgavene og resultatene til norske elever i lys av annen forskning om problemløsing ved samarbeid.

• Ludvigsen, Sten Runar; Warwick, Paul; Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole & Major, Louis (2019). Learning as Gap-Closing In and Across Subject: Digitalised Dialogues Across the Curriculum. I Makitalo, Åsa; Nicewong, Todd E. & Elam, Mark (Red.), Designs for Experimentation and Inquiry. Approaching Learning and Knowing in Digital Transformation. Routledge. ISSN 9781138592711. s. 31–49. doi: 10.4324/9780429489839. Fulltekst i vitenarkiv Vis sammendrag

  High-quality classroom dialogues improve students’ capacities to learn school subjects and help them develop more general skills such as collaboration and critical thinking. In this chapter, we take a sociocultural stance toward learning and cognition. “Gap-closing” is used as a key concept to understand and explain why and how teachers and students interact in order to advance students’ agency. To effectively enhance classroom dialogues, teachers need to use language in specific ways, which can be supported by digital tools like Talkwall. Talkwall is a web-based micro-blogging tool that enables students to send short text messages during classroom discussions with their tablets or mobile phones. Their contributions are then shared and represented visually; the developing ideas are connected in a digital representation that participants can continually refer to throughout the dialogue, keeping each idea present and available for the whole class. Talkwall is designed to support the movement of classroom dialogues between teacher-led, whole-class discussions and small, student-group discussions. The empirical illustration used in this chapter is based on an interaction analysis of how students and teachers use rap lyrics to learn literary methods and concepts.

• Rasmussen, Ingvill; Amundrud, Anja Skrepstad & Ludvigsen, Sten Runar (2019). Establishing and maintaining joint attention in classroom dialogues: Digital technology, microblogging and ground rules. I Mercer, Neil; Wegerif, Rupert & Major, Louis (Red.), The Routledge International Handbook of Research on Dialogic Education. Routledge. ISSN 9780429441677. s. 410–423. doi: 10.4324/9780429441677. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar & Steier, Rolf (2019). Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 14(4), s. 415–423. doi: 10.1007/s11412-019-09312-3. Fulltekst i vitenarkiv
• Cheng, Britte Haugan; Gresalfi, Melissa; Bell, Amanda; Brady, Corey; Vogelstein, Lauren & Damsa, Crina I. [Vis alle 18 forfattere av denne artikkelen] (2019). Theorizing and measuring collective productive disciplinary engagement. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, s. 775–782. Fulltekst i vitenarkiv
• Dolonen, Jan Arild; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2019). Microblogging for joint construction of meaning in the classroom. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, s. 965–966. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar & Nerland, Monika (2018). Learning at work: Social practices and units of analysis. I Fischer, Frank; Hmelo-Silver, Cindy E.; Goldman, Susan R. & Reimann, Peter (Red.), International Handbook of the Learning Sciences. Routledge. ISSN 9781138670594. s. 147–156. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Cress, Ulrike; Rose, Carolyn P.; Law, Nancy & Stahl, Gerry (2018). Developing understanding beyond the given knowledge and new methodologies for analyses in CSCL. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-018-9291-0. Fulltekst i vitenarkiv Vis sammendrag

  In schools and educational settings, students increasingly need to learn content and perspectives that are not given as part of the curriculum. When working with digital resources embedded in digital environments and infrastructures, students’ and teachers’ tasks often become more complex and need more social and cognitive framing. The sequential organization of textbooks has historically provided teachers and students with well-established structures for student actions. However, when other resources become more important, designers, teachers, and students need to establish additional forms of supports and scaffolds for learning. The first two papers in this issue address this theme, focusing on how to support students in their work with digital resources. The other two papers look at important methodological issues in computer-supported collaborative learning to analyze and describe collaborative work. The third paper problematizes the coding-and-counting approach in CSCL and provides an alternative method for analyzing and understanding temporality in learning. The authors of this paper argue that epistemic network analysis offers a better account of how learning emerges over time than coding-and- counting. The fourth paper argues for the importance of a well-formulated theoretical framework in CSCL research, and demonstrates that different approaches to big data methods can shed light on learning and knowledge development in CSCL when framed using sociocognitive conflicts and productive friction as the main concepts. © International Society of the Learning Sciences, Inc. 2018

• Jacobson, Michael J.; Reimann, Peter; Kapur, Manu; Ludvigsen, Sten Runar; Vosniadou, Stella & Barab, Sasha [Vis alle 8 forfattere av denne artikkelen] (2018). Rising above? Implications of complexity for theories of learning. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 2(2018-June), s. 1328–1333. Fulltekst i vitenarkiv Vis sammendrag

  A recent article—Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning—analyzed the long-running cognitive versus situative learning debate and proposes that a Complex Systems Conceptual Framework of Learning (CSCFL) could provide a principled way to achieve a theoretical rapprochement. In this session, we bring together major educational and learning theoreticians for cognitive, situative, embodied, and socio-cultural perspectives to consider, debate, and to perhaps (or not) “rise above” currently engaged major issues, debates, and disagreements that fundamentally influence educational research in a wide range of areas.

• Ludvigsen, Sten Runar; Cress, Ulrike; Law, Nancy; Stahl, Gerry & Rose, Carolyn P. (2018). Multiple forms of regulation and coordination across levels in educational settings. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. s. 1–6. doi: 10.1007/s11412-018-9274-1. Fulltekst i vitenarkiv
• Major, Louis; Warwick, Paul; Rasmussen, Ingvill; Ludvigsen, Sten Runar & Cook, V (2018). Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. 23(5), s. 1995–2028. doi: 10.1007/s10639-018-9701-y. Fulltekst i vitenarkiv Vis sammendrag

  This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

• Bettinger, Eric Perry; Ludvigsen, Sten Runar; Rege, Mari; Solli, Ingeborg Foldøy & Yeager, David S. (2018). Increasing perseverance in math: Evidence from a field experiment in Norway. Journal of Economic Behavior and Organization. ISSN 0167-2681. 146, s. 1–15. doi: 10.1016/j.jebo.2017.11.032. Fulltekst i vitenarkiv Vis sammendrag

  Research by psychologists and economists demonstrates that many non-cognitive skillsare malleable in both children and adolescents, but we have limited knowledge on what schools can do to foster these skills. In a field experiment requiring real effort, we investigate how schools can increase students’ perseverance in math by shaping students’ beliefs intheir abilities to learn, a concept referred to by psychologists as “mindset.” Using protocols adapted from psychology, we experimentally manipulate students’ beliefs in their ability to learn. Three weeks after our treatment, we find persistent treatment effects on students’perseverance and academic performance in math. When investigating subsamples, we find that students, who prior to the experiment had less of a belief in their ability to learn, generate the treatment effect. The findings suggest that a low-cost intervention focused onstudents’ mindset can improve students’ engagement and performance.

• Rose, Carolyn P.; Ludvigsen, Sten Runar; Law, Nancy; Cress, Ulrike & Stahl, Gerry (2017). Divisive or facilitative: The two faces of technology in CSCL. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. s. 1–6. doi: 10.1007/s11412-017-9265-7. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar & Arnseth, Hans Christian (2017). Computer-Supported Collaborative Learning. I Duval, Erik; Sharples, Mike & Sutherland, Rosamund (Red.), Technology Enhanced Learning. Research Themes. Springer. ISSN 9783319025995. s. 47–58. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Jeong, Heisawn; Hmelo-Silver, Cindy E.; Law, Nancy; Cress, Ulrike & Reiman, Peter [Vis alle 8 forfattere av denne artikkelen] (2016). Future of the CSCL community. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 1, s. 16–23. Fulltekst i vitenarkiv
• Norenes, Svein Olav & Ludvigsen, Sten Runar (2016). Language use and participation in discourse in the mathematics classroom: When students write together at an online website. Learning, Culture and Social Interaction. ISSN 2210-6561. 11, s. 66–84. doi: 10.1016/j.lcsi.2016.05.003. Fulltekst i vitenarkiv
• Damsa, Crina I. & Ludvigsen, Sten Runar (2016). Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction. ISSN 2210-6561. 11, s. 1–18. doi: 10.1016/j.lcsi.2016.03.001. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Stahl, Gerry; Law, Nancy & Cress, Ulrike (2015). From the editors: Collaboration and the formation of new knowledge artifacts. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-015-9211-5. Fulltekst i vitenarkiv
• Donnelly, Dermot; Linn, Marcia C. & Ludvigsen, Sten Runar (2014). Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students. Review of Educational Research. ISSN 0034-6543. 84(4), s. 572–608. doi: 10.3102/0034654314546954. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar & Nerland, Monika (2014). Knowledge Sharing in Professions: Working Creatively with Standards in Local Settings. I Sannino, Annalisa & Ellis, Vivian Thomas (Red.), Learning and Collective Creativity. Activity-Theoretical and Sociocultural Studies. Routledge. ISSN 9780415657105. s. 116–131. Fulltekst i vitenarkiv
• Stahl, Gerry; Ludvigsen, Sten Runar; Law, Nancy & Cress, Ulrike (2014). CSCL artifacts. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-014-9200-0. Fulltekst i vitenarkiv
• Stahl, Gerry; Cress, Ulrike; Ludvigsen, Sten Runar & Law, Nancy (2014). Dialogic foundations of CSCL. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 9(2), s. 117–125. doi: 10.1007/s11412-014-9194-7. Fulltekst i vitenarkiv
• Damsa, Crina-Ioana; Ludvigsen, Sten Runar & Andriessen, Jerry (2013). Knowledge co-construction - epistemic consensus or relational assent? I Andriessen, Jerry (Red.), Affective Learning together. Social and emotional dimensions of collaborative learning. Routledge. ISSN 9780415696876. s. 97–119. Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Ludvigsen, Sten Runar (2013). Analysing design suggestions and use of resources in co-design of educational software: A case study. CoDesign - International Journal of CoCreation in Design and the Arts. ISSN 1571-0882. 9(4), s. 247–265. doi: 10.1080/15710882.2013.853086. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar & Ulfsnes, Kari-Anne (2013). Forskerskoler som modeller for forskerutdanning: Progresjon og utvikling av ekspertise. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 36(4), s. 65–83. doi: 10.3402/uniped.v36i4.23144. Fulltekst i vitenarkiv Vis sammendrag

  I de senere årene har forskerskoler blitt fremhevet som en mulig løsning på ulike utfordringer innenfor forskerutdanningen. På bakgrunn av erfaringer med to forskerskoler innenfor utdanningsvitenskap, vil vi i denne artikkelen belyse to problemstillinger: Hvordan kan man organisere læringsforløpet til ph.d.-kandidatene slik at det støtter deres progresjon? Og hva må forskerutdanningen inneholde for at ph.d.-kandidatene skal utvikle tilstrekkelig ekspertise innenfor et avgrenset kunnskapsområde? For å skape progresjon, bør utdanningsprogrammet bidra til å gi struktur og angi faglig retning. Videre må utdanningselementene være relevante for avhandlingsarbeidet. I tillegg kan progresjon fremmes gjennom seminarer, der utviklingen av tekster og artikler følges opp. Argumentet om at forskerskoler bør bygge på gode forskningsmiljøer har stått sentralt i utredningen av ulike modeller for forskerutdanning i Norge. Ett aspekt som har fått økende oppmerksomhet er betydningen av å oppnå en tilstrekkelig grad av spesialisering. Uten utvikling av en slik ekspertise, vil ph.d.-kandidatene ikke kunne publisere internasjonalt og delta i forskningsfellesskap. Ved Det utdanningsvitenskapelige fakultet har man de siste 10 årene utviklet flere typer forskerskoler. I denne artikkelen tar vi utgangspunkt i den UiO-finansierte, tematisk avgrensede forskerskolen «Læring, kommunikasjon og IKT» (2004–2008) og den NFR-finansierte nasjonale forskerskolen i utdanningsvitenskap, NATED (2008–2016), hvor ph.d.-kandidatene deltar i faglige aktiviteter organisert i fire spor. Metodene som brukes for å besvare problemstillingene omfatter intervjuer, spørreskjema og refleksjoner vedrørende de to ulike forskerskolene. Resultatene viser at man kan oppnå nødvendig spesialisering, høy kvalitet, høy tilfredshet og høy relevans ved bruk av forskerskoler som virkemiddel i forskerutdanningen. Begge forskerskolene har tilrettelagt for internasjonal publisering.

• Pierroux, Palmyre & Ludvigsen, Sten Runar (2013). Communication Interrupted: Textual Practices and Digital Interactives in Art Museums. I Drotner, Kirsten & Schrøder, Kim Christian (Red.), The Connected Museum: Social Media and Museum Communication. Routledge. ISSN 9780415833189. s. 153–176. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen; Kluge, Anders & Ludvigsen, Sten Runar (2013). Student sensemaking with science diagrams in a computer-based setting. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 8(1), s. 41–64. doi: 10.1007/s11412-013-9165-4. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar (2012). What counts as knowledge: learning to use categories in computer environments. Learning, Media and Technology. ISSN 1743-9884. 37(1), s. 40–52. doi: 10.1080/17439884.2011.573149. Fulltekst i vitenarkiv
• Børte, Kristin; Ludvigsen, Sten Runar & Mørch, Anders Irving (2012). The role of social interaction in software effort estimation: Unpacking the "magic step" between reasoning and decision-making. Information and Software Technology. ISSN 0950-5849. 54(9), s. 985–996. doi: 10.1016/j.infsof.2012.03.002. Fulltekst i vitenarkiv Vis sammendrag

  This paper examines the use of concepts in software effort estimation by analysing group work as communicative practice. The objective is to improve our understanding of how software professionals invoke different types of knowledge when talking, reasoning and reaching a decision on a software effort estimate.

• Krange, Ingeborg; Moen, Anne & Ludvigsen, Sten Runar (2012). Computer-based 3D simulation: a study of communication practices in a trauma team performing patient examination and diagnostic work. Instructional Science. ISSN 0020-4277. 40(5), s. 829–847. doi: 10.1007/s11251-012-9214-9. Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Ludvigsen, Sten Runar (2012). Analyzing students' interaction with a 3D geometry learning tool and their teacher. Learning, Culture and Social Interaction. ISSN 2210-6561. 1(3-4), s. 167–182. doi: 10.1016/j.lcsi.2012.08.002. Fulltekst i vitenarkiv

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• Ludvigsen, Sten Runar & Arnseth, Hans Christian (2017). Computer-Supported Collaborative Learning. Springer. ISBN 9783319025995. 11 s. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Nortvedt, Guri A.; Petterson, Astrid; Sollerman, Samuel; Olafsson, Ragnar F. & Taajamo, Matti [Vis alle 9 forfattere av denne artikkelen] (2016). Northern Lights on PISA and TALIS. Nordisk ministerråd. ISBN 9789289345217. 216 s. Fulltekst i vitenarkiv
• Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy; Tchounikine, Pierre & Ludvigsen, Sten Runar (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL). Vol. 1. International Society of the Learning Sciences. ISBN 9780990355069. 533 s. Fulltekst i vitenarkiv
• Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy & Ludvigsen, Sten Runar (2015). Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. International Society of the Learning Sciences (ISLS). ISBN 9780990355069. 956 s. Fulltekst i vitenarkiv
• Kluge, Anders; Krange, Ingeborg; Ludvigsen, Sten Runar; Lantz-Andersson, Annika & Säljö, Roger (2014). Lärarens roll och design av lärandemiljöer i Lärare i den uppkoblade skolan. Gleerups Utbildning AB. ISBN 9789140687159. 259 s. Fulltekst i vitenarkiv

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• Tjønn, Henrik; Ludvigsen, Sten Runar & Mørch, Anders (2026). Generativ kunstig intelligens i skolen – ulike fag krever ulik tilnærming. Bedre Skole. ISSN 0802-183X. Fulltekst i vitenarkiv
• McKenna, Thomas J; Rasmussen, Ingvill; Ludvigsen, Sten Runar; Arvatz, Avivit; Asterhan, Christa & Chen, Gaowei [Vis alle 18 forfattere av denne artikkelen] (2025). Report from Workshop on Dialogue alongside Artificial Intelligence. doi: 10.48550/ARXIV.2511.05625. Fulltekst i vitenarkiv Vis sammendrag

  Educational dialogue -- the collaborative exchange of ideas through talk -- is widely recognized as a catalyst for deeper learning and critical thinking in and across contexts. At the same time, artificial intelligence (AI) has rapidly emerged as a powerful force in education, with the potential to address major challenges, personalize learning, and innovate teaching practices. However, these advances come with significant risks: rapid AI development can undermine human agency, exacerbate inequities, and outpace our capacity to guide its use with sound policy. Human learning presupposes cognitive efforts and social interaction (dialogues). In response to this evolving landscape, an international workshop titled "Educational Dialogue: Moving Thinking Forward" convened 19 leading researchers from 11 countries in Cambridge (September 1-3, 2025) to examine the intersection of AI and educational dialogue. This AI-focused strand of the workshop centered on three critical questions: (1) When is AI truly useful in education, and when might it merely replace human effort at the expense of learning? (2) Under what conditions can AI use lead to better dialogic teaching and learning? (3) Does the AI-human partnership risk outpacing and displacing human educational work, and what are the implications? These questions framed two days of presentations and structured dialogue among participants.

• Olafsen, Marie Ydstie; Ludvigsen, Sten Runar & Mørch, Anders (2024). Pre-prompting as AI-didactics:  Building AI-literacy in dialogue with subject-specific chatbots. Fulltekst i vitenarkiv
• Tjønn, Henrik; Ludvigsen, Sten Runar & Mørch, Anders (2024). Bruk av KI i grunnskolen − hvordan utforme undervisningsopplegg. Bedre Skole. ISSN 0802-183X. s. 73–78. Fulltekst i vitenarkiv
• Touileb, Samia; Schjøll, Anita; Throndsen, Eivind; Solberg, Per Erik & Ludvigsen, Sten Runar (2023). The Ethics of Large Language Models. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Erstad, Ola Andres & Aalbergsjø, Siv Gundrosen (2023). Panelsamtale om samarbeidslæring og teknologi i undervisning. Fulltekst i vitenarkiv
• Frøytlog, Jo Inge Johansen; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2021). How microblogging affords conditions for the realisation of student voices about sensitive topics. Fulltekst i vitenarkiv
• Rosé, Carolyn; Järvelä, Sanna & Ludvigsen, Sten Runar (2020). Experiencing CSCL: from motivation to the embodied experience and beyond. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-020-09319-1. Fulltekst i vitenarkiv
• Dolonen, Jan Arild; Ludvigsen, Sten Runar & Rasmussen, Ingvill (2019). Microblogging for joint construction of meaning in the classroom. Fulltekst i vitenarkiv
• Rose, Carolyn P.; Law, Nancy; Cress, Ulrike & Ludvigsen, Sten Runar (2019). Highlighting tools and technologies for collaborative learning. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 14, s. 1–6. doi: 10.1007/s11412-019-09297-z. Fulltekst i vitenarkiv
• Cress, U.; Rosé, C.P.; Law, N. & Ludvigsen, Sten Runar (2019). Investigating the complexity of computer-supported collaborative learning in action. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 14(2), s. 137–142. doi: 10.1007/s11412-019-09305-2. Fulltekst i vitenarkiv
• Bettinger, Eric Perry; Ludvigsen, Sten Runar; Rege, Mari; Solli, Ingeborg Caroline Foldøy & Yeager, David S. (2019). Increasing Perseverance in Math: Evidence from a Field Experiment in Norway*. Fulltekst i vitenarkiv
• Bettinger, Eric Perry; Ludvigsen, Sten Runar; Rege, Mari; Solli, Ingeborg Caroline Foldøy & Yeager, David S. (2019). Increasing Perseverance in Math: Evidence from a Field Experiment in Norway. Fulltekst i vitenarkiv
• Major, Louis; Warwick, Paul; Rasmussen, Ingvill; Ludvigsen, Sten Runar & Cook, V (2019). Correction to: Classroom dialogue and digital technologies: a scoping review (Education and Information Technologies, (2018), 23, 5, (1995-2028), 10.1007/s10639-018-9701-y). Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. s. 1–2. doi: 10.1007/s10639-019-09902-6. Fulltekst i vitenarkiv
• Dolonen, Jan Arild & Ludvigsen, Sten Runar (2018). Critical thinking and problem solving in a changing world: PROBE - Assessment and teaching. Fulltekst i vitenarkiv
• Rege, Mari; Yeager, David S. & Ludvigsen, Sten Runar (2018). Hvordan utvikle en skole som fostrer lærende tankesett? Fulltekst i vitenarkiv
• Rege, Mari; Solli, Ingeborg Foldøy; Yeager, David S.; Bettinger, Eric Perry & Ludvigsen, Sten Runar (2018). Shaping student’s beliefs in their abilities to learn: Evidence from a large scale field experiment in Norway. Fulltekst i vitenarkiv
• Law, Nancy; Rose, Carolyn P.; Cress, Ulrike & Ludvigsen, Sten Runar (2018). Different technologies, methodologies and epistemologies?is CSCL a community or communities? International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 13(2), s. 131–136. doi: 10.1007/s11412-018-9280-3. Fulltekst i vitenarkiv
• Bettinger, Eric Perry; Ludvigsen, Sten Runar; Rege, Mari; Solli, Ingeborg Foldøy & Yeager, David S. (2018). Increasing Perseverance in Math: Evidence from a Field Experiment in Norway. Fulltekst i vitenarkiv
• Bettinger, Eric Perry; Ludvigsen, Sten Runar; Rege, Mari; Solli, Ingeborg Foldøy & Yeager, David S. (2018). Increasing Perseverance in Math: Evidence from a Field Experiment in Norway. Fulltekst i vitenarkiv
• Rege, Mari; Solli, Ingeborg Foldøy; Yeager, David; Bettinger, Eric Perry & Ludvigsen, Sten Runar (2018). Shaping student’s beliefs in their abilities to learn: Evidence from a large scale field experiment in Norway. Fulltekst i vitenarkiv
• Bettinger, Eric Perry; Ludvigsen, Sten Runar; Rege, Mari; Solli, Ingeborg Foldøy & Yeager, David S. (2018). Increasing Perseverance in Math: Evidence from a Field Experiment in Norway. Fulltekst i vitenarkiv
• Rege, Mari; Solli, Ingeborg Foldøy; Yeager, David S.; Bettinger, Eric Perry & Ludvigsen, Sten Runar (2018). Shaping student’s beliefs in their abilities to learn: Evidence from a large scale field experiment in Norway. Fulltekst i vitenarkiv
• Rege, Mari; Solli, Ingeborg Foldøy; Yeager, David S.; Bettinger, Eric Perry & Ludvigsen, Sten Runar (2018). Shaping student’s beliefs in their abilities to learn: Evidence from a large scale field experiment in Norway. Fulltekst i vitenarkiv
• Bettinger, Eric Perry; Ludvigsen, Sten Runar; Rege, Mari; Solli, Ingeborg Caroline Foldøy & Yeager, David S. (2018). Increasing Perseverance in Math: Evidence from a Field Experiment in Norway. Fulltekst i vitenarkiv
• Gilje, Øystein; Landfald, Ørjan Flygt & Ludvigsen, Sten Runar (2018). Dybdelæring – historisk bakgrunn og teoretiske tilnærminger. Bedre Skole. ISSN 0802-183X. 2018(4). Fulltekst i vitenarkiv
• Rege, Mari; Solli, Ingeborg Foldøy; Ludvigsen, Sten Runar; Bettinger, Eric Perry & Yeager, David S. (2017). Increasing Perseverance in Math: Evidence from a Field Experiment in Norway. Economics of Child Development. Fulltekst i vitenarkiv
• Bettinger, Eric Perry; Rege, Mari; Solli, Ingeborg Foldøy; Ludvigsen, Sten Runar & Yeager, David S. (2017). Increasing Perseverance in Math: Evidence from a Field Experiment in Norway. Fulltekst i vitenarkiv
• Law, Nancy; Ludvigsen, Sten Runar; Cress, Ulrike & Rose, Carolyn P. (2017). Fostering targeted group practices as a Core focus for CSCL task and technology design. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 12(1), s. 1–7. doi: 10.1007/s11412-017-9253-y. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Cress, Ulrike; Law, Nancy; Stahl, Gerry & Rose, Carolyn P. (2017). Future direction for the CSCL field: Methodologies and eight controversies. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 12(4), s. 337–341. doi: 10.1007/s11412-017-9268-4. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Law, Nancy; Rose, Carolyn P. & Stahl, Gerry (2017). Frameworks for mass collaboration, adaptable scripts, complex systems theory, and collaborative writing. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 12(2), s. 127–131. doi: 10.1007/s11412-017-9257-7. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar (2016). Introduction. Comparative studies of the Nordic countries: implications for educational policy, Northern Lights on PISA and TALIS. Nordisk ministerråd. ISSN 9789289345217. s. 11–25. Fulltekst i vitenarkiv
• Rødnes, Kari Anne; Rasmussen, Ingvill; Ludvigsen, Sten Runar; Smørdal, Ole & Frøytlog, Jo Inge Johansen (2016). Digitalised Dialogues Across the Curriculum (DiDiAC): Design-based interventions for developing 21st-century skills. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar (2016). CSCL towards the future: The second decade of ijCSCL. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 11(1), s. 1–7. doi: 10.1007/s11412-016-9230-x. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar (2016). CSCL: connecting the social, emotional and cognitive dimensions. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 11(2), s. 115–121. doi: 10.1007/s11412-016-9236-4. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Cress, Ulrike; Law, Nancy; Rose, Carolyn P. & Stahl, Gerry (2016). Future-looking conversations in CSCL. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 11(3), s. 255–262. doi: 10.1007/s11412-016-9242-6. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Cress, Ulrike; Law, Nancy; Rosé, Carolyn P. & Stahl, Gerry (2016). Collaboration scripts and scaffolding. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 11(4), s. 381–385. doi: 10.1007/s11412-016-9247-1. Fulltekst i vitenarkiv
• Stahl, Gerry; Cress, Ulrike; Law, Nancy & Ludvigsen, Sten Runar (2014). Analyzing the multidimensional construction of knowledge in diverse contexts. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 9(1), s. 1–6. doi: 10.1007/s11412-014-9189-4. Fulltekst i vitenarkiv
• Stahl, Gerry; Law, Nancy; Cress, Ulrike & Ludvigsen, Sten Runar (2014). Analyzing roles of individuals in small-group collaboration processes. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 9(4), s. 365–370. doi: 10.1007/s11412-014-9204-9. Fulltekst i vitenarkiv
• Bjørnestad, Elisabeth; Arnseth, Hans Christian & Ludvigsen, Sten Runar (2013). Kunnskapsløftet-hva sier forskningen. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 351–354. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar (2012). Special Issue: Collaborating with digital tools and peers in medical education: cases and simulations as interventions in learning Commentary. Instructional Science. ISSN 0020-4277. 40(5), s. 849–855. doi: 10.1007/s11251-012-9233-6. Fulltekst i vitenarkiv
• Kluge, Anders; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2018). Testing and Teaching Critical Thinking and Problem Solving in a Changing World. Summative report from the PROBE-project: Critical thinking and problem-solving skills in a changing world. An approach to the design of classroom-based assessment and teaching. Universitetet i Oslo. Fulltekst i vitenarkiv
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: ASSESSMENT FRAMEWORK. Universitetet i Oslo. Fulltekst i vitenarkiv
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: A Formative Report of the Conceptualization, Assessment, and Implementation of Critical Thinking Skills in 21st Century Education. Universitetet i Oslo. Fulltekst i vitenarkiv
• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Aanesland, Torunn Strømme & Zacharia, Zacharias [Vis alle 28 forfattere av denne artikkelen] (2012). SCY Summative evaluation report DIX.4. European Commission (SCY - Project number IST-212814). Fulltekst i vitenarkiv

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