Senior researchers and Ph.D. students lead and participate in national, and international research projects and networks.
This interdisciplinary project brings together scholars to study institutionalized childhoods of the Nordic countries. Through the lens of the “Nordic childhoods” and its institutions, the aim is to understand the history, present challenges and future sustainability of the lived Nordic model by contrastive and comparative research on the “Nordic institutionalized childhoods.” By “Nordic institutionalised childhoods” we mean both the values (ideals) of the Nordic model as related to upbringing and formation of future citizens, but also the perception and the lived implementation of these values by families and formal institutions (i.e. kindergartens, schools, other state institutions and media—increasingly digital technologies). Understanding the ideals and describing the processes of socialisation of the Nordic model citizen require a critical focus on the individual practices that take place within significant welfare institutions of the Nordic countries, within the family, and in the relations between them.
Learning Objects supporting Constructivism and 21st Century Skills (LOC21)
The first line of development focuses on learning objects (LO) and the LMS market, inspired by the idea of a learning object economy advocating sharing and reusing learning objects. The second line of development focuses on the competencies and skills for the 21st century learners, which we argue is strongly associated with the ideas of constructivism (in particular socio-constructivism) and deep learning. The two lines of development have a long history independent of each other, and have drawn in different if not opposite (un coordinated) directions. We believe the future learning management platforms (LMS) will benefit by taking advantage of integrated efforts for mutual benefit. We aim to accomplish this by suggesting a set of design principles that is grounded in learning theory, on one end, and emerging from empirical research on the other.
In the “Kodesnakk” (“code talk”) project we are studying how interactive “screencasts” can be produced and used by students and teachers in programming subjects in years 8-10 (ungdomsskole) and 11-13 (videregående skole).
U-say er et innovasjonsprosjekt i videregående skole, der forskere gjerne vil høre hva ungdom tenker om egen utdanning. Det gjøres i form av et dataprogram der elever lærer om hjernen og hjerneforskning, samtidig som de reflekterer over det å starte på videregående skole.
This project aims to further knowledge of the way in which early years settings and non-formal learning spaces can offer meaningful digital experiences that develop children’s digital literacy and creative knowledge and skills. The emphasis is on digital makerspaces, spaces in which young children can use a range of digital technologies, in addition to non-digital tools and hardware, to create new artefacts and also to reconstruct exisiting artefacts – thus, making, hacking and tinkering. The project explores the potential of makerspaces for the development of young children’s digital literacy learning and for enhancing children’s creativity and creative design skills.
Co-constructing city futures (3C) address participation in the construction of ideas and visions for city futures. The project was initiated in a sandpit process addressing the green shift by developing projects that lead to radical and bold solutions and concepts for future cities.
The DiDiAC project commenced in April 2016 to develop new knowledge to help understand how students learn in contemporary digitalised schools and across three key knowledge domains – language, social science and natural science.
The aim of the Cultural Heritage Mediascapes project is to deepen our understanding of how digitization and participatory models are transforming knowledge practices in museums and archives. A shared focus in the project is on young people's contributions to digital cultural heritage, and on the implications of interest-driven learning environments for policy and research in the cultural sector.
The overall goal in this project is to contribute to competence building among teachers and rehabilitation workers who serve persons with sensory impairment in East Africa.
Supervisor: Ingvill Rasmussen
Supervisors: Palmyre Pierroux and Line Esborg
Young children's use of digital tools across home and pre-school
Supervisors: Kenneth Silseth and Hans Christian Arnseth
Developing norms of engagement to promote productive dialogues using Talkwall
Supervisors: Ingvill Ramsussen og Ole Smørdal
STEAM in the Library. A cultural-historical approach on the adoption of maker-practice in a Norwegian public library
Supervisors: Hans Christian Arnseth and Palmyre Pierroux
Leveraging learning analytics to support learning design choices
Supervisors: Anders Kluge and Anders Mørch
Conflicting Ideals in Nordic Parenting: An Enquiry into Narratives of Intensive Parenting and Child Autonomy
Supervisors: Kristinn Hegna
Past Projects (selected)
This BIA project has the aim of developing concepts and innovative tools for understanding visitor engagement in science centers and museums. The consortium includes participants from the University of Oslo, Norsk Regnesentral, Expology, Norsk Teknisk Museum, Norsk Maritimt Museum and Engineerium.
Researcher: Palmyre Pierroux
Investigating knowledge practices in and out of school - How and what do young people learn when they participate in organized sports or in online communities? Can teachers make use of such out-of school learning, and will it make school learning more engaging for students? These are some of the questions that motivate the research project KnowMo. The KnowMo project aims to develop understanding of the differences and similarities between learning processes in different contexts. A practical objective is to investigate and suggest how teachers can draw on young people’s out-of-school experiences in ways productive for school learning.
Project Leader: Ola Erstad
The research project Ark & App investigates the use of teaching aids in planning, implementating and evaluating teaching in four subjects in basic education, math, science, English and social studies. Through 12 case studies, we observe how teaching aids are used in teaching programw, with particular emphasis on how different teaching materials create involvement and various forms of interaction between teacher and student. Pre-posttests are also used to identify student learning with the choice of various teaching aids
Project Leader: Øystein GIlje
This pre-project investigates pedagogical models linked with the use of gamification in foreign language teaching. It will bring together schools, researchers and developers to create new innovative strategies to engage students in their learning. How can gamification participates in changing schools in order to give more agency to the students as well as making them more engaged in their own learning processes?
Researcher: Ola Erstad
The primary objectives of MIRACLE are to develop knowledge about what characterizes science learning and instruction when a mixed reality actiivity is used for educational purposes. MIRACLE delivers models of learning spaces for a mixed reality set up that seamlessly ties together different settings: the school, the web, and the museum. The project provides knowledge and inspiration for designing an educational program that utilizes the Internet of the future.
Project Leader: Ingeborg Krange
The overarching idea in Observe is to develop an existing prototype from the CONTACT project into a market-ready product used to conduct visitor studies in museums, cultural heritage organizations and other institutions in the cultural sector. The aim is to introduce a new standard of practice in the field of visitor studies at a national level. Observe is a 1-year project, 2013–2014.
Project Leader: Palmyre Pierroux
Research in CONTACT investigated the design and use of digital and social media in museums and cultural heritage organizations. 'Problems in practice' and 'anticipating change' related to new ICTs, identified in collaboration with our different museum partners, framed the development of research activities in CONTACT. The total funding was NOK 12 million.
Project Leader: Palmyre Pierroux
This EU-project developed a system for constructive and productive learning of science and technology by using a flexible and adaptive pedagogical approach to learning. SCY was an Integrated project financed by the 7th framework program in the European Commission, running from 2008-2012 with 12 partners from 7 countries. The total funding was €6 million.
Project Leader: Anders Kluge
The TWEAK project had two interrelated goals. First, to match collectively oriented tools such as wikis with tasks that require collaborative efforts. Secondly, to address the role of the teacher as a most vital force in designing and supporting activities conducive to knowledge advancement.
Project Leader: Ingvill Rasmussen
This theoretical project has for main focus the analysis of "intergenerational transmission" in regard to several empirical examples.
This project aims at combining a materialistic perspective with a psychosocial understanding of gender.
Researcher: Monica Rudberg
This project explores the impact of social transformation in post-Mao China on rural young people’s lives from a generational perspective. It starts with members of the current youth generation (18-28 years old) and compares their life stories with those of their parents and grandparents. The investigation will focus on two general themes: rural youth’s experiences of China’s reform and opening up in comparison with their parents’ and grandparents’ experiences of the same social transformation; and the experiences of ‘being young’ across the three generations of youth.
Researcher: Fengshu Liu
Differensiert nettbasert samarbeidslæring med opptak og gjenbruk i voksenopplæring
Den teknologiske utviklingen har gjort samarbeidslæring og distribuert undervisning mulig. Et annet område for forskning og kommersialisering som har blitt viktig de siste årene er adaptiv læring. Prosjektet DiffSamRec søker å forene disse to mulighetene ved å bruke Studix teknologi for adaptiv distribuert læring og undervisning i etterutdanning ved Akershus fylkeskommune.
The future of the Norwegian agriculture sector depends on an effective knowledge and innovation system. This project aims to strengthen how farmers develop their competence in such a system, and will provide both scientific and practical knowledge on how to do this. An important knowledge platform on the Norwegian agriculture innovation system will be developed. Strong involvement from the business sector and emphasis on communication from the project enhances its potential to succeed and to contribute to reforms.
Med Anders Mørch
Read more about past projects here