Øystein Gilje

• Kløvfjeld, Cornelia Camilla & Gilje, Øystein (2025). 5. Elevers sjangerforhandlinger i samarbeid om presentasjoner. In Gilje, Øystein (Eds.), Læring og vurdering i den digitale skolen. Scandinavian University Press (SCUP). ISSN 9788215071305. p. 106–127. doi: 10.18261/9788215071305-25-06. Full text in Research Archive
• Tronsmo, Eli & Gilje, Øystein (2025). Assessing students’ multimodal classroom compositions: a scoping review. Learning, Media and Technology. ISSN 1743-9884. doi: 10.1080/17439884.2025.2525188. Full text in Research Archive Show summary

  Digital multimodal compositions and assignments are becoming integral to students’ work, challenging traditional methods of assessing competence and knowledge. This scoping review provides a comprehensive overview of empirical research on the intersection between students’ multimodal classroom compositions (ages 10–18) and assessment, aiming to inform current discussions on the assessment of students’ multimodal classroom compositions (SMCC) in a digital world. Based on a systematic search and framework, 46 research articles were selected for a closer investigation and analyzed to establish the characteristics of existing evidence and provide a thematic overview. The qualitative content analysis exposed ways in which SMCC pave the way for both challenges and opportunities in teachers’ assessment practices. We discuss the implications of these findings in relation to students’ multimodal literacy for further research on digital composing.

• 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. Full text in Research Archive Show summary

  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.

• Gilje, Øystein (2024). Digital pedagogy in educational chronotopes–didactical choices for teaching, learning, and assessment. Pedagogies: An International Journal. ISSN 1554-480X. 19(3), p. 439–455. doi: 10.1080/1554480X.2024.2379789. Full text in Research Archive Show summary

  Over the last few years, Norway’s lower secondary education has increasingly integrated one device for each student, reflecting broader technological trends in the Western world. To plan for learning and assessment in one-to-one classrooms, this article advocates for an ecological approach by elaborating on the term “educational chronotope”, building on previous theoretical understanding of the term. Such an approach to teaching, learning, and assessment contrasts previous frameworks that emphasize teachers’ digital competence and technology’s transformative role in classrooms, like TPACK and SAMR. Drawing on empirical data from two extensive research projects, this article proposes a didactical model with six choices teachers might consider in orchestrating teaching, learning and assessment in the one-to-one digital classroom environment. The six decisions that teachers must consider are the (1) aim and task, (2) activities and (3) resources used. In addition, they must consider which (4) semiotic technologies and (5) modes students can use when working on the assignments to meet the (6) assessment criteria. The framework has significant implications for enhancing digital pedagogy and fostering student digital agency by actively involving students in shaping their educational chronotope.

• Gilje, Øystein (2024). Tracing semiotic choices in "new writing" The role of guidance in students' work with semiotic technologies. In Lim, Fei Victor & Querol-Julián, Mercedes (Ed.), Designing Learning with Digital Technologies Perspectives from Multimodality in Education. Routledge. ISSN 9781032416939. Full text in Research Archive
• Gilje, Øystein (2022). Læreres vurderingskompetanse i møte med multimodale tekster. In Letnes, Mari-Ann & Røkenes, Fredrik Mørk (Ed.), Digital teknologi for læring og undervisning i skolen. Universitetsforlaget. ISSN 9788215053974. p. 103–117. Full text in Research Archive
• Erstad, Ola Andres & Gilje, Øystein (2021). Navigering i utrygge medielandskap – revurdering av de unges kritiske og produktive mediebruk. Aktualitet. Litteratur, kultur og medier. ISSN 2446-1296. 15(3), p. 11–18. Full text in Research Archive Show summary

  In this article, we turn our attention to different understandings of two key aspects of media pedagogy - critical media awareness and creative production. Critical media literacy describes young people's ability to understand media messages and not be uncritical of content they encounter through various channels. Creative media production concerns how young people learn to create themselves through various social media. Drawing on qualitative and quantitative data we explore to what extent and in what ways young people are critical and productive in their approaches to today's media culture. The findings highlight how children and young people relate to media development as media actors in a complex digital media ecology.

• Gilje, Øystein (2021). På nye veier: læremidler og digitale verktøy fra kunnskapsløftet til fagfornyelsen. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 102(2), p. 227–241. doi: 10.18261/issn.1504-2987-2021-02-10. Full text in Research Archive Show summary

  I Norge har nå over seks av ti elever i grunnskolen en egen digital enhet, og i videregående skole har elevene hatt det i over ti år. Denne artikkelen viser at verken forskningen på en-til-en-klasserommet eller læremiddelforskningen har studert læremidler og digitale verktøy i sammenheng. Artikkelen tilbyr et rammeverk for å belyse endringer i både læremiddelkulturen i samfunnet og læremiddelpraksisen i klasserommet. Basert på observasjon av 54 undervisningsøkter viser artikkelen hvordan lærebøker og andre papirbaserte læremidler i liten grad blir brukt i klasserom der elevene produserer med digitale verktøy. I tillegg viser analysen at lærere organiserer læremidler og andre kilder ved hjelp av samarbeidsverktøy som OneNote.

• Gilje, Øystein & Silseth, Kenneth (2019). Unpacking FIFA play as text and action in literacy practices in and out of school. Learning, Media and Technology. ISSN 1743-9884. 44(2), p. 180–192. doi: 10.1080/17439884.2018.1563105. Full text in Research Archive Show summary

  In this article, we use a model for games and literacy to explore how one FIFA gamer worked across contexts. Previously, this model has been used to address the role of computer and video games in the teaching of literacy in the subject of English. In the current article, we combine this model with a learning lives perspective, which builds on the idea of following the learner across a wide range of contexts. The findings illustrate how one learner is able to research a specific topic, build a convincing argument for it and transfer knowledge from one source to another in a critical way. The knowledge of a game and its culture and the world around the game is prevalent in a gamer’s literacy practices out of school, and this is shown when our participant draws upon this knowledge in literacy practices for specific tasks in school.

• Gilje, Øystein (2019). Multimodality, moving images and aesthetics. In Tønnessen, Elise Seip & Forsgren, Frida (Ed.), Multimodality and Aesthetics. Routledge. ISSN 9781138103511. p. 237–249. Full text in Research Archive
• Gilje, Øystein (2019). Expanding educational chronotopes with personal digital devices. Learning, Culture and Social Interaction. ISSN 2210-6561. 21, p. 151–160. doi: 10.1016/j.lcsi.2019.03.002. Full text in Research Archive Show summary

  The aim of this study is to investigate the role of personal digital devices for negotiating assignments during collaborative work in school. Using video recordings of the peer-to-peer interactions in two math and Norwegian language projects, an interactional analysis (IA) is used to analyse the meaning making and the role of phones and cameras in social interaction. To enable a better understanding of the spatial and temporal dimensions in the school context, the students' interactions with the digital devices are used as the unit of analysis because these interactions constitute a practice ‘in tandem’ with the cultural tools and mediational means being deployed. Using two cases, the article demonstrates how personal digital devices can constitute and reconstitute the spatial and temporal dimensions in the educational chronotope. Overall, the findings show the ways in which the specific features of the screen and viewfinder are important in understanding the dialogues and negotiations during collaborative work on assignments where students use personal digital devices.

• Elf, Nikolaj; Gilje, Øystein; Olin-Scheller, Christina & Slotte, Anna (2018). Nordisk status og forskningsperspektiver i L1: Multimodalitet i styredokumenter og klasserumspraksis. In Rogne, Magne & Waage, Lars Rune (Ed.), Multimodalitet i skole- og fritidstekstar. Fagbokforlaget. ISSN 9788245022889. p. 71–104. Full text in Research Archive
• Elf, Nikolaj Frydensbjerg; Gilje, Øystein; Olin-Scheller, Christina & Slotte, Anna (2018). Nordisk status og forskningsperspektiver i L1 : multimodalitet i styredokumenter og klasseromspraksis. In Rogne, Magne & Waage, Lars Rune (Ed.), Multimodalitet i skole- og fritidstekstar. Fagbokforlaget. ISSN 9788245022889. p. 71–104. Full text in Research Archive
• Rødnes, Kari Anne & Gilje, Øystein (2018). Ti år med grunnleggende ferdigheter - hva vet vi, og hvor går vi? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 102(3), p. 201–213. doi: 10.18261/issn.1504-2987-2018-03-02. Full text in Research Archive
• Gilje, Øystein & Silseth, Kenneth (2017). Mobiltelefonens lange vei fra fritid til skole. In Erstad, Ola & Smette, Ingrid (Ed.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 9788202533335. p. 55–73. Full text in Research Archive
• Silseth, Kenneth & Gilje, Øystein (2017). Multimodal composition and assessment: a sociocultural perspective. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. 26(1), p. 26–42. doi: 10.1080/0969594X.2017.1297292. Full text in Research Archive Show summary

  In this article, we examine how assessment is enacted and negotiated in a school project that involves multimodal composition. The case is a project on advertisement in which lower secondary students collaboratively composed multimodal commercials about various products and topics. The theoretical framework is based on sociocultural perspectives on learning and assessment, and video data of classroom interaction are subjected to detailed analysis. The findings document the consequences of decoupling production and assessment practices. The analysis show that written texts and multimodal texts have different statuses in the project because of how they are assessed and that this has consequences for students’ participation as learners. In addition, the analysis shows how students position themselves differently towards resources that are intended to help them in summative assessment situations. We discuss issues that teachers may reflect upon when planning and executing multimodal composition in schools. © 2017 Taylor & Francis

• Gilje, Øystein & Erstad, Ola (2016). Authenticity, agency and enterprise education studying learning in and out of school. International Journal of Educational Research. ISSN 0883-0355. doi: 10.1016/j.ijer.2016.05.012. Full text in Research Archive
• Gilje, Øystein & Groeng, Linn Mette (2015). The making of a filmmaker: Curating learning identities in early careers. E-Learning and Digital Media. 12(2), p. 212–225. doi: 10.1177/2042753014568177. Full text in Research Archive
• Gilje, Øystein (2015). Writing within and across Modes in Filmmaking. In Archer, Arlene & Breuer, Esther (Ed.), Multimodality in Writing - The state of the art in theory, methodology and pedagogy. Brill | Nijhoff. ISSN 9789004296572. p. 153–171. doi: 10.1163/9789004297197_009. Full text in Research Archive
• Sletten, Mira Åboen; Strandbu, Åse & Gilje, Øystein (2015). Idrett, dataspilling og skole – konkurrerende eller «på lag»? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 99(5), p. 334–350. Full text in Research Archive Show summary

  Artikkelen undersøker sammenhengen mellom skoleprestasjoner, dataspilling og trening i idrettslag blant ungdom. Analysene viser en positiv sammenheng mellom trening i idrettslag og skolekarakterer, og en negativ sammenheng mellom mye dataspilling og gode karakterer. Artikkelen nyanserer resultatet ved å vise at det å spille mye dataspill i mindre grad er relatert til svake skoleprestasjoner når ungdommene også er med i et idrettslag. Videre presterer ungdom som spiller mye, kun dårligere i norsk og matematikk, ikke i engelsk. Noe av denne negative effekten av mye dataspilling, veies sannsynligvis opp av en positiv læringseffekt – dataspilling medfører ofte mye praktisering av muntlig og skriftlig engelsk.

• Gilje, Øystein (2015). På jakt etter ark og app i fire fag i det norske læremiddellandskapet. Learning Tech -Tidsskrift for læremidler, didaktik og teknologi. ISSN 2445-7981. 01(01), p. 36–61. doi: 10.7146/lt.v1i1.107619. Full text in Research Archive
• Erstad, Ola & Gilje, Øystein (2014). Tracing Learning across contexts: Methodological Challenges and ethical considerations. In Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (Ed.), Methodological Challenges When Exploring Digital Learning Spaces In Education. Brill | Sense. ISSN 9789462097360. p. 135–150. doi: 10.1007/978-94-6209-737-7_9. Full text in Research Archive

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• Gilje, Øystein (2025). Læring og vurdering i den digitale skolen. Scandinavian University Press (SCUP). ISBN 9788215071305. 258 p. doi: 10.18261/9788215071305-25. Full text in Research Archive
• Gilje, Øystein (2023). Læremidler og arbeidsformer i den digitale skolen (2. utgave). Fagbokforlaget. ISBN 9788245044805. 168 p. Full text in Research Archive
• Gilje, Øystein (2022). Læringsidentitet - Elevmedvirkning i den digitale skolen. Universitetsforlaget. ISBN 9788215025124. Full text in Research Archive
• Gilje, Øystein (2017). Læremidler og arbeidsformer i den digitale skolen. Fagbokforlaget. ISBN 9788245020427. 128 p. Full text in Research Archive
• Erstad, Ola; Gilje, Øystein; Green, Julian Sefton & Arnseth, Hans Christian (2016). Learning Identities, Education and Community. Young lives in the cosmopolitan city. Cambridge University Press. ISBN 9781107625211. 262 p. Full text in Research Archive

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• Fjørtoft, Henning; Letnes, Mari-Ann & Gilje, Øystein (2026). Leitar etter svar om digitaliseringa si rolle. [Journal]. Skolemagasinet. Full text in Research Archive
• Fjørtoft, Henning & Gilje, Øystein (2026). Episode 121 - Digit - Digitalisering, læring og vurdering i skolen - Pedagogisk intelligens | Podcast on Spotify. Full text in Research Archive Show summary

  Pedagogisk intelligens · Episode

• Røkenes, Fredrik Mørk; Gilje, Øystein; Eriksdatter, Nina; Haldorsen, Martin & Holm, Kristian (2025). Generative AI chatbots as dialogue partners and shared artefacts in EFL classrooms. Full text in Research Archive
• Gilje, Øystein; Thorud, Monica & Olafsen, Marie Y. (2025). Elevers utforskning av chatboten Lingu i spansk. Communicare - et fagdidaktisk tidsskrift fra Fremmedspråksenteret. ISSN 1893-1499. p. 50–56. doi: https:/www.hiof.no/fss/om/publikasjoner/communicare/2025/communicare_2025.pdf. Full text in Research Archive Show summary

  I denne artikkelen viser vi hvordan ungdomsskoleelever i over et år brukte chatboten Lingu for å øve muntlige ogskriftlige ferdigheter i spanskundervisningen. Lingu er en av flere chatboter laget i innovasjonsprosjektet Læring i algoritmenes tidsalder, som blant annet undersøker bruken av generativ kunstig intelligens på ulike skoler i Asker kommune. Basert på lyd og videoopptak av elevenes utforskende bruk av Lingu og intervjuer med elevene viser vi hvordan de arbeider med muntlige og skriftlige ferdigheter i spansk.

• Lim, Fei Victor; Gilje, Øystein & Djonov, Emilia (2025). Editorial for special issue: Digital multimodal composing in the era of artificial intelligence. Computers and Composition. ISSN 8755-4615. 75. doi: 10.1016/j.compcom.2024.102911. Full text in Research Archive
• Røkenes, Fredrik Mørk; Eriksdatter, Nina; Haldorsen, Martin; Gilje, Øystein & Holm, Kristian (2025). Kan kunstig intelligens bidra til aktiv språkinteraksjon i engelskundervisningen? Full text in Research Archive
• Gilje, Øystein; Egge, Cornelia & tronsmo, eli (2024). Three perspectives on CoDesign in Innovation Projects: A workshop on Collaborative Workshops. Full text in Research Archive
• Gilje, Øystein; Egge, Cornelia & Ingulfsen, Line (2024). Collaborative Design of Innovative Pedagogy: Semiotic Technology, Agency, Learning and Assessment. Full text in Research Archive
• Gilje, Øystein & Fjørtoft, Henning (2024). Developing multimodal assessment practices in technology-rich classrooms. Full text in Research Archive
• Gilje, Øystein; Røkenes, Fredrik Mørk; Eriksdatter, Nina; Haldorsen, Martin & Holm, Kristian (2024). Exploring the Potential and Pedagogical Implications of Pre-instructed AI ChatBots in EFL classrooms. Full text in Research Archive
• Olafsen, Marie Ydstie; Gilje, Øystein; Nordmo, Lars & Skoglund, Julie-Kathrine (2024). KI og utvikling av profesjonsfellesskapet. Full text in Research Archive
• Gilje, Øystein (2024). Generativ kunstig intelligensog chatbots for læring og vurdering. Full text in Research Archive
• Gilje, Øystein (2024). In tandem with technology: Literacy and learning from Gutenberg to GPT. Full text in Research Archive
• Gilje, Øystein (2024). Livsmestring og læring i algoritmenes tidsalder. Full text in Research Archive
• Egge, Cornelia; Gilje, Øystein; Erstad, Ola Andres & Ingulfsen, Line (2024). Teachers as Designers of Social Futures: Co-developing Teacher Leadership and Student Agency in Diverse Contexts. Full text in Research Archive
• Gilje, Øystein & Fjørtoft, Henning (2024). Developing multimodal assessment practices in technology-rich classrooms. Full text in Research Archive
• Goodwin, Morten & Gilje, Øystein (2023). ChatGPT – elevens hjelper og lærerens fiende? Full text in Research Archive
• Gilje, Øystein & Egge, Cornelia (2023). New tools and new genres? Digital writing practices in school. Full text in Research Archive
• Tronsmo, Eli; Gilje, Øystein & Egge, Cornelia (2023). Teacher-researcher collaboration to make research co-generative: A methodological perspective. Full text in Research Archive
• Njå, Morten Bergsten; Amdam, Synnøve Hedemann & Gilje, Øystein (2023). Webinar: Hva er hensiktsmessig bruk av digital teknologi i skolen? Kunnskapssenter for utdanning, UiS. Full text in Research Archive
• Tronsmo, Eli; Gilje, Øystein & Egge, Cornelia (2023). Teacher-researcher collaboration to make research co-generative: A methodological perspective . Full text in Research Archive
• Gilje, Øystein; Amdam, Synnøve Hedemann & Njå, Morten Bergsten (2023). Impact of digitalization in schools: Work forms in lower secondary school. Full text in Research Archive
• Gilje, Øystein; Forsström, Sanna Erika; Njå, Morten Bergsten & Amdam, Synnøve Hedemann (2022). Digitalisering i grunnopplæringen – hva vet vi? Full text in Research Archive
• Forsström, Sanna Erika; Gilje, Øystein; Amdam, Synnøve Hedemann & Munthe, Elaine (2022). En systematisk kunnskapsoversikt over forskning om digitalisering i grunnopplæring: Hva vet vi om digitalisering i skolen basert på vitenskapelige studier av høy kvalitet? Full text in Research Archive
• Tronsmo, Eli & Gilje, Øystein (2022). Multimodality and assessment — a scoping review. Full text in Research Archive
• Gilje, Øystein; Stubdal, Ingunn B; Tronsmo, Eli & Bjørnødegård, Vilde (2022). Slik vurderer du multimodale tekster i ungdomsskole. Full text in Research Archive
• Goodwin, Morten & Gilje, Øystein (2022). La elevene omfavne kunstig intelligens. Klassekampen. ISSN 0805-3839. Full text in Research Archive
• Gilje, Øystein; Amdam, Synnøve Hedemann & Njå, Morten Bergsten (2022). Kartlegging av erfaringer med digitalisering i grunnopplæringen i tre regioner​. Hva vet vi om digitalisering i skolen basert på spørreundersøkelser til lærere på 1-13.trinn og deres ledere? Full text in Research Archive
• Gilje, Øystein (2022). Hvor vil vi med digitaliseringen i skolen. Full text in Research Archive
• Gilje, Øystein (2022). Digital development in Nordic classrooms. Full text in Research Archive
• Risan, Maiken; Tronsmo, Eli & Gilje, Øystein (2022). Fra faglitteratur til Facebook − lærerprofesjonens kunnskapskilder i endring. Bedre Skole. ISSN 0802-183X. Full text in Research Archive
• Goodwin, Morten & Gilje, Øystein (2022). La elevene omfavne kunstig intelligens. Full text in Research Archive
• Gilje, Øystein (2022). Skole 4.0 - fire råd for digital kompetanseutvikling. Skolelederen. ISSN 0802-2062. Full text in Research Archive
• Gilje, Øystein (2022). Det digitale klasserommet. In Lillejord, Sølvi; Manger, Terje & Mausethagen, Sølvi (Ed.), Livet i skolen. Grunnbok i pedagogikk og elevkunnskap. Fagbokforlaget. ISSN 9788245038170. Full text in Research Archive
• Munthe, Elaine; Erstad, Ola Andres; Njå, Morten Bergsten; Forsström, Sanna Erika; Gilje, Øystein & Amdam, Synnøve Hedemann [Show all 8 contributors for this article] (2022). GrunnDig og implikasjoner for lærerutdanning. Full text in Research Archive
• Gilje, Øystein (2021). Using multimodal Data in Education: Aligning Multiliteracies, Curriculum and Assessment. Full text in Research Archive
• Gilje, Øystein; Tronsmo, Eli; Bjerke, Åslaug & Ingulfsen, Line (2021). The role of digital tools in assessment of multimodal texts. Full text in Research Archive
• Gilje, Øystein (2021). The Promise of Multimodal Assessment in Digital Classrooms. Full text in Research Archive
• Tronsmo, Eli & Gilje, Øystein (2021). Å lede fellesskapsprosesser. Når fungerer det på sitt beste? Full text in Research Archive
• Tronsmo, Eli & Gilje, Øystein (2021). Multimodality and Assessment: A scoping review. Full text in Research Archive
• Gilje, Øystein (2021). Læring og undervisning med en skjerm til alle, Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202710248. p. 225–239. Full text in Research Archive
• Gilje, Øystein (2021). Kunstig intelligens og læringsanalyse for læring og vurdering. Bedre Skole. ISSN 0802-183X. p. 17–22. Full text in Research Archive
• Gilje, Øystein; Fjørtoft, Henning; Tronsmo, Eli; Bjerke, Åslaug & Ørevik, Sigrid (2021). Assessment practices of multimodal compositions. Full text in Research Archive
• Hathaway, Dawn; Gudmundsdottir, Greta Björk & Gilje, Øystein (2020). FIKS webinar: Undervisning og læring på nett - hva sier forskningen? [Internet]. https://www.youtube.com/watch?v=aRYMp9lJhsA&t=551s. Full text in Research Archive
• Gilje, Øystein & Stubdal, Ingunn B (2020). Vurdering av elevenes kompetanse uten blyant og papir - digital arbeid med multimodale tekster i alle fag. Bedre Skole. ISSN 0802-183X. 32(4), p. 50–54. Full text in Research Archive
• Gilje, Øystein; Thuen, Frida & Bolstad, Bjørn (2020). Hjemmeskolen under korona-pandemien - hva forskningen kan fortelle. Bedre Skole. ISSN 0802-183X. 32(3), p. 13–19. Full text in Research Archive
• Gilje, Øystein & Bjerke, Åslaug (2020). Pupil collaboration during individual work in one-to-one classrooms. Full text in Research Archive
• Gilje, Øystein (2020). Fagfornyelsen i en digitalisert skole: Et veikart. Full text in Research Archive
• Gilje, Øystein (2020). Tracing learning in digital formative assessment practices. Full text in Research Archive
• Gilje, Øystein (2018). Podkast Rekk opp hånda! - Læring og teknologi https://podtail.com/no/podcast/rekk-opp-handa/laering-og-teknologi-med-oystein-gilje/. [Radio]. Podkast . Full text in Research Archive
• Gilje, Øystein (2018). Lektor Lomsdalens Innfall: Forskning og innovasjon i skolen. [Radio]. Podkast: http://lektorlomsdalen.no/2018/12/ll-127-oystein-gi. Full text in Research Archive
• Gilje, Øystein (2018). Hedda Gablers dans med Eminem i klasserommet. SLÅ - svensklärerföreningens tidsskrift. ISSN 0349-0246. p. 22–33. Full text in Research Archive
• Svingen, Olaug Ellen Lona; Gilje, Øystein; Kristensen, Tor Espen; Spurkland, Simen; Valbekmo, Ingunn & Vig, Hanne Brede [Show all 8 contributors for this article] (2018). Kunnskapsgrunnlag for kvalitetskriterium for læremiddel i matematikk, Kunnskapsgrunnlag for kvalitetskriterium for læremidler i matematikk. Utdanningsdirektoratet. p. 1–37. Full text in Research Archive
• Gilje, Øystein; Landfald, Ørjan Flygt & Ludvigsen, Sten Runar (2018). Dybdelæring – historisk bakgrunn og teoretiske tilnærminger. Bedre Skole. ISSN 0802-183X. 2018(4). Full text in Research Archive
• Gilje, Øystein (2017). Med ark&app i 2020. Full text in Research Archive
• Gilje, Øystein (2017). Hvorfor smiler elevene alltid foran skjermen? Full text in Research Archive
• Bærland, Tarjei & Gilje, Øystein (2017). Fremmedspråket programmering. Full text in Research Archive
• Sletten, Mira Åboen; Strandbu, Åse & Gilje, Øystein (2016). Storspillere, motivasjon og skoleprestasjoner. Full text in Research Archive
• Gilje, Øystein & Ingulfsen, Line (2016). Pictures as mediating artefacts in classroom interaction. Full text in Research Archive
• Gilje, Øystein & Silseth, Kenneth (2015). Continuities and discontinuities between gamers lives inside and outside school: Knowledge and identity in game-related practices. Full text in Research Archive
• Silseth, Kenneth; Gilje, Øystein & Erstad, Ola Andres (2015). Negotiating assessment interactionally in a school project on multimodal writing. Full text in Research Archive
• Stefansen, Kari; Smette, Ingrid & Gilje, Øystein (2015). Parents’ regulation of teenagers’ screen-time in Norway. Parenting for a Digital Future Research Blog. Full text in Research Archive
• Potter, John & Gilje, Øystein (2015). Curation as a new literacy practice. E-Learning and Digital Media. 12(2), p. 123–127. doi: 10.1177/2042753014568150. Full text in Research Archive
• Gilje, Øystein (2014). Curriculum of the cold. Paper. Full text in Research Archive
• Erstad, Ola Andres; Gilje, Øystein; Gudmundsdottir, Greta Björk; Kumpulainen, Kristiina; Viberg, Olga & Williamson, Ben [Show all 8 contributors for this article] (2025). Datafication in and of Education – a literature review. European Schoolnet. doi: http:/agile-edu.eun.org/documents/9709807/9862864/D4.6_Datafication+in+and+of+Education+%E2%80%93%20a+literature+review/baecac74-e8ac-4275-9143-9139793717ae. Full text in Research Archive Show summary

  This literature review is part of the Erasmus+ Forward Look project ‘Agile-EDU’, led by European Schoolnet. The project lasts from January 2023 until December 2025. A starting point for the project is to identify the key studies that can define an analytical framework to be used for the project. However, this review is important in itself in that it brings together literature and research in this field in order to highlight some key issues and questions, with a distinct European focus on an emerging area of interest for many stakeholders – that of data, datafication and education. The people who have collaboratively written this report are either partners in the project from the Faculty of Education, University of Oslo (Ola Erstad, Øystein Gilje, Greta Björk Gudmundsdottir, Rebekka Baunbæk Wagstaffe) or members of the Scientific Advisory Board for the project (Kristiina Kumpulainen, Olga Viberg, Ben Williamson, Jo Tondeur, with additional contributions from Sarah Howard).

• Erstad, Ola Andres; Gilje, Øystein; Gudmundsdottir, Greta Björk; Wagstaffe, Rebekka Baunbæk; Kumpulainen, Kristiina & Viberg, Olga [Show all 9 contributors for this article] (2023). Datafication in and of Education – a literature review. European Schoolnet. Full text in Research Archive
• Munthe, Elaine; Erstad, Ola Andres; Njå, Morten Bergsten; Forsström, Sanna Erika; Gilje, Øystein & Amdam, Synnøve Hedemann [Show all 8 contributors for this article] (2022). Digitalisering i grunnopplæring; kunnskap, trender og framtidig kunnskapsbehov. Kunnskapssenter for utdanning. ISSN 9788284391212. Full text in Research Archive
• Gilje, Øystein; Bjerke, Åslaug & Thuen, Frida (2020). Gode eksempler på praksis - undervisning i en-til-en klasserommet. 7Letras. Full text in Research Archive
• Svingen, Olaug Ellen Lona & Gilje, Øystein (2018). Kunnskapsgrunnlag for kvalitetskriterium for læremidler i matematikk. Utdanningsdirektoratet. Full text in Research Archive
• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill & Kluge, Anders [Show all 10 contributors for this article] (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Universitetet i Oslo. Full text in Research Archive
• Rødnes, Kari Anne & Gilje, Øystein (2016). Grunnleggende ferdigheter - på tvers eller i fag? Utdanningsdirektoratet. Full text in Research Archive
• Skarpaas, Kaja Granum; Ingulfsen, Line & Gilje, Øystein (2015). "In my spare time I like to..." - En casestudie i prosjektet ARK&APP, engelsk, 5. klasse. Universitetet i Oslo. ISSN 9788256970193. Full text in Research Archive
• Gilje, Øystein; Ingulfsen, Line & Swensen, Kaja Vembe (2015). Kartlære og begreper i Østlandets geografi - En casestudie i prosjektet ARK&APP, samfunnsfag, 5. klasse. Universitetet i Oslo. ISSN 9788256970216. Full text in Research Archive

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