Trond Eiliv Hauge

• Adalberon, Erik Yves H.; Hauge, Trond Eiliv & Saljø, Roger (2019). Pre-service teachers’ experiences with a digital examination design: The inter-relation between continuity and change in an institutional context. Acta Didactica Norden (ADNO). 13(3), p. 1–19. doi: 10.5617/adno.6864. Full text in Research Archive Show summary

  AbstractThis article reports a study of a full-scale digital examination in a five-year master program of teacher education in Norway. The innovative design involves observing a video case based on an authentic classroom situation and analysing the case in light of educational theory and subject content knowledge. All parts of this format are to be solved on a computer with Internet access. The study is centred on the pre-service teachers’ experiences of this open-ended and unfamiliar testing format. More specifically, the intention has been to analyse (a) what kinds of preparations they engaged in; (b) how they solved tasks during the examination; (c) their reflections on this mode of examination. Interviews with 11 informants have been conducted, and the content is summarized in three selected cases, and finally across the interview sample. The results indicate that innovations like this are interpreted and approached against the background of pre-service teachers’ expectations, and the open format engaged the pre-service teachers to draw upon a wide range of resources both when preparing and solving the tasks. It is, however, timely to question whether the introduction of the examination format, based on faculty interest and intentions, will have the intended impact on evaluation procedures in an established learning culture.
 Keywords: digital examinations, Higher education, teacher education, video,
 Lærerstudenters erfaringer med et digitalisert eksaminasjons-design: Den gjensidige relasjonen mellom kontinuitet og forandring i en institusjonell kontekst
 SammendragI denne artikkelen rapporteres en studie av en fullskala digital eksamen som har blitt benyttet i et femårig masterprogram i norsk lærerutdanning. Det innovative designet er en firetimers nettbasert og digital eksamen basert på observasjon av en video case fra en autentisk klasseromssituasjon, og en analyse på bakgrunn av pedagogisk og fagdidaktisk teori. Hele eksamenen besvares via en datamaskin med nettilgang. Studien er rettet mot studentenes erfaringer med denne åpne og ukjente eksamensformen. Mer spesifikt er intensjonen å analysere a) hva slags forberedelser de gjorde, b) hvordan de løste eksamensoppgavene under selve eksamen, og c) refleksjonene de hadde etter en slik eksamensform. Intervjuer med elleve informanter ble gjennomført, og innholdet oppsummert i tre case-studier samt en tematisk studie på tvers av utvalget. Resultatene tyder på at slike innovasjoner blir tolket og bearbeidet på bakgrunn av studentenes forventninger, og at de benyttet en rekke ulike ressurser for forberedelsene til og gjennomføringen av eksamen. Det er imidlertid betimelig å stille spørsmål om innføringen av et slikt eksamensformat, basert på fakultetets interesser og intensjoner, vil ha den ønskede påvirkningen på vurderingsprosedyrer i en etablert læringskultur
 Nøkkelord: eksamen, høyere utdanning, lærerutdanning, video, digital eksamen

• Hauge, Trond Eiliv (2016). On the Life of ICT and School Leadership in a Large-Scale Reform Movement: A Case Study. In Elstad, Eyvind (Eds.), Digital Expectations and Experiences in Education. Brill | Sense. ISSN 9789463006460. p. 97–116. doi: 10.1007/978-94-6300-648-4_6. Full text in Research Archive Show summary

  For more than three decades, researchers, policy makers and educationalists have all harboured great expectations towards the use of technology in schools. This belief has received a hard knock after an OECD 2015 report has shown that computers do not improve pupil results: Investing heavily in school computers and classroom technology does not improve pupils’ performance, and frequent use of computers in schools is more likely to be associated with lower results. Educational technology has raised false expectations! The prevailing view of educational technology has shifted. Nevertheless, hardly anyone wishes for a situation in which pupils do not use technology in the service of learning: education is supposed to prepare for the future, and it is evident that technology is one of the answers to the challenges of the future. Many school professionals, however, feel uncertain how schools should tackle challenges relating to the distractions that hamper in-depth learning, easy cut-and-paste solutions and online offensiveness that occur while pupils are at school. The initiative to provide a tablet or PC for each pupil is continuing despite a lack of evidence that it is beneficial to learning. School professionals and policy makers are seeking answers to the question of how schools ought to relate to challenges created by the use of technology in the school. This book is an attempt to raise questions and start a debate. It presents new research relevant to a better understanding of the challenges and opportunities inherent in educational technology and strategies are discussed in relation to handling these challenges. Rather than presenting ready solutions, the book attempts to provoke debate and to contribute to a firmer grasp on reality. The chapters in this volume offer an up-to-date discussion. In tackling the critical issues created by educational technology, this book provides an important resource for student teachers, teachers, education scholars and those interested in a critical examination of digital expectations and experiences in school education. The authors do not present a common front on the complex question of the proper use of technology in the school but instead present a diversity of arguments and viewpoints.

• Hauge, Trond Eiliv (2015). Designing teaching and learning - an interdependent process of learning to teach. In Garbett, Dawn & Ovens, Alan (Ed.), Teaching for tomorrow today. Edify Ltd (Pearson Education Academic Publisher). ISSN 9780473329068. p. 499–507. Full text in Research Archive
• Olofsson, Anders D.; Lindberg, J. Ola; Fransson, Göran & Hauge, Trond Eiliv (2015). Uptake and use of digital technologies in primary and secondary schools - a thematic review of research. Nordic Journal of Digital Literacy. 2015(4), p. 103–121. Full text in Research Archive
• Hauge, Trond Eiliv (2015). PreparingTeachers for Tomorrow’s Schools: Reforming Initial Teacher Education with the Use of ICT. In Orland-Barak, Lily & Craig, Cheryl J. (Ed.), International Teacher Education: Promising Pedagogies (Part B). Emerald Group Publishing Limited. ISSN 9781784416706. p. 413–435. doi: 10.1108/S1479-368720150000025020. Full text in Research Archive
• Hauge, Trond Eiliv & Norenes, Svein Olav (2015). Collaborative leadership development with ICT: experiences from three exemplary schools. International Journal of Leadership in Education. ISSN 1360-3124. 18(3), p. 340–364. doi: 10.1080/13603124.2014.963689. Full text in Research Archive Show summary

  This study utilized a tool-oriented perspective on the uptake and use of digital technology in three exemplary upper secondary schools, to determine how the school leaders viewed leadership in the development of information and communication technology (ICT)-enriched environments for teaching and learning, and how they utilized technology in their daily leadership practices. The data were obtained from interviews with the school leaders and analyses of school documents and websites. In all three schools, leadership was extended and distributed beyond the work of the principal, taking into account the shared and professional expertise in the leader group and across the staff, and relying on reliable technologies and systemic activities developed over time. The findings confirm previous research underlining the importance of supportive school leadership for the successful implementation of ICT in education. In addition, the study shows that in schools oriented towards Web 2.0 or open collaborative technology practices, the leadership functions as a team-based and distributed activity, relying on educational and technological expertise at multiple levels. The findings across the three schools suggest that tool-mediated activities may become routinized over time, transforming into unspoken institutional infrastructures.

• Hauge, Trond Eiliv; Norenes, Svein Olav & Vedøy, Gunn (2014). School leadership and educational change: Tools and practices in shared school leadership development. Journal of educational change. ISSN 1389-2843. 15(4), p. 357–376. doi: 10.1007/s10833-014-9228-y. Full text in Research Archive
• Hauge, Trond Eiliv (2014). Uptake and use of technology: bridging design for teaching and learning. Technology, Pedagogy and Education. ISSN 1475-939X. 23(3), p. 311–323. doi: 10.1080/1475939X.2014.942750. Full text in Research Archive
• Olofsson, Anders D.; Lindberg, J. Ola & Hauge, Trond Eiliv (2013). GCP5 Multi-Level Evaluations of TEL. In Fischer, Frank; Wild, Fridolin; Sutherland, Rosamund & Zirn, Lena (Ed.), Grand challenges in technology enhanced learning: Outcomes of the 3rd Alpine rendez-vous. Springer Science+Business Media B.V.. ISSN 9783319016665. p. 12–15. Full text in Research Archive
• Ekornes, Stine Margrethe; Hauge, Trond Eiliv & Lund, Ingrid (2013). Teachers as mental health promoters: a study of teachers' understanding of the concept of mental health. International Journal of Mental Health Promotion. ISSN 1462-3730. 14(5), p. 289–310. doi: 10.1080/14623730.2013.798534. Full text in Research Archive Show summary

  Based on results from a mixed method approach, using focus group interviews (N ¼ 15) and survey research (N ¼ 1575, this paper explores Norwegian K12 teachers’ understanding of the concept of mental health. The theoretical framework of analysis is a socio-ecological and systemic perspective, seeing conceptual understanding as a result of a complex interplay between factors on individual, organizational and state/society levels. Existing research indicates that mental health is an unfamiliar term in a school context, and often negatively loaded. Our results support this, but show significant differences in school type, where teachers in higher grades report more frequent use of the term, more positive term-loading and less tendency to prefer ‘wellbeing’ as a substitute, rather than as a complementary term to mental health. These teachers also report significantly higher levels of organizational support on mental health promotion. At individual level, experience and further education were important for differences in conceptual understanding.

• Hauge, Trond Eiliv & Lund, Andreas (2012). Digitale skritt og sprang i skolens hverdag. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 9788202364380. p. 13–23. Full text in Research Archive
• Hauge, Trond Eiliv & Dolonen, Jan Arild (2012). Towards an activity–driven design method for online learning resources, Informed designs of educational technogies in higher education: Enhanced learning and teaching. IGI Global. ISSN 9781613500804. p. 101–117. doi: 10.4018/978-1-61350-080-4.ch006. Full text in Research Archive
• Hauge, Trond Eiliv; Norenes, Svein Olav & Vedøy, Gunn (2012). Teknologi som verktøy for å forandre undervisning og ledelse. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 9788202364380. p. 227–248. Full text in Research Archive
• Fransson, Göran; Lindberg, J. Ola; Olofsson, Anders D. & Hauge, Trond Eiliv (2012). Förväntningar och realiteter: Om digitale teknologier i spänningsfältet mellan formulerings- och realiseringsarenor. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 9788202364380. p. 274–298. Full text in Research Archive
• Olofsson, Anders D.; Lindberg, Ola J. & Hauge, Trond Eiliv (2011). Blogs and the design of reflective peer-to-peer technology-enhanced learning and formative assessment. Campus-Wide Information Systems. ISSN 1065-0741. 28(3), p. 183–192. doi: 10.1108/10650741111145715. Full text in Research Archive
• Erstad, Ola & Hauge, Trond Eiliv (2011). Ekspansiv skoleutvikling - kompleksitet og mangfold. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 231–244. Full text in Research Archive
• Olofsson, Anders D.; Lindberg, Ola J.; Fransson, Göran & Hauge, Trond Eiliv (2011). Uptake and use of digital technologies in primary and secondary schools – a thematic review of research. Digital kompetanse. ISSN 0809-6724. 6(4), p. 208–226. Full text in Research Archive
• Lund, Andreas & Hauge, Trond Eiliv (2011). Designs for teaching and learning in technology-rich learning environments. Digital kompetanse. ISSN 0809-6724. p. 258–272. Full text in Research Archive
• Hauge, Trond Eiliv (2011). Skoleledelse i digitale omgivelser. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 64–82. Full text in Research Archive
• Hauge, Trond Eiliv & Erstad, Ola (2011). Analytiske posisjoner om teknologi og skoleutvikling. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 29–46. Full text in Research Archive
• Erstad, Ola & Hauge, Trond Eiliv (2011). Skoleutvikling og digitale medier - et forskningsfelt i støpeskjeen. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 11–28. Full text in Research Archive
• Hauge, Trond Eiliv & Erstad, Ola (2011). To skoleledere om grunnskolen. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 104–122. Full text in Research Archive
• Erstad, Ola & Hauge, Trond Eiliv (2011). To skoleledere om videregående skole. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 83–103. Full text in Research Archive
• Lund, Andreas & Hauge, Trond Eiliv (2011). Changing objects in knowledge creation practices. In Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Ed.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 9780415581769. p. 206–222. Full text in Research Archive
• Hauge, Trond Eiliv (2010). Teknologi og mediering av kunnskaper i skolen. In Hovdenak, Sylvi Stenersen & Erstad, Ola (Ed.), Kunnskap i skolen. Tapir Akademisk Forlag. ISSN 9788251925044. p. 99–111. Full text in Research Archive
• Hauge, Trond Eiliv & Norenes, Svein Olav (2010). Videopaper as a Bridging Tool in Teacher Professional Development, Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery. IGI Global. ISSN 9781605667805. p. 209–228. Full text in Research Archive
• Hauge, Trond Eiliv & Norenes, Svein Olav (2009). Changing teamwork practices: Videopaper as a mediating means for teacher professional development. Technology, Pedagogy and Education. ISSN 1475-939X. 18(3), p. 279–297. Full text in Research Archive
• Hauge, Trond Eiliv (2008). Mappevurdering og nye teknologier - et spørsmål om produktive grenseflater. In Allern, Marit & Engelsen, Knut Steinar (Ed.), Mapper i digitale læringskontekstar - erfaringar og perspektiv frå høgre utdanning. Noregsuniversitetet. ISSN 9788291308487. p. 67–76. Full text in Research Archive
• Lund, Andreas; Hauge, Trond Eiliv & Vestøl, Jon Magne (2007). Undervisning som samhandling. In Hauge, Trond Eiliv; Lund, Andreas & Vestøl, Jon Magne (Ed.), Undervisning i endring: IKT, aktivitet, design. Abstrakt forlag. ISSN 9788279352266. p. 63–105. Full text in Research Archive
• Hauge, Trond Eiliv; Vestøl, Jon Magne & Lund, Andreas (2007). Undervisning som design. In Hauge, Trond Eiliv; Lund, Andreas & Vestøl, Jon Magne (Ed.), Undervisning i endring: IKT, aktivitet, design. Abstrakt forlag. ISSN 9788279352266. p. 193–215. Full text in Research Archive
• Hauge, Trond Eiliv; Skaar, Bjørn; Refseth, Yngve; Vestøl, Jon Magne & Hansen, Alf Sjuls (2006). Lærerrollen i prosjektarbeid: Kunnskapsutvikling gjennom bruk av en multimedial læringsressurs. Digital kompetanse. ISSN 0809-6724. 1(2), p. 108–125. Full text in Research Archive
• Hauge, Trond Eiliv (2006). Digital case methodology in collaborative settings. A study of student teachers' co-construction of professional knowledge. In Enkenberg, Jorma; Kentz, M-B. & Hatakka, Olli (Ed.), Emerging practices in educational technology. University of Joensuu. ISSN 9789524588416. p. 44–71. Full text in Research Archive
• Hauge, Trond Eiliv (2006). Hva er en effektiv skole? Regnestykke om barn og prestasjoner, ressurser og nasjonal ære. In Midtbø, Ragnhild (Eds.), Lærerkvalifisering og godt lærerarbeid. Bedre skole. ISSN 9788291684192. p. 113–124. Full text in Research Archive
• Hauge, Trond Eiliv (2006). Skolebasert vurdering - begrunnelser og metoder under forandring. In Utdanningsforbundet, (H. Hjetland, P Aahlin) (Eds.), Plan og praksis - bakgrunnsstoff for den utdanningspolitiske debatten på Utdanningsforbundets landsmøte 2006. Utdanningsforbundet. p. 12–18. Full text in Research Archive
• Hauge, Trond Eiliv (2005). Portfolios and ICT as means of professional learning in teacher education. Studies in Educational Evaluation. ISSN 0191-491X. 31(4). Full text in Research Archive

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• Hauge, Trond Eiliv (2018). Å planlegge og designe undervisning. Cappelen Damm Akademisk. ISBN 9788202494650. 102 p. Full text in Research Archive
• Hauge, Trond Eiliv & Lund, Andreas (2012). Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISBN 9788202364380. 304 p. Full text in Research Archive
• Erstad, Ola & Hauge, Trond Eiliv (2011). Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISBN 9788205361157. 247 p. Full text in Research Archive
• Hauge, Trond Eiliv; Lund, Andreas & Vestøl, Jon Magne (2010). Undervisningens nye sammenhænge. Klim. ISBN 9788779558458. 233 p. Full text in Research Archive
• Nordenbo, S. E; Holm, Anders; Elstad, Eyvind; Scheerens, Jaap; Larsen, M Søgaard & Uljens, Michael [Show all 8 contributors for this article] (2010). Input, Process, and learning in primary and lower secondary schools - A systematic review. Aarhus Universitetsforlag. ISBN 9788776843236. 180 p. Full text in Research Archive
• Hauge, Trond Eiliv; Lund, Andreas & Vestøl, Jon Magne (2007). Undervisning i endring: IKT, aktivitet, design. Abstrakt forlag. ISBN 9788279352266. 250 p. Full text in Research Archive

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• Hauge, Trond Eiliv (2017). Lead the Change Series. Q&A with Trond Eiliv Hauge. [Internet]. Lead the Change Series. AERA SIG 155 Educational change. Full text in Research Archive Show summary

  The 2017 AERA theme was Knowledge to Action: Achieving the Promise of Equal Educational Opportunity. How does your scholarship align with the 2017 meeting theme? In answering I shortly describe the development of the Norwegian education system and the role of ICT use in school and teacher education. The ProTed centre, the Centre of Excellence in Teacher Efucation, its aim and activity plays a major part in the interview. The utilization and achievement of ICT for teaching and learning is described.

• Hauge, Trond Eiliv (2017). Skolebidragsanalyser - et bidrag tl feilslutninger. [Journal]. Bedre Skole. Full text in Research Archive Show summary

  I en artikkel i Bedre Skole nr. 4/14 advarte Trond Eiliv Hauge mot å bruke value added-metoder for å finne enkeltlæreres bidrag til elevers læring. Men selv en mer forsiktig variant av value added-analyser, der lærerens bidrag er holdt utenfor, kan ha utilsiktede negative konsekvenser, mener han.

• Hauge, Trond Eiliv (2016). Design för undervisning och lärande – ett didaktiskt verktyg. Venue. Full text in Research Archive
• Hauge, Trond Eiliv (2014). Målinger på tynn is. Måling av lærerdyktighet ved bruk av testresultater fra elevene. Bedre Skole. ISSN 0802-183X. p. 66–69. Full text in Research Archive Show summary

  Lærervurdering baner seg frem i jungelen av vurderingsformer i skolen. Skritt for skritt ryddes veien for den ultimate formen for måling av hvordan skolen kan lykkes med å skape gode elevresultater. Men modellene for slike vurderinger holder ikke hva de lover.

• Hauge, Trond Eiliv; Norenes, Svein Olav & Stiansen, Frode (2013). Digital technologies and school leadership: Tools use and practices in innovative schools. Full text in Research Archive
• Hauge, Trond Eiliv (2013). IKT og ett steg videre. Digitale skritt og sprang i skolens hverdag. Bedre Skole. ISSN 0802-183X. p. 69–74. Full text in Research Archive Show summary

  Digitale teknologier og medier siger langsomt inn i de ulike hjørnene av skolens virksomhet, men det store spranget er uteblitt. Mye gjenstår både på teknologisiden og i skolens praksis før man kan være fornøyd. Et spennende didaktisk fornyingsarbeid står for døren.

• Hauge, Trond Eiliv (2012). Teacher education - a future perspective. Lessons from the ProTed centre of excellence in teacher education. Full text in Research Archive
• Hauge, Trond Eiliv (2012). Tools lor leadership: New technologies (Web2.0) in changing practices of school leadership. Full text in Research Archive Show summary

  The two-way Web technologies are steadily growing in use and invading all aspects of life as well as education institutions, accompanied by a raft of affordances that expand how we teach, communicate and organise learning. The paper presentation focuses on how principals and middle managers in upper secondary schools are using Web2.0 technologies as tools for leadership and management, and what affordances these tools offer to their work in terms of new possibilities and applications.

• Hauge, Trond Eiliv (2012). Informed design for teaching and learning: An institutional perspective on technologies and educational change. Full text in Research Archive
• Lund, Andreas & Hauge, Trond Eiliv (2011). Technology in use – some lessons about change in schools and teacher professional development. Digital kompetanse. ISSN 0809-6724. 6(4), p. 204–207. Full text in Research Archive
• Hauge, Trond Eiliv & Lund, Andreas (2011). Experiential learning and teacher professional practices. A developmental approach to the design of teaching and learning. Full text in Research Archive
• Hauge, Trond Eiliv & Lund, Andreas (2011). Design for teaching and design for learning. Some missing links and possible linkages - searching for some answers. Full text in Research Archive
• Hauge, Trond Eiliv (2011). Skoleutvikling og digitale medier. Full text in Research Archive
• Hauge, Trond Eiliv (2011). Skoleledelse i møte med digitale kulturer. Full text in Research Archive
• Lund, Andreas & Hauge, Trond Eiliv (2011). Activity theory as design for learning and teaching (ISCAR). Full text in Research Archive
• Hauge, Trond Eiliv (2010). Ledelse i digitale omgivelser. Et møte med nye kunnskapskulturer. Full text in Research Archive
• Olofsson, Anders D.; Lindberg, Ola J. & Hauge, Trond Eiliv (2010). Assessment through the use of blogs – could it facilitate peer-to-peer learning in online higher education? Full text in Research Archive
• Norenes, Svein Olav & Hauge, Trond Eiliv (2009). Learning-by-talk in mathematics: Modelling a Computer Supported Classroom Discourse to enhance School Mathematics Education. Full text in Research Archive
• Hauge, Trond Eiliv (2009). Undervisning i endring - forholdet til skolebygg og digital teknologi. Full text in Research Archive
• Hauge, Trond Eiliv (2009). Sosiale betingelser for faglig samarbeid på nett. Om samspill og utformimg av teknologiomgivelser. Full text in Research Archive
• Hauge, Trond Eiliv (2008). Læreren i onlineskolen. Full text in Research Archive
• Hauge, Trond Eiliv (2008). Ny teknologi i skolen - en ny lærerrolle? Full text in Research Archive
• Hauge, Trond Eiliv; Norenes, Svein Olav & Moen, Anne (2008). Ullern School Development. Mediating tools in teachers' professional development and institutional change. Full text in Research Archive
• Mørch, Anders Irving; Moen, Anne; Hauge, Trond Eiliv & Ludvigsen, Sten Runar (2008). From Knowledge Management to Technology-Enhanced Workplace Learning: Issues and Examples. Full text in Research Archive Show summary

  Instead of developing E-learning from scratch, one can integrate it with existing information systems. We refer to this form of E-learning as Technology-Enhanced Workplace Learning (TEWL). The context for the paper is the analysis and design of TEWL in the European Knowledge Practices Laboratory (KP-Lab) project (www.kp-lab.org). KP-Lab focuses on developing an integrated learning environment aimed at facilitating innovative practices in sharing, creating and working with knowledge in education and workplaces. A major effort is focused on understanding boundary crossing between educational institutions and workplaces. To study these phenomena, we develop a conceptual framework based on a survey of trends in knowledge management and related areas. We distinguish between three perspectives on KM (technical, sociotechnical, and sociocultural). The perspectives, concepts and tools we highlight are used to discuss three cases of knowledge practices (software company, hospital institution, and school).

• Lund, Andreas & Hauge, Trond Eiliv (2008). Changing tools - changing objects: a precarious balance. Full text in Research Archive
• Hauge, Trond Eiliv; Norenes, Svein Olav & Moen, Anne (2008). School leadership and institutional change. Creating shared spaces for design of collective practices and knowledge advancement. Full text in Research Archive
• Hauge, Trond Eiliv & Norenes, Svein Olav (2008). VideoPaper technology as a participatory design for knowledge development. A study of Mathematics teachers’ design of teaching. Full text in Research Archive
• Hauge, Trond Eiliv (2008). Læreren i online-skolen - og jakten på PISA-kunnskaper. Full text in Research Archive
• Hauge, Trond Eiliv; Norenes, Svein Olav & Moen, Anne (2008). School leadership in changing institutional practices. Creating shared spaced for collective assessment of classroom. Full text in Research Archive
• Hauge, Trond Eiliv (2008). Undervisning i endring: Læring med IKT? Full text in Research Archive
• Hauge, Trond Eiliv (2007). Utvikling av digital kompetanse - et samspill mellom teknologi og praksis i klasserommet. Full text in Research Archive
• Lund, Andreas & Hauge, Trond Eiliv (2007). Changing objects in knowledge creation practices. Full text in Research Archive
• Hauge, Trond Eiliv (2007). Undervisning i endring. Utfordringer i bruk av nye teknologier. Full text in Research Archive
• Lund, Andreas; Vestøl, Jon Magne & Hauge, Trond Eiliv (2007). IKT, aktivitet og design av undervisning. Full text in Research Archive
• Moen, Anne & Hauge, Trond Eiliv (2007). “Design for Knowledge Practices, Transforming knowledge practices in professional networks – examples form education and workplaces”. Full text in Research Archive
• Dolonen, Jan Arild & Hauge, Trond Eiliv (2007). Towards an activity driven design method for online learning resources (paper). Full text in Research Archive
• Hauge, Trond Eiliv & Refseth, Yngve (2007). Lærerrollen i prosjektarbeid. Full text in Research Archive
• Lund, Andreas & Hauge, Trond Eiliv (2007). Changing objects in knowledge creating practices. Full text in Research Archive
• Hauge, Trond Eiliv; Dolonen, Jan Arild & Smørdal, Ole (2007). Semantic interoperability of learning resource descriptions based on national curricula. Full text in Research Archive
• Hauge, Trond Eiliv & Norenes, Svein Olav (2007). Productive learning in ICT-rich environments. Full text in Research Archive
• Hauge, Trond Eiliv & Norenes, Svein Olav (2007). Designing for institutional change and professional learning. Full text in Research Archive
• Hauge, Trond Eiliv (2006). Kunsten å navigere i teknologi og læring - ledelse i skolen. Full text in Research Archive
• Hauge, Trond Eiliv & Lund, Andreas (2006). Skjer det noen læring for elevene på Ullern skole? Glimt fra klasserom og teknologibruk ved nysgjerrige forskere på InterMedia. Full text in Research Archive
• Hauge, Trond Eiliv & Lund, Andreas (2006). Produktive læringsformer med IKT: Wiki og mappevurdering. Full text in Research Archive
• Hauge, Trond Eiliv (2005). The Calibrate Project: Challenges in curriculum mapping and association. Full text in Research Archive
• Hauge, Trond Eiliv (2005). Teaching Portfolios as Means of Professional Development in Teacher Education. Full text in Research Archive
• Hauge, Trond Eiliv (2005). Dilemma prosjektet - forskningsperspektiver. Full text in Research Archive
• Hauge, Trond Eiliv (2005). Digital case methodology in a collaborative teacher education setting. Full text in Research Archive
• Hauge, Trond Eiliv (2005). IKT og læring. Fra forskning til praksis. Full text in Research Archive
• Hauge, Trond Eiliv (2005). Skoledelse, skoleutvikling og IKT. Full text in Research Archive Show summary

  Ledelse og deltakelse i paneldiskusjon mellom professor Jorunn Møller, ILS, rektor Pål Riis, Ullern vidergående skole, rektor Guro Kirkerud, Biri ungdomsskole: Drøfting av ledelse i digitale læringsomgivelser.

• Hauge, Trond Eiliv (2005). Digital case methodology: A study of student teacherss' co-construction of professional knowledge. Full text in Research Archive
• Lillejord, Sølvi; Halvorsrud, Kristoffer; Ruud, Erik; Morgan, Konrad; Freyr, Tor & Fischer-Griffiths, Peder [Show all 10 contributors for this article] (2015). Frafall i videregående opplæring. En systematisk kunnskapsoversikt. Norges forskningsråd. Full text in Research Archive
• Lillejord, Sølvi; Kristin, Børte; Erik, Ruud; Hauge, Trond Eiliv; N., Hopfenbeck Therese & Astrid, Tolo [Show all 8 contributors for this article] (2014). Former for lærervurdering som kan ha positiv innvirkning på skolens kvalitet: En systematisk kunnskapsoversikt. Kunnskapssenter for utdannning: Oslo. Full text in Research Archive Show summary

  Kunnskapssenter for utdanning presenterer her en systematisk kunnskapsoversikt som har følgende problemstilling: Hvilke former for lærervurdering kan ha positiv innvirkning på skolens kvalitet I den inkluderte litteraturen finnes beskrivelser av nasjonale systemer for lærervurdering fra Chile, Kina,Belgia og Portugal. Felles for alle landene er at systemene har doble formål. De skal både bidra tilprofesjonsutvikling (formativt), og kvalitetssikring og kontroll (summativt). Forskningen viser at det er entendens til at profesjonsutvikling blir nedprioritert og kontrollfunksjonene overtar. Problemene ser ut til åoppstå når nasjonale intensjoner skal iverksettes lokalt. Om vurderingen skal føre til læring ogprofesjonsutvikling, er det nødvendig med kunnskapsrike skoleeiere og skoleledere og et godt samarbeidmellom ledelse og lærere. Forskning om summativ vurdering kommer stort sett fra USA. Her har flere delstater tatt i bruk Value-Added modeller som tar sikte på å måle den enkelte lærers bidrag til elevenes læringsutbytte. Mye av litteraturen som er fanget opp gjennom søkene drøfter kvaliteten på ulike psykometriske modeller og reliabiliteten av de økonomiske modellene som brukes i lærervurderingssystemene. Mange forskere er kritiske til bruken av slike modeller, spesielt når tallene brukes til å ansette, forfremme eller si opp lærere. Majoriteten av studiene som har sett på prestasjonslønn i vurderingssystemer basert på Value-Added modeller, konkluderer med at de ikke finner positiv effekt av lønnsinsentiver verken på lærernes arbeidsinnsats eller praksis.

• Lillejord, Sølvi; Børte, Kristin; Ruud, Erik; Hauge, Trond Eiliv; Hopfenbeck, Therese Nerheim & Tolo, Astrid [Show all 8 contributors for this article] (2014). Former for lærervurdering som kan ha positiv innvirkning på skolens kvalitet. En systematisk kunnskapsoversikt. Norges forskningsråd. ISSN 9788212033320. Full text in Research Archive
• Moen, Anne; Mørch, Anders Irving; Nygård, Kathrine Amundsen; Nes, Sturle; Andersen, Renate & Mushtaq, Shazia [Show all 19 contributors for this article] (2009). Report on outcomes of empirical studies (D10.4). University of Helsinki. Full text in Research Archive
• Hauge, Trond Eiliv; Vedøy, Gunn & Norenes, Svein Olav (2009). Transforming practices in educational leadership. A KP-lab case study report. KP-Lab Helsinki/Oslo. Full text in Research Archive
• Toiviainen, Hanna; Moen, Anne; Hauge, Trond Eiliv; Lallimo, Jiri; Mørch, Anders Irving & Nes, Sturle [Show all 9 contributors for this article] (2008). Synthetic report of knowledge management approaches in workplaces using insights from case studies and literature review. KP-Lab. Full text in Research Archive
• Dolonen, Jan Arild; Assche, Frans van; Hartinger, Sylvia; Splichal, Jiri; Hauge, Trond Eiliv & Smørdal, Ole (2007). Supporting tools integrated into LRE portal version3. Report D1.1 Calibrating eLearning in Schools. EU-IST project 028205. Full text in Research Archive Show summary

  To enhance interoperability in the exchange of digital learning resources in different repositories across EU, WP1 in CALIBRATE has developed a curriculum mapping tool called 'Topic Mapper', which enables us to map curricula from one nation/region to another using controlled vocabularies. When national/regional curricula across EU have been mapped to each other, teachers and digital learning resource providers will have tools where they can add metadata tags, which exist in all EU languages, to the learning resource using their own national/regional curriculum. These tags will then be automatically mapped to the curriculum terms used in other countries. Then, if a resource is metadata tagged according to a part in one curriculum (e.g. the Flemish curriculum), it can be discovered and shown in terms of relevant parts in another curriculum (e.g. the Austrian curriculum).

• Hauge, Trond Eiliv; Øverby, Erlend; Smørdal, Ole & Dolonen, Jan Arild (2006). Mapping National Curricula and Classifying of Learning Resources for Semantic interoperability. Report D1.1 Calibrating eLearning in Schools. EU-IST project 028205. Full text in Research Archive

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