Anders Kluge

• Kluge, Anders & Hasle, Marlene (2023). Use of Augmented Reality to Integrate Knowledge. ID&A Interaction design & architecture(s). ISSN 1826-9745. doi: 10.55612/s-5002-058-004. Full text in Research Archive Show summary

  Augmented reality (AR) has been shown to have a positive effect on motivation and learning. Yet, reviews of such findings continue show that AR research is being conducted within a narrow scope of learning processes. The current qualitative, exploratory case study took place in a primary school, where pupils aged 10–11 years used AR technology to summarise a learning session. The study applies a socio-constructive perspective focusing on active and collaborative learning to investigate the process. Detailed interaction analysis of talk and activities was used to investigate the extent to which and how the pupils used an AR application to integrate knowledge from the learning session. The findings show that the pupils expanded issues, made relations between them and put them into a larger context in a way that can be characterised as a process of integrating knowledge.

• Litherland, Kristina Torine & Kluge, Anders (2023). Learning to program as empirical inquiry: using a conversation perspective to explore student programming processes. Computer Science Education. ISSN 0899-3408. doi: 10.1080/08993408.2023.2290410. Full text in Research Archive Show summary

  Background and Context We explore the potential for understanding the processes involved in students’ programming based on studying their behaviour and dialogue with each other and “conversations” with their programs. Objective Our aim is to explore how a perspective of inquiry can be used as a point of departure for insights into how students learn to program. Method We completed a qualitative study situated in elective computer science classes in an upper secondary school in Norway. We collected data by video recording classroom interactions and used screen-recording software. Findings Our findings include how we consider programs as both means and ends and reconsider the “error” in trial-and-error strategies, the role of error messages, and how programs are bound to context and particular moments in time. Implications Our findings have implications for the ways we understand programs as mediating tools in research and apply them in the field of practice.

• Kaliisa, Rogers; Rienties, Bart; Mørch, Anders & Kluge, Anders (2022). Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies. Computers and Education Open (CAEO). doi: 10.1016/j.caeo.2022.100073. Full text in Research Archive Show summary

  Social learning analytics (SLA) is a promising approach for identifying students’ social learning processes in computer-supported collaborative learning (CSCL) environments. To identify the main characteristics of SLA, gaps and future opportunities for this emerging approach, we systematically identified and analyzed 36 SLA related studies conducted between 2011 and 2020. We focus on SLA implementation and methodological characteristics, educational focus, and the studies’ theoretical perspectives. The results show the predominance of SLA in formal and fully online settings with social network analysis (SNA) a dominant analytical technique. Most SLA studies aimed to understand students’ learning processes and applied the social constructivist perspective as a lens to interpret students’ learning behaviours. However, (i) few studies involve teachers in developing SLA tools, and rarely share SLA visualizations with teachers to support teaching decisions; (ii) some SLA studies are atheoretical; and (iii) the number of SLA studies integrating more than one analytical approach remains limited. Moreover, (iv) few studies leveraged innovative network approaches (e.g., epistemic network analysis, multimodal network analysis), and (v) studies rarely focused on temporal patterns of students’ interactions to assess how students’ social and knowledge networks evolve over time. Based on the findings and the gaps identified, we present methodological, theoretical and practical recommendations for conducting research and creating tools that can advance the field of SLA.

• Aure, Caroline Farsjø; Kluge, Anders & Moen, Anne (2021). Older Adults’ Engagement in Technology-Mediated Self-Monitoring of Diet: A Mixed-Method Study. Journal of Nursing Scholarship. ISSN 1527-6546. 53(1), p. 25–34. doi: 10.1111/jnu.12619. Full text in Research Archive Show summary

  Purpose This feasibility study explored older adults’ use of a nutrition app called Appetitus (https://apps.apple.com/us/app/appetitt/id1001936854?ign-mpt=uo%3D2; https://play.google.com/store/apps/details?id=no.nr.appetitt&hl=e) and addressed their engagement in technology-mediated self-monitoring of diet. Undernutrition is a significant challenge among older adults and is associated with poorer health experiences. Digital health for self-monitoring of diet has the potential to increase awareness of personal nutrition, and the scarcity of research reporting older adults’ ability and willingness to engage in technology-mediated dietary self-monitoring warranted this study. Design and Methods An explorative mixed-methods design combining descriptive analysis of log data with qualitative analysis of interviews with Appetitus users was implemented. Findings Twenty-five older adults self-monitored their diet using Appetitus over an 8-week trial period. Eighty percent of the participants used the app regularly in the trial period. The most engaged users recorded their food consumption daily for 8 weeks. Personal interest in nutrition and commitment to the project facilitated regular use of Appetitus. Poor health and the perception that using a nutrition app lacked personal relevance contributed to irregular self-monitoring. For inexperienced technology users, participation in this project became a springboard to using tablet technology and the Internet beyond the Appetitus app. Conclusions The majority of the participants regularly used Appetitus for self-monitoring of diet; they found the tablet technology and Appetitus app easy to use. Clinical Relevance Older adults are able and willing to use self-monitoring tools. Nutrition apps can empower older adults to make better informed decisions about their diet. Patients’ self-monitoring can provide valuable and detailed health-related information to healthcare professionals and mediate patient-centered care practices.

• Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2021). ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-020-09488-w. Full text in Research Archive Show summary

  The literature until 2020 has forecasted a significant uptake of learning analytics (LA) to support learning design in higher education. However, there remain only a few investigations into teachers’ course design practices and their perspectives on LA as a tool to support their design practices. This paper presents findings from an examination of 16 university teachers’ design practices and perspectives on LA at two Norwegian universities (The University of Oslo and Oslo Metropolitan University). On one hand, findings identified situational factors, feedback sources and teachers’ intuition as key influencers of teachers’ course design decisions. On the other hand, guided by principles of the technology acceptance model, this study identified mixed reactions amongst teachers regarding the awareness, understanding and potential use of LA to support course design practices. In particular, most teachers appreciated the formative and normative value of LA to provide more objective evidence about students’ learning patterns and to shape learning trajectories, but some were skeptical about the evaluative role where LA is used to evaluate teachers’ and students’ performance based on unnuanced data (e.g. no theory guidance) with limited depth in observation. This article contributes to the understanding of factors fundamental to linking LA to teachers’ course design practices by synthesizing findings to propose a ‘bi-directional LA-course design’ conceptual framework that clarifies key elements that influence teachers’ design practices and highlighting their implications for LA integration.

• Litherland, Kristina Torine; Kluge, Anders & Mørch, Anders (2021). Interactive Screencasts as Learning Tools in Introductory Programming. In Laet, Tinne De; Klemke, Roland; Alario-Hoyos, Carlos; Hillinger, Isabel & Ortega-Arranz, Alejandro (Ed.), EC-TEL 2021: Technology-Enhanced Learning for a Free, Safe, and Sustainable World, Proceedings of the 16th European Conference on Technology Enhanced Learning. Springer Nature. ISSN 9783030864354. doi: 10.1007/978-3-030-86436-1_32. Full text in Research Archive
• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders (2021). Overcoming Challenges to the Adoption of Learning Analytics at the Practitioner Level: A Critical Analysis of 18 Learning Analytics Frameworks. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1869082. Full text in Research Archive Show summary

  Learning analytics (LA) is a fast-growing field but adoption by teachers remain limited. This paper presents the results of a review of 18 LA frameworks and discusses how they have tried to address prominent challenges in LA adoption. The results show that researchers have made significant advances in developing appropriate frameworks to conceptualise LA adoption among teachers, and have advanced considerably in connecting LA and learning theory. However, few frameworks are concretised into technological artefacts and concrete data streams. Moreover, there is a need to empirically validate and put into use the most promising existing frameworks. We hope that this review will be informative for teachers who have little LA experience but are interested in adopting LA in authentic practice.

• Aure, Caroline Farsjø; Kluge, Anders & Moen, Anne (2020). Promoting dietary awareness: Home‐dwelling older adults’ perspectives on using a nutrition application. International Journal of Older People Nursing. ISSN 1748-3735. doi: 10.1111/opn.12332. Full text in Research Archive Show summary

  Aims and objectives This study investigated older adults’ experiences of using the Appetitus app with support from healthcare professionals. Background Good nutrition status is important for good health when ageing. However, as undernutrition remains a prevalent and persistent problem among older adults, the study explored whether technology affords innovative support for nutritional self‐care among older adults. Design The study was explorative and qualitative in approach. Methods Appetitus was developed as a tablet‐based application to prevent and alleviate undernutrition among older adults. Eighteen home‐dwelling older adults used the app for 8 weeks. Older adults received home care, and local healthcare professionals introduced the app and gave support during the study. Results Appetitus served as a source of inspiration and a reminder of available, relevant food options. Appetitus encouraged some participants to eat or drink more by the end of the day while others became more aware of selecting food options to ensure sufficient protein, energy and fluids. However, some participants made no active effort to change their diet despite feedback from the app that suggested they did not eat or drink enough. Technical support from healthcare professionals facilitated participants’ use of the app and tablet. Some participants also received more specific nutritional follow‐up that helped to make their experience of using the app more meaningful. Conclusion Older adults’ awareness about the importance of keeping a diet that helps prevent undernutrition was reinforced through the use of Appetitus and discussing nutrition with healthcare professionals. Implication for practice The findings affirm feasibility of using technology in nutritional interventions enhancing self‐care among older adults.

• Kaliisa, Rogers; Kluge, Anders & Mørch, Anders Irving (2020). Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments. Journal of Learning Analytics. 7(3), p. 33–47. doi: 10.18608/JLA.2020.73.4. Full text in Research Archive Show summary

  Learning analytics (LA) constitutes a key opportunity to support learning design (LD) in blended learning environments. However, details as to how LA supports LD in practice and information on teacher experiences with LA are limited. This study explores the potential of LA to inform LD based on a one-semester undergraduate blended learning course at a Norwegian university. Our findings indicate that creating valuable connections between LA and LD requires a detailed analysis of student checkpoints (e.g., online logins) and process analytics (e.g., online content and interaction dynamics) to find meaningful learning behaviour patterns that can be forwarded to teachers in retrospect to support the redesign of courses. Moreover, the teachers in our study found the LA visualizations to be valuable for understanding student online learning processes, but they also requested the timely sharing of aggregated LA visualizations in a simple, easy-to-interpret format, yet detailed enough to be informative and actionable. We conclude the paper by arguing that the potential of LA to support LD is improved when multiple levels of LA are considered.

• Kaliisa, Rogers; Mørch, Anders Irving & Kluge, Anders (2019). Exploring Social Learning Analytics to Support Teaching and Learning Decisions in Online Learning Environments. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 11722 LNCS, p. 187–198. doi: 10.1007/978-3-030-29736-7_14. Full text in Research Archive Show summary

  Most teachers to date have adopted summative assessment items as a benchmark to measure students’ learning and for making pedagogical decisions. However, these may not necessarily provide comprehensive evidence for the actual learning process, particularly in online learning environments due to their failure to monitor students’ online learning patterns over time. In this paper, we explore how social learning analytics (SLA) can be used as a proxy by teachers to understand students’ learning processes and to support them in making informed pedagogical decisions during the run of a course. This study was conducted in a semester-long undergraduate course, at a large public university in Norway, and made use of data from 4 weekly online discussions delivered through the university learning management system Canvas. First, we used NodeXL a social network analysis tool to analyze and visualize students’ online learning processes, and then we used Coh-Metrix, a theoretically grounded, computational linguistic tool to analyze the discourse features of students’ discussion posts. Our findings revealed that SLA provides insight and an overview of the students’ cognitive and social learning processes in online learning environments. This exploratory study contributes to an improved conceptual understanding of SLA and details some of the methodological implications of an SLA approach to enhance teaching and learning in online learning environments.

• Kluge, Anders (2019). Learning science with an interactive simulator: negotiating the practice-theory barrier. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2019.1590881. Full text in Research Archive
• Farsjø, Caroline; Kluge, Anders & Moen, Anne (2018). Using a tablet application about nutrition in home care - Experiences and perspectives of healthcare professionals. Health and Social Care in the Community. ISSN 0966-0410. doi: 10.1111/hsc.12685. Full text in Research Archive
• Saplacan, Diana; Herstad, Jo; Mørch, Anders Irving; Kluge, Anders & Pajalic, Zada (2018). Inclusion through design and use of digital learning environments: issues, methods and stories. In Bratteteig, Tone; Sandnes, Frode Eika & Berget, Gerd (Ed.), NordiCHI '18 - Proceedings of the 10th Nordic Conference on Human-Computer Interaction, Oslo, Norway — September 29 - October 03, 2018. Association for Computing Machinery (ACM). ISSN 9781450364379. p. 956–959. doi: 10.1145/3240167.3240264. Full text in Research Archive Show summary

  Sustainable Development Goal 4 (SDG 4) from United Nations refers to the inclusion and quality of education. This implies providing equal access to all levels of education. While a lot of focus has been on inclusion and accessibility through universal design with a focus on disabilities, the aim of this workshop was to explore the role of inclusion for learners of all ages, shifting from a strong disability-oriented focus. We targeted in this workshop discussions around the design and use of Digital Learning Environments (DLE) with equal access and rights to participate. DLE are tools employed in educational institutions (from schools to higher education) for teaching and learning purposes, but also in workplaces, edutainment, and e-commerce. The participants had the chance to present different viewpoints on inclusion in education through issues, methods and stories obtained from design experiences and/or from empirical studies on use of DLE.

• Kluge, Anders & Dolonen, Jan Arild (2015). The Good and the Bad of a New Math Language. In Crompton, Helen & Traxler, John (Ed.), Mobile Learning and Mathematics: Foundations, Design and Case Studies. Routledge. ISSN 9780415742801. p. 106–121. Full text in Research Archive
• Kluge, Anders (2015). The friends and foes of deeper learning in science with technology. ICERI Proceedings. Full text in Research Archive
• Dolonen, Jan Arild & Kluge, Anders (2015). Algebra Learning through Digital Gaming in School. In Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy; Tchounikine, Pierre & Ludvigsen, Sten Runar (Ed.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL). Vol. 1. International Society of the Learning Sciences. ISSN 9780990355069. p. 252–260. Full text in Research Archive Show summary

  Digital games have sparked research interest into how they can be used in school to enhance learning. This study identifies the variation in engagement and learning outcomes when two groups of students use two different digital learning resources for algebra: a game and a web-based resource. Further, the study explores how the digital learning resources create different conditions for social interaction and learning among students and their teacher in a classroom. The setting includes a class of 75 students (age 13–14) in two groups who receive identical instruction from their teacher. Field observations and pretests and posttests show that students playing the game are more engaged, yet their performance on posttests are significantly worse than the other group. Episodes of interaction between participants and technology suggest that they struggle with the symbolic world of the digital game, which constrains the mathematical meaning making that is relevant in schools.

• Kluge, Anders (2014). Combining Laboratory Experiments with Digital Tools to Do Scientific Inquiry. International Journal of Science Education. ISSN 0950-0693. 36(13), p. 2157–2179. doi: 10.1080/09500693.2014.916456. Full text in Research Archive
• Kluge, Anders & Dolonen, Jan Arild (2014). Algebra som spill. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 25(3), p. 23–30,44. Full text in Research Archive
• 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), p. 41–64. doi: 10.1007/s11412-013-9165-4. Full text in Research Archive
• Jong, Ton de; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard & Pedaste, Margus [Show all 22 contributors for this article] (2012). Using scenarios to design complex technology-enhanced learning environments. Educational Technology Research and Development. ISSN 1042-1629. 60(5), p. 883–901. doi: 10.1007/s11423-012-9258-1. Full text in Research Archive
• Kluge, Anders (2011). Interaction design and science discovery learning in the future classroom :. Digital kompetanse. ISSN 0809-6724. p. 158–173. Full text in Research Archive
• Pierroux, Palmyre & Kluge, Anders (2011). Bridging the Extended Classroom: Social, Technological and Institutional Challenges. Nordic Journal of Digital Literacy. 6(3), p. 115–121. Full text in Research Archive
• Jahreie, Cecilie Flo; Arnseth, Hans Christian; Krange, Ingeborg; Smørdal, Ole & Kluge, Anders (2011). Designing for play-based learning of concepts in science – Technological tools for bridging school and science museum contexts. Children, Youth and Environments. 21(2). Full text in Research Archive
• Jong, Ton de; Joolingen, Wouter van; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich & Kindermann, Jörg [Show all 42 contributors for this article] (2010). Learning by creating and exchanging objects: The SCY experience. British Journal of Educational Technology (BJET). ISSN 0007-1013. 41(6), p. 909–921. doi: 10.1111/j.1467-8535.2010.01121.x. Full text in Research Archive
• Kluge, Anders & Bakken, Sven Magne (2010). Simulation as Science Discovery: Ways of Interactive Meaning-Making. Research and Practice in Technology Enhanced Learning (RPTL). ISSN 1793-2068. 5(3), p. 245–273. doi: 10.1142/S1793206810000876. Full text in Research Archive Show summary

  This article addresses how computer-based simulations may support conceptual learning in science education. The study investigates how these interactions unfold, and explores how it may inform design. The article reports on project-based learning in schools where four pairs of students from upper secondary school use a future climate simulator integrated in a web-based learning environment. Our analytical focus is on how the students make use of the simulator to make meaning through the process. The analysis shows a considerable variety in how the students interact with the simulator, and in how they engage in a conceptual level of understanding. The findings indicate that the design was engaging, and three main modes of surprisingly stable uses were identified: utilizing the simulator as a way to get facts, enjoying the aesthetics of interaction as playability, and finally, making use of the simulator as a tool for discovery through cumulative micro-experiments.

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• Kluge, Anders (2024). Læring med digital teknologi. Teorier og utviklingstrekk. 2. utgave. Cappelen Damm Akademisk. ISBN 9788202832100. 230 p. Full text in Research Archive
• Kaliisa, Rogers; Anna, Gillespie; Herodotou, Christothea; Kluge, Anders & Rienties, Bart (2021). Teachers’ Perspectives on the Promises, Needs and Challenges of Learning Analytics Dashboards: Insights from Institutions Offering Blended and Distance Learning. Springer Nature. ISBN 9783030812225. 20 p. Full text in Research Archive
• Kluge, Anders (2021). Læring med digital teknologi: Teorier og utviklingstrekk. Cappelen Damm Akademisk. ISBN 9788202454548. 217 p. Full text in Research Archive
• 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 p. Full text in Research Archive

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• Kluge, Anders (2024). Læring med det vi nå kaller kunstig intelligens. Full text in Research Archive
• Kaliisa, Rogers; Mørch, Anders & Kluge, Anders (2021). Correction to: ‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices (Technology, Knowledge and Learning, (2021), 10.1007/s10758-020-09488-w). Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-021-09574-7. Full text in Research Archive
• Aure, Caroline Farsjø; Moen, Anne & Kluge, Anders (2020). Aktivisering av eldre i ernæringsarbeid. Full text in Research Archive
• Kluge, Anders (2020). Med oppstartsbedrifter i utdanning: Erfaringer fra prosjekter med skole, forskere og bedrifter – et eksempelprosjekt med programmering i skolen. Full text in Research Archive
• Kluge, Anders (2020). Hva tenker vi på når vi tenker digitalt? In Engen, Bård Ketil (Eds.), Digitalisering, kompetanse og læring. Gyldendal Akademisk. ISSN 9788205538313. Full text in Research Archive
• Kluge, Anders; Litherland, Kristina Torine; Borgen, Per Harald & Langslet, Gløer Olav (2019). Combining programming with audio explanations. Full text in Research Archive
• Kluge, Anders (2019). Skole: Teknologi er ikke enten-eller. Klassekampen. ISSN 0805-3839. 51(79), p. 22–22. Full text in Research Archive
• Kluge, Anders & Dolonen, Jan Arild (2018). Kritisk tenkning og problemløsning i norsk skole: Integrert, målbart, og lærbart? Full text in Research Archive
• Kluge, Anders (2017). Om læring og klassestørrelse. Dagsavisen. ISSN 1503-2892. Full text in Research Archive
• Kluge, Anders & Mørken, Knut Martin (2016). Nytt skolefag nødvendig. Full text in Research Archive
• Farsjø, Caroline; Kluge, Anders & Moen, Anne (2016). Designvurderinger i APPETITT - app for eldre om ernæring. Full text in Research Archive
• Kluge, Anders (2016). Teknologi og programmering for alle: En faggjennomgang med forslag til endring i grunnopplæringen. Full text in Research Archive
• Kluge, Anders (2016). Utfordringer for lærere og for ed-tech bedrifter. Full text in Research Archive
• Kluge, Anders (2016). Med spill på timeplanen. Full text in Research Archive
• Kluge, Anders (2016). Bridging in Mathematics: Learning Algebra by Using Games in School. In Elstad, Eyvind (Eds.), Educational Technology and Polycontextual Bridging. Brill | Sense. ISSN 9789463006439. p. 107–127. Full text in Research Archive
• Farsjø, Caroline; Kluge, Anders; Wensaas, Gro Hilde; Skulberg, Vigdis Brit & Moen, Anne (2015). Uten mat og drikke. Full text in Research Archive
• Kluge, Anders (2014). Scientific inquiry and digital representations. Full text in Research Archive
• Kluge, Anders; Dolonen, Jan Arild & Gilje, Øystein (2014). Dataspill og læringsutbytte. Full text in Research Archive
• Kluge, Anders; Dolonen, Jan Arild & Gilje, Øystein (2014). Læring og spill i skolen. Dagens næringsliv. ISSN 0803-9372. Full text in Research Archive Show summary

  Debattinnlegg knyttet til to tilsvar til kronikk av samme forfattere datert 23.04.2014

• Furberg, Anniken Larsen & Kluge, Anders (2013). Exploring computer-environments as support for students’ reflection on lab-Experiments. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Full text in Research Archive
• Leister, Wolfgang & Kluge, Anders (2012). Inntrykk fra INREMO studietur til California. Norsigd Info. ISSN 0803-8317. p. 7–9. Full text in Research Archive
• Kluge, Anders & Krange, Ingeborg (2012). How to link different interactive models of the same phenomena. Full text in Research Archive
• Kluge, Anders (2012). Teknologi for læring. Full text in Research Archive
• Furberg, Anniken Larsen & Kluge, Anders (2011). Elever løser gamle krimgåter. [Journal]. Aftenposten. Full text in Research Archive
• Kluge, Anders (2011). Fra 'fridag' til engasjert læring. Full text in Research Archive
• Kluge, Anders & Krange, Ingeborg (2011). "How to link different interactive modelsof the same phenomena across technology, sites, and contexts for productive learning?". Full text in Research Archive
• Kluge, Anders (2010). The Dyad and the simulator. Full text in Research Archive
• Kluge, Anders (2009). Hvordan ta i bruk digitale ressurser i undervisningen? Full text in Research Archive
• Kluge, Anders (2008). Luring med læring. Full text in Research Archive
• Kluge, Anders (2008). Overgangsproblemer. [Journal]. Drammens Tidende. Full text in Research Archive Show summary

  Om bruk av IKT i skolen

• Qvale, Knut & Kluge, Anders (2008). Elevprodukt. Full text in Research Archive
• Kluge, Anders (2008). Får 5,5 millionar til forsking på naturfag. [Journal]. UniForum. Full text in Research Archive
• Ludvigsen, Sten Runar; Kluge, Anders; Krange, Ingeborg & Ulfsnes, Kari-Anne (2008). På nett med framtida i ti år. [Journal]. UniForum. Full text in Research Archive
• Kluge, Anders (2008). Lettere å lære med ny teknologi? [Internet]. Forskning.no. Full text in Research Archive
• Kluge, Anders (2008). Interaksjonsdesign og læring. Full text in Research Archive
• Kluge, Anders (2008). Simuleringer i naturvitenskap og matematikk. Full text in Research Archive
• Kluge, Anders (2008). Integrering av IKT i skolen. Full text in Research Archive
• Kluge, Anders (2003). Construction, consumption and creation � the convergence of medium and tool. Full text in Research Archive
• Kluge, Anders (2003). Exploring Medium-Tool Relations: Field Trials in Construction of Hypermedia in Schools. Full text in Research Archive
• Kluge, Anders & Mørch, Anders Irving (2003). Konvergens i bruk av datamaskinen som medium og verktøy. Full text in Research Archive
• Kluge, Anders (2002). Technology as interactive media. Full text in Research Archive
• Kluge, Anders (2002). User Activity in New Media: Stimulation by Design. Full text in Research Archive
• Kluge, Anders (2002). Trenger datamaskiner å være så vanskelige å bruke? Full text in Research Archive
• Kluge, Anders (2002). Hva er Interaktivitet ? Full text in Research Archive
• Kluge, Anders (2002). Interactivity in new media. Full text in Research Archive
• Kluge, Anders (2002). LAVA - hvordan stimulerer teknologi ? Full text in Research Archive
• Kluge, Anders (2001). Designing for an Active User. Full text in Research Archive
• Kluge, Anders (2001). Interaction Design of Multimedia Content and Tools. Full text in Research Archive
• Dolonen, Jan Arild & Kluge, Anders (2019). Macroscope prosjektet - Bruk av EdTech-tjenesten Macroscope i høyere økonomisk utdanning. Universitetet i Oslo. Full text in Research Archive
• Dolonen, Jan Arild; Kluge, Anders; Litherland, Kristina & Mørch, Anders Irving (2019). Litteraturgjennomgang av programmering i skolen. Universitetet i Oslo. Full text in Research Archive Show summary

  Som en del av fagfornyelsen skal programmering innføres i flere obligatoriske fag fra høsten 2020. Formålet med denne rapporten er en litteraturgjennomgang av hva forskning på programmering og læring viser, og å undersøke det utdanningspolitiske grunnlaget for å innføre programmering i norsk skole. Rapporten er en del av forprosjektet "Programmering i (ungdoms-)skolen", og er et samarbeid mellom KompAks AS og Institutt for Pedagogikk ved Universitetet i Oslo, finansiert gjennom FORREGION Oslo Akershus/Oslo Edtech Cluster og Norges Forskningsråd (prosjekt# 304162). Argumentene for å innføre programmering i skolen er primært at programmering kan bidra med nødvendige digitale ferdigheter i befolkningen, er en naturlig del av problemløsning i ingeniørfagene, og overlapper med kritisk tenkning i fagfornyelsen. Forskningsgrunnlaget virker imidlertid tynt. Tidligere forskning tyder på at ferdigheter i programmering i liten grad lar seg overføre til andre disipliner og problemstillinger, men samtidig erkjenner man at digitaliseringen av samfunnet krever utvidet kompetanse. Det finnes også lite robust forskning på adekvate undervisningsopplegg. To lovende opplegg er imidlertid FACT-metoden som fokuserer på balansen mellom strukturerte og ustrukturerte læringsaktiviteter, og PRIMM-modellen som fokuserer på samarbeid og muntlighet i kombinasjon med prediksjon, utprøvning, og refleksjon. Sistnevnte type modell har vist seg å skape dyp og varig forståelse i andre fag. Tilrettelegging for programmering i skolen skjer gjennom ulike tiltak i regi av Utdanningsdirektoratet (Udir). De stiller midler til rådighet gjennom “den teknologiske skolesekken”, og har i tillegg lansert en modell for lokal kompetanseutvikling i skolen i samarbeid med UH-sektoren. Hvilken rolle det private næringsliv har i denne satsingen er uklar, men det virker som de må̊ operere som tidligere gjennom støtteordninger i regi av Udir eller forskningsrådet. Programmering innføres relativt raskt i skolen, og gir betydelige institusjonelle utfordringer med hensyn til lærernes kompetanse. Få lærere har kompetanse i å undervise i programmering, noe som gjør at det er et behov innen feltet for å finne frem til gode læringsressurser og undervisningsopplegg.

• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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. 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
• Sanne, Anders; Berge, Ola; Bungum, Berit; Jørgensen, Eva Celine; Kluge, Anders & Kristensen, Tor Espen [Show all 9 contributors for this article] (2016). Teknologi og programmering for alle : En faggjennomgang med forslag til endringer i grunnopplæringen - august 2016. Utdanningsdirektoratet. Full text in Research Archive
• Naalsund, Margrethe; Dolonen, Jan Arild & Kluge, Anders (2015). Læremidler og arbeidsformer i algebra på mellomtrinnet. En casestudie i prosjektet ARK&APP, matematikk, 5. klasse. Universitetet i Oslo. ISSN 9788256970162. Full text in Research Archive
• Dolonen, Jan Arild; Naalsund, Margrethe & Kluge, Anders (2015). Læremidler og arbeidsformer i matematikk 1T vgs. En casestudie i prosjektet ARK&APP, matematikk 1T, studieforberedende utdanningsprogram, videregående skole. Universitetet i Oslo. ISSN 9788256970124. Full text in Research Archive Show summary

  I caserapporten Læremidler og arbeidsformer i matematikk 1T vgs følger vi 21 Vg1-elever og en lærer på studieforberedende utdanningsprogram som arbeider med algebra. Analysene i denne casen legger særlig vekt på hvordan læreren utfordret elevene til å resonnere, diskutere og løse problemer sammen i helklassediskusjoner. Diskusjonene ga rom for at elevene kunne problematisere ulike måter å løse algebra. Læreren brukte ulike typer læremidler og -ressurser for å illustrere at det finnes flere måter å tenke matematisk på, og vektla at elevene i fellesskap fikk prøve ut ulike metoder for samme type oppgaver. Analysene viser også at oppgaveløsning med digitale læremidler ga mer dynamiske interaksjonsformer og noe mer engasjement hos elevene. I denne casen brukte elevene GeoGebra og Graph. Videre viser casen hvordan vektlegging av prosedyrekunnskap og fleksibilitet i løsningsstrategier fungerer som et virkemiddel for å utvikle matematisk forståelse. Analysene av videodata viser hvor viktig det er å bruke varierte læremidler og ressurser for å skape forståelse for elevene. En slik praksis er i tråd med prinsipper for god matematikkundervisning, og disse dagsaktuelle prinsippene blir diskutert i rapportens drøfting. Pre- og posttesten viste at en slik framgangsmåte ikke gir noen signifikant bedring i elevenes prestasjoner på kort sikt, men tidligere forskning har vist at en slik undervisningspraksis kan gi god uttelling på lengre sikt.

• Leister, Wolfgang; Fuglerud, Kristin Skeide; Kluge, Anders; Skaar, Bjørn; Evreinov, Grigori & Ruschin, Detlef [Show all 11 contributors for this article] (2014). Development of a Haptic Interface for Communication via the Skin - Literature Review and Related Matters. Norsk Regnesentral. Full text in Research Archive
• Dolonen, Jan Arild & Kluge, Anders (2014). Læremidler og arbeidsformer for algebra i ungdomsskolen: En casestudie i prosjektet ARK&APP, matematikk, 8. klasse. Utdanningsdirektoratet. Full text in Research Archive
• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Aanesland, Torunn Strømme & Zacharia, Zacharias [Show all 28 contributors for this article] (2012). SCY Summative evaluation report DIX.4. European Commission (SCY - Project number IST-212814). Full text in Research Archive
• Kluge, Anders; Furberg, Anniken Larsen; Dolonen, Jan Arild; Ludvigsen, Sten Runar; Zacharias, Zacharia & Xenofontos, Nikoletta [Show all 18 contributors for this article] (2011). SCY second formative evaluation report. European Commission (SCY - Project number IST-212814). Full text in Research Archive
• Geraedts, Caspar; Girault, Isabelle; Hovardas, Tasos; Julien, Rachel; Kluge, Anders & Lazonder, Ard [Show all 18 contributors for this article] (2010). SCY-mission 1. SCY-project / European Commission. Full text in Research Archive
• Kluge, Anders; Lazonder, Ard; Ludvigsen, Sten Runar; Weinberger, Armin; Jong, Ton de & Vold, Vibeke [Show all 14 contributors for this article] (2010). SCY evaluation planning and methods. SCY research project / European Commission. Full text in Research Archive
• Kluge, Anders; Furberg, Anniken Larsen; Ludvigsen, Sten Runar; Dolonen, Jan Arild; Norenes, Svein Olav & Vold, Vibeke [Show all 29 contributors for this article] (2010). SCY first formative evaluation report. European Commission (SCY - Project number IST-212814). Full text in Research Archive
• Weinberger, Armin; Wichmann, Astrid; Vold, Vibeke; Rinket, Marieke; Pedaste, Margus & Ney, Muriel [Show all 24 contributors for this article] (2009). SCY-Lab Component Specification. EU-IST-212814 EU. Full text in Research Archive
• Joolingen, Wouter van; Kluge, Anders; Giemza, Adam; Næss, Børge; Geraedts, Caspar & Bollen, Lars [Show all 11 contributors for this article] (2009). Specifications of the SCY set of scaffolds and tools DII.1. EU Comission. Full text in Research Archive
• Joolingen, Wouter van; Kluge, Anders; Giemza, Adam; Wichmann, Astrid; Wesselink-Fliervoet, Marita & Sikken, Jakob (2009). The SCY Style Book DVI.2. EU Comission. Full text in Research Archive
• Weinberger, Armin; Dolonen, Jan Arild; Hovardas, Anastasios; Pedaste, Margus; Kluge, Anders & Ludvigsen, Sten Runar [Show all 14 contributors for this article] (2009). SCY Scenario handbook and pedagogical plans, version 1. EU-IST-212814 EU. Full text in Research Archive
• Mork, Sonja M; Kluge, Anders & Sørborg, Øystein (2009). Elevprodukt: Fra informasjonssøk på Internett til kunnskapsintegrasjon. ITU / Naturfagsenteret / InterMedia. Full text in Research Archive
• Mork, Sonja M; Kluge, Anders & Sørborg, Øystein (2009). Elevprodukt. Fra informasjonssøk på Internett til kunnskapsintegrasjon. Sluttrapport. Naturfagsenteret. Full text in Research Archive
• Ludvigsen, Sten; Kluge, Anders; Rasmussen, Ingvill; Solheim, Ivar & Foyn, Bent (2001). Multimedia og læring - erfaringer fra LAVA Læring første feltforsøk våren 2000. ISSN 9788253904832. Full text in Research Archive

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