Crina Damsa

Associate Professor - Department of Education
Image of Crina Damsa
Norwegian version of this page
Phone +47-22840725
Room 580
Available hours By appointment
Username
Visiting address Helga Engs hus Blindern Oslo
Postal address Postboks 1092 Blindern 0317 OSLO

Research Interests

  • Student-centred learning environments
  • Inquiry-based learning and collaborative learning in higher education
  • Learning supported by digital technologies
  • Longitudinal studies, design-based research, analysis of video-data

Education and academic employment history

  • 2016-2017. Associate Professor, Department of Teacher Education and School Research, UiO (Norway)
  • 2017, 2016. Visiting researcher at the University of Sydney (Australia)
  • 2015. Visiting researcher at the University of Helsinki (Finland)
  • 2013-2016. Postdoctoral researcher at the Department of Education, University of Oslo (Norway)
  • 2012. Visiting PhD student at Rutgers University (USA)
  • 2013. PhD in Educational Sciences, University of Oslo, Norway
  • 2009-2013. Research fellow (PhD candidate), Department of Education, University of Oslo (Norway)
  • 2005-2009. Research Assistant and junior researcher, Utrecht University (The Netherlands) 
  • MSc in Educational Design and Technology, Utrecht University (The Netherlands) 

  • Ba in Language and literature, Babes-Bolyai University (Romania)

Teaching 

  • Academic Development courses 

  • PhD seminars 

  • International Master program in Higher Education, University of Oslo

  • Pedagogy, Teacher Education program, University of Oslo

Academic community appointments

  • Associate Editor: Frontline Learning Research Journal, Acta Didactica Norge

  • Editorial board member: Journal of the Learning ScienceLearning, Culture and Social Interaction, Vocations and Learning, Interdisciplinary Journal of Technology, Culture and Education (QWERTY) 

  • Coordinator of EARLI SIG 17 - Qualitative and Quantitative Approaches to Learning and Instruction

  • Education Committee member, ISLS  - International Society of the Learning Sciences

 Reviewer for

  • Journals: Journal of the Learning Science, International Journal of Computer-supported Collaborative Learning, Learning and Instruction, Learning, Culture and Social Interaction, Instructional Science, European Journal of Teacher Education, Frontline Learning Research, European Journal of Higher Education, Psychology Learning & Teaching, Vocations and Learning, QWERTY

  • Conferences: ICLS, CSCL, EARLI & EARLI SIG Conferences 

Tags: Digital learning environments, Higher education, Student learning

Publications

Damsa, C.  & de Lange, T. (2019). Student-centred learning environments in higher education - From conceptualization to designUNIPED. ISSN 1893-8981.  42(1), s 9- 26 . doi: 10.18261/issn.1893-8981-2019-01-02

Esterhazy, R. & Damsa, C. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education, doi.org/10.1080/03075079.2017.1359249

Damşa, C. I. & Ludvigsen, S. (2016). Learning through interaction and co-construction of knowledge objects in teacher education, Learning, Culture and Social Interaction, doi:10.1016/j.lcsi.2016.03.001

Damşa, C.I. & Nerland, M. (2016). Student learning through participation in inquiry activities. Two cases from teaching and computer engineering education, Vocations and Learning, DOI: 10.1007/s12186-016-9152-9 

Damsa, C. I. & Jornet, A. (2017). Revisiting learning in higher education—Framing notions redefined through an ecological perspective, Invited paper in In A. Rajala, G Ritella, K. Kumpulainen & L. Wilkinson (Eds.), Expanding Conceptualizations for the Study of Learning in the Knowledge Society, Special issue in the Frontline Learning Research journal,4 (4), 39–47. DOI: http://dx.doi.org/10.14786/flr.v4i4.208 

Damşa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative Learning, 9(3), 247-281, doi: 10.1007/s11412-014-9193-8 

Damşa, C. I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., Sins, P. H. M. (2010). Shared epistemic agency - An empirical study of an emergent construct. Journal of the Learning Sciences, 19(2), 143 – 186. doi:10.1080/10508401003708381 

 

  • Damsa, Crina I. & de Lange, Thomas (2019). Student-centred learning environments in higher education - From conceptualization to design. UNIPED.  ISSN 1893-8981.  42(1), s 9- 26 . doi: 10.18261/issn.1893-8981-2019-01-02
  • Dolean, Dacian; Melby-Lervåg, Monica; Tincas, Ioana; Damsa, Crina I. & Lervåg, Arne (2019). Achievement Gap: Socioeconomic Status affects Reading Development beyond Language and Cognition in Children Facing Poverty. Learning and Instruction.  ISSN 0959-4752.  63 . doi: https://doi.org/10.1016/j.learninstruc.2019.101218
  • Nerland, Monika & Damsa, Crina I. (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering, In David Guile & Lorna Unwin (ed.),  The Wiley Handbook of Vocational Education and Training.  Wiley-Blackwell.  ISBN 9781119098591.  Chapter 20.  s 395 - 414
  • Afdal, Hilde Wågsås & Damsa, Crina I. (2018). Research-Based Education: An Exploration of Interpretations in Two Professional Higher Education Programmes., In Peter Maassen; Monika Nerland & Lyn Yates (ed.),  Reconfiguring Knowledge in Higher Education.  Springer Nature.  ISBN 978-3-319-72831-5.  8.  s 129 - 148
  • Damsa, Crina I. (2018). Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences, In Peter Maassen; Monika Nerland & Lyn Yates (ed.),  Reconfiguring Knowledge in Higher Education.  Springer Nature.  ISBN 978-3-319-72831-5.  9.  s 149 - 167
  • Mirmotahari, Omid; Berg, Yngvar & Damsa, Crina I. (2018). Innovating Assessment Practices Using Automated Feedback in Software in Computer Science Education. CEUR Workshop Proceedings.  ISSN 1613-0073.  2128
  • Mirmotahari, Omid; Berg, Yngvar; Langmyhr, Dag; Fremstad, Ester & Damsa, Crina I. (2018). Studentaktivisering gjennom bruk av hverandrevurdering for førstesemesters studenter i Canvas LMS: en forsøksstudie.. NIK: Norsk Informatikkonferanse.  ISSN 1892-0713.  1(1) . doi: http://ojs.bibsys.no/index.php/NIK/article/view/521
  • Mirmotahari, Omid; Damsa, Crina I. & Berg, Yngvar (2018). Formative Feedback for Learning. Case Studies of Automated Feedback in Undergraduate Computer Science Education. Proceedings (International Conference of the Learning Sciences).  ISSN 1814-9316.  3, s 1577- 1578
  • Mirmotahari, Omid; Hiorth, Kristian Andreas; Gjessing, Stein; Fremstad, Ester & Damsa, Crina I. (2018). En eksempel-studie av automatisk tilbakemelding for programmeringsfag i høyere utdanning.. NIK: Norsk Informatikkonferanse.  ISSN 1892-0713.  1(1) . doi: http://ojs.bibsys.no/index.php/NIK/article/view/518
  • Damsa, Crina I.; Dolean, Dacian & Pop, Raluca (2017). The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text. International Journal of Linguistics.  ISSN 1948-5425. . doi: /10.5296/ijl.v9i2.11051 Full text in Research Archive.
  • Damsa, Crina I.; Froehlich, Dominik & Gegenfurtner, Andreas (2017). Reflections on empirical and methodological accounts of agency at work, In Michael Goller & Susanna Paloniemi (ed.),  Agency at Work. An Agentic Perspective on Professional Learning and Development.  Springer.  ISBN 978-3-319-60942-3.  15.
  • Damsa, Crina I.; Nerland, Monika & Jensen, Karen (2017). Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses, In Eva Kyndt; Vincent Donche; Keith Trigwell & Sari Lindblom-Ylänne (ed.),  Higher Education Transitions: Theory and Research.  Routledge.  ISBN 978-1138670884.  17.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education.  ISSN 0307-5079.  44(2), s 260- 274 . doi: 10.1080/03075079.2017.1359249 Full text in Research Archive.
  • Dacian, Dolean; Ioana, Tincas & Damsa, Crina I. (2016). Enhancing the Pre-literacy Skills of Roma Children : The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness. The New Educational Review.  ISSN 1732-6729.  45(3), s 39- 52 . doi: http://www.educationalrev.us.edu.pl/e45/a3.pdf Full text in Research Archive.
  • Dacian, Dolean; Ioana, Tincas & Damsa, Crina I. (2016). What Factors Influence the Development of Reading Fluency of Roma Children? The Effects of Whole‐Class Repeated Readings and School Absenteeism ​. Studia Universitatis Babes-Bolyai - Psychologia-Paedagogia.  ISSN 1221-8111. Full text in Research Archive.
  • Damsa, Crina I. & Jornet, Alfredo (2016). Revisiting learning in higher education—Framing notions redefined through an ecological perspective. Frontline Learning Research.  ISSN 2295-3159.  4(4), s 39- 47 . doi: 10.14786/flr.v4i4.208 Full text in Research Archive.
  • Damsa, Crina I. & Ludvigsen, Sten Runar (2016). Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction.  ISSN 2210-6561.  11, s 1- 18 . doi: 10.1016/j.lcsi.2016.03.001
  • Damsa, Crina I. & Nerland, Monika (2016). Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education. Vocations and Learning.  ISSN 1874-785X.  s 1- 20 . doi: 10.1007/s12186-016-9152-9
  • Rasmussen, Ingvill & Damsa, Crina I. (2016). Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources. International Journal of Educational Research.  ISSN 0883-0355. . doi: 10.1016/j.ijer.2016.04.003
  • Damsa, Crina I. (2015). The construction of knowledge objects through inquiry and use of domain-specific resources in computer engineering education, In Oskar Lindwall; Päivi Häkkinen; Timothy Koschman; Pierre Tchounikine & Sten Runar Ludvigsen (ed.),  Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL). Vol. 1.  International Society of the Learning Sciences.  ISBN 978-0-9903550-6-9.  paper.
  • Damsa, Crina I. (2014). Collaborative knowledge practices in higher education: An analysis of student learning in two undergraduate programs. Proceedings (International Conference of the Learning Sciences).  ISSN 1814-9316.  3(January), s 1733
  • Damsa, Crina I. (2014). Shared Epistemic Agency and Agency of Individuals, Collaborative Groups, and Research Communitie, In Kyza, E., O'Neill, D. K., Taba Polman, J. L., (ed.),  Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences.  International Society of the Learning Sciences.  ISBN 978-0-9903550-1-4.  x.  s 440 - 450
  • Damsa, Crina I.; Muukkonen, Hanni; Nerland, Monika; Lakkala, Minna; Toom, Auli; Kosonen, Kari; Ilomäki, Liisa; Markauskaite, Lina; Goodyear, Peter & Bachfischer, Agnieszka (2014). Enrollment of higher education students in professional knowledge and practices, In Kyza, E., O'Neill, D. K., Taba Polman, J. L., (ed.),  Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences.  International Society of the Learning Sciences.  ISBN 978-0-9903550-1-4.  x.  s 1283 - 1292
  • Damsa, Crina I. & Nerland, Monika (2014). Collaborative Knowledge Practices in Higher Education: A Comparative Analysis of Student Learning in Two Undergraduate Programs., In Kyza, E., O'Neill, D. K., Taba Polman, J. L., (ed.),  Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences.  International Society of the Learning Sciences.  ISBN 978-0-9903550-1-4.  x.
  • Damsa, Crina-Ioana (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative Learning.  ISSN 1556-1607.  9(3), s 247- 281 . doi: 10.1007/s11412-014-9193-8 Full text in Research Archive.
  • Damsa, Crina-Ioana (2013). Creating knowledge through artefact-oriented collaboration: mechanisms. characteristics and technological support, In Berit Helene Johnsen (ed.),  Research Project Preparation within Education and Special Needs Education. Introduction to Theory of Science, Project Planning and Research Plans.  Cappelen Damm Akademisk.  ISBN 978-82-7634-977-1.  12.  s 201 - 219
  • Damsa, Crina-Ioana; Ludvigsen, Sten Runar & Andriessen, Jerry (2013). Knowledge co-construction - epistemic consensus or relational assent?, In Jerry Andriessen (ed.),  Affective Learning together. Social and emotional dimensions of collaborative learning.  Routledge.  ISBN 978-0-415-69687-6.  5.  s 97 - 119
  • Damsa, Crina-Ioana & Andriessen, Jerry (2012). Epistemic agency for knowledge creation: an explorative case study, In Anne Moen; Anders Irving Mørch & Sami Paavola (ed.),  Collaborative knowledge creation: Practices, tools, concepts.  Sense Publishers.  ISBN 978-94-6209-002-6.  chapter.  s 203 - 219
  • Richter, Christopher; Simonenko, Ekaterina; Sugibuchi, Tsuyoshi; Spyratos, Nicolas; Babic, Frantisek; Wagner, Jozef; Paralic, jan; Racek, Michal; Damsa, Crina-Ioana & Christophides, Vassilis (2012). Mirroring Tools for Collaborative Analysis and Reflection, In Anne Moen; Anders Irving Mørch & Sami Paavola (ed.),  Collaborative knowledge creation: Practices, tools, concepts.  Sense Publishers.  ISBN 978-94-6209-002-6.  chapter.  s 117 - 141
  • Damsa, Crina-Ioana; Erkens, Gijsbert & Janssen, Jeroen (2011). Analyzing discourse synthesis - use of semantic information for collaborative writing in secondary education, In Hans Spada; Gerry Stahl; N. Miyake & Nancy Law (ed.),  The Computer Supported Collaborative Learning (CSCL) Conference 2011.  International Society of the Learning Sciences.  ISBN 978-0-578-09152-5.  KAPITTEL.
  • Damsa, Crina-Ioana & Ludvigsen, Sten R (2011). Iterative co-construction of knowledge objects by student teachers, In Hans Spada; Gerry Stahl; N. Miyake & Nancy Law (ed.),  The Computer Supported Collaborative Learning (CSCL) Conference 2011.  International Society of the Learning Sciences.  ISBN 978-0-578-09152-5.  KAPITTEL.
  • Damsa, Crina-Ioana & Ludvigsen, Sten R (2011). Learning through collaborative creation of knowledge objects in teacher education, In Hans Spada; Gerry Stahl; N. Miyake & Nancy Law (ed.),  The Computer Supported Collaborative Learning (CSCL) Conference 2011.  International Society of the Learning Sciences.  ISBN 978-0-578-09152-5.  KAPITTEL.
  • Ludvigsen, Sten R; Damsa, Crina-Ioana & Muukkonen, Hanni (2011). Integrated tool support for learning through knowledge creation, In Hans Spada; Gerry Stahl; N. Miyake & Nancy Law (ed.),  The Computer Supported Collaborative Learning (CSCL) Conference 2011.  International Society of the Learning Sciences.  ISBN 978-0-578-09152-5.  KAPITTEL.
  • Damsa, Crina; Kirschner,, Paul; Andriessen, Jerry; Erkens, Gijsbert & Sins, Patrick (2010). Shared Epistemic Agency: An Empirical Study of an Emergent Construct. The Journal of the Learning Sciences.  ISSN 1050-8406.  19(2), s 143- 186 . doi: 10.1080/10508401003708381 Show summary
  • Sins, Patrick; Bauters, Merja & Damsa, Crina (2008). Knowledge practices environment: Design and application of technology for trialogical learning, In Pierre Dillenbourg & Marcus Specht (ed.),  Times of Convergence. Technologies Across Learning Contexts.  Springer.  ISBN 978-3-540-87604-5.  KAPITTEL.

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  • Damsa, Crina I. & de Lange, Thomas (2019). Studentsentrerte perspektiver og tiltak i høyere utdanning. UNIPED.  ISSN 1893-8981.  42(1), s 5- 8 . doi: 10.18261/issn.1893-8981-2019-01-01
  • Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis).
  • Damsa, Crina I. & de Lange, Thomas (2018). Student-centered Learning in Norwegian and Finnish higher education: a research-based perspective to quality.
  • Fremstad, Ester; Damsa, Crina I. & Mirmotahari, Omid (2018). Promoting active learning through developing and using a digital tool for assessment.
  • Afdal, Hilde Wågsås & Damsa, Crina I. (2017). Research-based teacher education and engineering education.
  • Araos, Andres & Damsa, Crina I. (2017). Araos, A. & Damsa, C., (2017, May). The university's third mission - aspects of community engagement. A Norwegian case. Presentation in C. Cress, Intercultural Differences in Community Engagement: Perspectives on Definitions, Pedagogical Strategies & Programmatic Approaches, Panel session at the Intercultural Horizons Conference, Rijeka, Croatia..
  • Ceratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina I.; Nusbaum, Miguel & Säljö, Roger (2017). Emergent practices and material conditions on tablet mediated collaborative learning.
  • Damsa, Crina I.; Hunskaar, Tove Seiness & Andersson-Bakken, Emilia Ingegerd (2017). Tablet-mediated video observations as means for guidance and practice-based learning in teacher education.
  • Damsa, Crina I.; Jornet, Alfredo; Froelich, Dominik E. & Gegenfurtner, Andreas (2017). The unit of analysis in learning research: Approaches for imagining a transformative research agenda.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
  • Nerland, Monika & Damsa, Crina I. (2017). Students’ and beginning professionals’ learning with web-based resources in software engineering.
  • Damsa, Crina I.; Nerland, Monika & Stensaker, Bjørn (2016). Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?.
  • Damsa, Crina I. (2015). Approaches to qualitative data analysis: interaction analysis and work with video-data.
  • Damsa, Crina I. (2015). Introducing students to web design and development through collaborative projects in computer engineering education,.
  • Damsa, Crina I. (2015). Shared epistemic agency and its emergence in undergraduate students’ collaborative learning,.
  • Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete; Wiers-Jenssen, Jannecke & Aamodt, Per O (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. NIFU-rapport. 24.
  • Damsa, Crina I.; Gegenfurtner, Andreas & Guerin, Laurence (2015). Innovative methodologies in learning research.
  • Nerland, Monika; Damsa, Crina I. & Jensen, Karen (2015). Introducing first-year students to the knowledge cultures of law, engineering and teaching.
  • Damsa, Crina I. (2014). Shared epistemic agency and the agency of individuals, groups and collaborative communities..
  • Damsa, Crina I. (2014). The PHD trajectory: an experience-based analysis..
  • Damsa, Crina I. & Nerland, Monika (2014). Learning trajectories and enrolment of higher education students in professional knowledge and practices..
  • Damsa, Crina I. & Nerland, Monika (2014). Learning trajectories in higher education: a comparative analysis of student of students learning in two undergraduate programs..
  • Nerland, Monika; Jensen, Karen; Damsa, Crina I. & Enqvist-Jensen, Cecilie (2014). The enrollment of students in professional knowledge cultures: Epistemic practices and learning in the introductory courses of three professional programs.
  • Damsa, Crina-Ioana; Hakkarainen, Kai & Bauters, Merja (2012). Relational aspects of epistemic agency in knowledge artefact-oriented collaboration.
  • Damsa, Crina-Ioana & Ludvigsen, Sten R (2011). Collaborative Creation of Shared Knowledge Objects in Higher Education – Analysis of Process and Products.
  • Damsa, Crina-Ioana; Zoembach, Joerg & Ligorio, Beatrice (2011). Methodological Perspectives on Researching Learning with ICT,.
  • Damsa, Crina (2010). Creating knowledge through object-oriented collaboration - mechanisms, characteristics and technological support, Paper presented at teh Doctoral Consortium at ICLS 2010, Chicago, USA.
  • Damsa, Crina & Ludvigsen, Sten R (2010). Damsa, C.I. & Ludvigsen, S. (2010, August/September). Learning Through Collaborative Creation of Shared Knowledge Objects: Analytic Challenges, Paper presented at.
  • Damsa, Crina; Ludvigsen, Sten Runar & Sins, Patrick (2010). Trialogical work in higher education: Creation and use of shared objects in knowledge creation practices, Paper presented in H. Muukkonen, C. I. Damsa & S. Ludvigsen, Collective object-bound activities: exploring the boundaries of knowledge creation and cultural historical activity theory frameworks, Symposium at the.
  • Damsa, Crina; Sins, Patrick; Strien, Johan & Reijnen, Bert (2010). Learning through collaborative creation of shared knowledge object: Technological support and analytic challenges, In J.Slotta, Content Analysis of Collaboratively Constructed Knowledge Artifacts: Issues and Opportunities for Research, Symposium at ICLS 2010, Chicago, USA.
  • Paavola, Sami; Richter, Christoph; Allert, Heidrun; Karlgren, Klas; Bauters, Merja; Lallimo, Jiri; Kosonen, Kari; Muukkonen, Hanni; Lakkala, Minna; Damsa, Crina; Moen, Anne; Sins, Patrick & Andriessen, Jerry (2010). DIV4.6 Report on Empirical Research.
  • Damsa, Crina; Hakkarainen, Kai & Bauters, Merja (2009). Relational aspects of shared epistemic agency in knowledge artefact-oriented collaboration of higher education students, In C. Damşa, S. Schrire & A. Edwards,Knowledge-driven collaborative learning practicesin higher education, Symposium at the13thconference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, the Netherlands.
  • Damsa, Crina & Karlgren, Klas (2009). RESEARCH REPORT YEARS 1-3, CLUSTER C: PRODUCTIVE INTERACTION (D 8.4).
  • Damsa, Crina; Kirschner, P.A.; Andriessen, Jerry & Erkens, Gijsbert (2009). Shared Epistemic Agency and Object-Oriented Collaboration in University Education Student Research Activities. Paper presented at.
  • Damsa, Crina; Sins, Patrick & Bauters, Merja (2009). The Knowledge Practices Laboratory technology - Innovative technology for supporting collaborative knowledge creation practices. In C. I. Damsa & P. Sins, From ICT-Supported Pedagogical Practices to Web-Based Technology to Support Reading Instruction: An Interactive Symposium" , Symposium at.
  • Andriessen, Jerry; Damsa, Crina; Sins, Patrick & Pardijs, Mirjam (2008). From design principles to educational practices: a project in secondary education. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences: Vol. 3. Developing and applying design principles for knowledge creation practices. (pp. 403 - 404). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc. (ISLS).
  • Damsa, Crina; Andriessen, Jerry; Sins, Patrick; Allert, Heidrun & Richter, Christopher (2008). Advancing collaborative practices in the scientific community: creating innovative formats for conferencing. Pre-conference event at the Eighth International Conference for the Learning Sciences, Utrecht, The Netherlands.
  • Damsa, Crina; Kirschner, P.A.; Andriessen, Jerry & Erkens, Gijsbert (2008). ). Is it mine, is it yours? It is ours. Shared epistemic agency in collaborative research activities. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences: Vol. 3 (pp. 262 - 264). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc. (ISLS).
  • Pardijs, Mirjam; Andriessen, Jerry; Sins, Patrick; Damsa, Crina & Veerman, Arja (2008). Onderzoek en praktijk, samen verantwoordelijk voor onderwijs. Van twaalf tot achttien.  8, s 34- 3
  • Sins, Patrick; Andriessen, Jerry & Damsa, Crina (2008). Working within innovative knowledge communities as a context for transforming pedagogical practices. In S. Paavola & K. Hakkarainen. Investigating Emerging Technology-Mediated Knowledge. Symposium at the International Conference of the International Society for Cultural and Activity Research. San Diego, USA.
  • Damsa, Crina; Andriessen, Jerry; Kirschner, P.A.; Erkens, Gijsbert & Sins, Patrick (2007). Assessing the development of epistemic agency of students in higher education: an explorative case study. In Csapo, B., Csikos, C. (Eds.), Proceedings of the 12th conference of the European Association for Research on Learning and Instruction (EARLI): Fostering agency and knowledge creation: cases from higher education. (pp.178), Graduate School of Education, University of Szeged, Faculty of Arts, Budapest, Hungary.
  • Damsa, Crina; Erkens, Gijsbert & Janssen, Jeroen (2007). Discourse synthesis: a research study on the use of semantic information for collaborative writing in secondary education. In Csapo, B., Csikos, C. (Eds.), Proceedings of the 12th conference of the European Association for Research on Learning and Instruction (EARLI), (pp. 713), Graduate School of Education, University of Szeged, Faculty of Arts, Budapest, Hungary.
  • Damsa, Crina; Sins, Patrick; Andriessen, Jerry; Kirschner, P.A. & Erkens, Gijsbert (2007). Assessing the development of shared epistemic agency by students in higher education: an explorative case study. In Toivianen, H., Raitso, F., Kosonen, K., Hakkarainen, K. (Eds.) Proceedings of the Third Finnish Conference on Cultural and Activity Research (FISCAR), (pp. 82).University of Helsinki, Finland.
  • Sins, Patrick; Andriessen, Jerry & Damsa, Crina (2007). Analysis of a trialogical activity by collaborative social scientists: was new knowledge created? Presented at Third Metaphor for Learning (Andriessen, J. & Schwarz, B., eds.). Pre-symposium event at CSCL 2007, New Brunswick, NJ, USA.

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Published Jan. 11, 2012 9:16 AM - Last modified Mar. 18, 2019 2:48 PM

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