Ingvill Rasmussen

Image of Ingvill Rasmussen
Norwegian version of this page
Phone +47 22840749
Room 4327
Available hours By appointment
Username
Visiting address Gaustadallèen 21 Forskningsparken 0349 Oslo
Postal address Postboks 1092 Blindern 0317 Oslo

Academic Interest

How has digital technology changed the ways that we communicate, make sense of our world and learn from our experiences?

My research focus on how new technologies transform learning practices in formal schooling. Theoretically, my work is based on the premise that, in order to understand learning, we need to investigate how individuals interact and utilise different cultural tools in a variety of settings. Analytically, my attention has centred on investigating the intersection between the individual and his/her surroundings, following activities moment to moment and over time. Empirically, I have often investigated collaboration around different types of texts when students use computers. This means that my special interest, curiosity and research agenda is to contribute to a better understanding of our socially constructed mind and the implications of new digital technologies and how these have entered and altered our lives, institutions and cultures. The central concerns of my work are briefly how we change and learn with the use of cultural tools, both linguistic and material.

- Take a look at the educational microblogging tool: Talkwall 

Higher education and employment history

  • 2017: Department of Education, UiO. Professor
  • 2010- 2017: Department of education, UiO. Associate professor
  • 2006-2010: Post doc, UiO. TWEAK (Tweaking Wikis for Education and Adwancement of Knowledge)
  • 2005-2006: Researcher in the TRANSFORM project, University of Bergen
  • 2000-2005: PhD, UiO. Thesis title: Project Work and ICT: Studying Learning as Participation Trajectories
  • 1999-2000: Norwegian Schoolnet
  • 1997-1999: Pedagogical psychological counsellor
  • 1997: Master of Education, University of Oslo.
  • 1993: Bachelor of Social Science, University of Oslo. Economics and pedagogy.

Appointments

  • University of Oslo Library board
  • Editorial board of the Journal Outlines
  • Chair ISCAR conference in Norway 2007
  • Chair student volunteers CSCL Bergen 2003
  • Reviewer:
    • International journal of Learning, Culture and Social Interaction
    • International journal for Educational Research
    • International journal for Computer Support for Collaborative Learning
    • Mind, Culture and Activity
    • Nordic Journal of Digital Literacy
    • Acta Didaktika
Tags: Education, ICT and learning, Dialogic education, CPS, 21st century skill

Publications

Rasmussen, I., & Lund, A. (2015). Læringsressurser og lærerrollen – et partnerskap i endring?. ActaDidactica. Vol 19. Nr 1. Art 18. https://www.journals.uio.no/index.php/adno/article/view/2352

Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2015). Facilitating students' individual and collective knowledge construction through microblogs. International Journal of Educational Research.  ISSN 0883-0355.  72, s 149- 161 . doi: 10.1016/j.ijer.2015.04.014

Rasmussen, I., Lund, A., & Smørdal, O. (2012). Visualisation of Trajectories of Participation in a Wiki: A Basis for Feedback and Assessment? Nordic Journal of Digital Literacy(1), 21-35. https://www.idunn.no/dk/2012/01/art07

Rasmussen, Ingvill (2012). Trajectories of participation: temporality and learning, In Norbert M. Seel (ed.),  Encyclopedia of the Sciences of Learning.  Springer.  ISBN 978-1-4419-1428-6.  Part 20/T.  s 3334 - 3337

Lund, A., & Rasmussen, I. (2010). Tasks 2.0: Education Meets Social Computing and Mass Collaboration. In C. Crawford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 4058-4065). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/34016.

  • Amundrud, Anja; Smørdal, Ole & Rasmussen, Ingvill (2022). #Fact or #opinion: the educational design of a microblogging activity intended to engage students in productive interactions. Technology, Pedagogy and Education. ISSN 1475-939X. 31.
  • Rødnes, Kari Anne; Rasmussen, Ingvill; Omland, Maren & Cook, Victoria (2021). Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 98, p. 1–12. doi: 10.1016/j.tate.2020.103229. Full text in Research Archive
  • Krange, Ingeborg & Rasmussen, Ingvill (2020). Dybdelæring og kritisk tenkning i en digital tid – analyser av samtaler mellom elever og lærer. . In Engen, Bård Ketil (Eds.), Digitalisering, kompetanse og læring. Gyldendal Akademisk. ISSN 978-82-05-53831-3. p. 27–47.
  • Warwick, Paul; Cook, Victoria; Vrikki, Maria; Major, Louis & Rasmussen, Ingvill (2020). Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2019.100376. Full text in Research Archive
  • Frøytlog, Jo Inge Johansen & Rasmussen, Ingvill (2020). The distribution and productivity of whole-class dialogues: exploring the potential of microblogging . International Journal of Educational Research. ISSN 0883-0355. 99. doi: 10.1016/j.ijer.2019.101501. Full text in Research Archive
  • Rasmussen, Ingvill & Rødnes, Kari Anne (2020). Dialog + microblogging = flerstemmighed? In Dysthe, Olga; Ness, Ingunn Johanne & Kirkegaard, Preben Olund (Ed.), Dialogisk pædagogik, kreativitet og læring. Forlaget Klim. ISSN 9788772044323. p. 217–249.
  • Rasmussen, Ingvill; Kjærnsli, Marit; Jensen, Fredrik & Ludvigsen, Sten Runar (2020). Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater. Acta Didactica Norden (ADNO). ISSN 2535-8219. doi: 10.5617/adno.7862. Full text in Research Archive
  • Rasmussen, Ingvill; Amundrud, Anja Skrepstad & Ludvigsen, Sten Runar (2019). Establishing and maintaining joint attention in classroom dialogues: Digital technology, microblogging and ground rules. In Mercer, Neil; Wegerif, Rupert & Major, Louis (Ed.), The Routledge International Handbook of Research on Dialogic Education. Routledge. ISSN 9780429441677. p. 410–423. doi: 10.4324/9780429441677.
  • Sousa, Filipa De & Rasmussen, Ingvill (2019). Productive Diciplinary Engagement and Videogames. A Teacher´s Educational Design to Engage Students with Ethical Theories in Citizenship Education. Nordic Journal of Digital Literacy. ISSN 1891-943X. doi: 10.18.261/issn.1891-943x-2019-03-04-02. Full text in Research Archive
  • Amundrud, Anja Skrepstad & Rasmussen, Ingvill (2019). Embedding Microblogging Technology to Support Classroom Dialogue. In Lund, Kristine; Niccolai, G; Hmelo-Silver, Cindy E.; Gweon, G & Baker, Michael J. (Ed.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1. International Society of the Learning Sciences. ISSN 978-1-7324672-3-1. p. 648–652.
  • Ludvigsen, Sten Runar; Warwick, Paul; Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole & Major, Louis (2019). Learning as Gap-Closing In and Across Subject: Digitalised Dialogues Across the Curriculum. In Makitalo, Åsa; Nicewong, Todd E. & Elam, Mark (Ed.), Designs for Experimentation and Inquiry. Approaching Learning and Knowing in Digital Transformation. Routledge. ISSN 978-1-13-8592711. p. 31–49. Full text in Research Archive
  • Dolonen, Jan Arild; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2019). Microblogging for joint construction of meaning in the classroom. Computer-Supported Collaborative Learning Conference. ISSN 1573-4552. 2, p. 965–966.
  • Smørdal, Ole & Rasmussen, Ingvill (2019). Bridging concepts as intermediary knowledge in design: productive dialogues and the Talkwall microblogging tool. In Lund, Kristine; Niccolai, G; Hmelo-Silver, Cindy E.; Gweon, G & Baker, Michael J. (Ed.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1. International Society of the Learning Sciences. ISSN 978-1-7324672-3-1. p. 993–996.
  • Major, Louis; Warwick, Paul; Rasmussen, Ingvill; Ludvigsen, Sten Runar & Cook, V (2018). Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. 23(5), p. 1995–2028. doi: 10.1007/s10639-018-9701-y. Full text in Research Archive
  • Sousa, Filipa De; Rasmussen, Ingvill & Pierroux, Palmyre (2018). Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames . Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2018.04.011. Full text in Research Archive
  • de Sousa, Filipa; Rasmussen, Ingvill & Pierroux, Palmyre (2018). Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames. Learning, Culture and Social Interaction. ISSN 2210-6561. 19, p. 40–50. doi: 10.1016/j.lcsi.2018.04.011.
  • Enqvist-Jensen, Cecilie; Nerland, Monika & Rasmussen, Ingvill (2017). Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments. Learning, Culture and Social Interaction. ISSN 2210-6561. 13, p. 38–49. doi: 10.1016/j.lcsi.2017.02.001. Full text in Research Archive
  • 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.
  • Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2015). Facilitating students' individual and collective knowledge construction through microblogs. International Journal of Educational Research. ISSN 0883-0355. 72, p. 149–161. doi: 10.1016/j.ijer.2015.04.014.
  • Rasmussen, Ingvill & Lund, Andreas (2015). Læringsressurser og lærerrollen - et partnerskap i endring? Acta Didactica Norge. ISSN 1504-9922. 9(1), p. 1–20. doi: 10.5617/adno.2352.
  • Furberg, Anniken Larsen & Rasmussen, Ingvill (2012). Faktaorientering og forståelsesorientering i elevers bruk av nettbaserte læringsomgivelser. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 978-82-0236438-0. p. 23–57.
  • Rasmussen, Ingvill (2012). Trajectories of participation: temporality and learning. In Seel, Norbert M. (Eds.), Encyclopedia of the Sciences of Learning. Springer. ISSN 978-1-4419-1428-6. p. 3334–3337. doi: 10.1007/978-1-4419-1428-6_724.
  • Rasmussen, Ingvill; Lund, Andreas & Smørdal, Ole (2012). Visualisation of Trajectories of Participation in a Wiki: A Basis for Feedback and Assessment? Nordic Journal of Digital Literacy. ISSN 1891-943X. p. 21–35.
  • Ludvigsen, Sten Runar; Rasmussen, Ingvill; Krange, Ingeborg; Moen, Anne & Middleton, David (2011). Intersecting trajectories of Participation: temporality and learning. In Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Ed.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 978-0-415-58176-9. p. 105–121.
  • Lund, Andreas & Rasmussen, Ingvill (2010). Tasks 2.0: Education Meets Social Computing and Mass Collaboration. AACE Journal. ISSN 1551-3696. p. 4058–4065.
  • Rasmussen, Ingvill & Ludvigsen, Sten Runar (2010). Learning with Computer Tools and Environments: A Sociocultural Perspective. In Littleton, Karen; Wood, Clare & Staarman, Judith Kleine (Ed.), International Handbook of Psychology in Education. Emerald Group Publishing Limited. ISSN 978-1-84855-232-6. p. 399–433.
  • Rasmussen, Ingvill & Ludvigsen, Sten Runar (2009). The Hedgehog and the Fox. A discussion of the approaches to the analysis of ICT reforms in teacher education of Larry Cuban and Yrjö Engeström. Mind, Culture, and Activity. ISSN 1074-9039. 16(1), p. 83–104.
  • Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2009). Joint designs for working in wikis: a case of practicing across settings and modes of work. In Daniels, Harry (Eds.), Activity theory in practice: promoting learning across boundaries and agencies. Routledge. ISSN 978-0-415-47725-3. p. 206–229.
  • Rasmussen, Ingvill (2009). Copying with computers. Information management or cheating and plagiarism? In Krumsvik, Rune (Eds.), Learning in the Network Society & the Digitized School. Nova Science Publishers, Inc.. ISSN 1607411725.
  • Lund, Andreas & Rasmussen, Ingvill (2008). The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 3(4), p. 25–51.
  • Ludvigsen, Sten Runar & Rasmussen, Ingvill (2006). Modeller på Reise. Digital kompetanse. ISSN 0809-6724. p. 227–251.
  • Rasmussen, Ingvill; Krange, Ingeborg & Ludvigsen, Sten Runar (2005). Understanding the task: How is agency distributed between tools, students and teachers in technology rich learning environments? International Journal of Educational Research. ISSN 0883-0355. 39, p. 839–849.
  • Ludvigsen, Sten; Rasmussen, Ingvill & Solheim, Ivar (2002). Lärande i multimediala miljöer - samtal mellan elever och lärare. In Säljö, Roger & Linderoth, Jonas (Ed.), Utmaningar och e-frestelser. It och skolans lärkultur. Prisma, Stockholm. ISSN 91-518-4028-6. p. 212–229.
  • Ludvigsen, Sten; Rasmussen, Ingvill; Solheim, Ivar; Ludvigsen, Sten & Solheim, Ivar (2001). Multimedier og prosjektarbeid. In Stenersen, S. (Eds.), Perspektiver på reform 97. Gyldendal Akademisk. ISSN 82-05-29857-2. p. 99–115.

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  • Rasmussen, Ingvill (2016). Microblogging as Partner(s)in Teacher-Student Dialogues. A case Study in the Subject of History. Brill|Sense. ISBN 978-94-6300-643-9. 20 p.
  • Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (2011). Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISBN 978-0-415-58176-9. 388 p.
  • Ludvigsen, Sten; Rasmussen, Ingvill & Solheim, Ivar (2002). Lärande i multimediala miljöer. i Säljo R (red) Utmaningar och e-frestelser - It och skolans lärkultur. Prisma förlag. ISBN 91-518-4028-6.
  • Ludvigsen, Sten; Rasmussen, Ingvill & Solheim, Ivar (2001). Multimedier og prosjektarbeid. I Hovdenak, S.(red.)Perspektiver på reform 97. Gyldendal Akademisk Forlag. ISBN 82-05-29857-2.

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  • Frøytlog, Jo Inge Johansen; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2021). How microblogging affords conditions for the realisation of student voices about sensitive topics.
  • Major, Louis; Warwick, Paul; Rasmussen, Ingvill; Ludvigsen, Sten Runar & Cook, V (2019). Correction to: Classroom dialogue and digital technologies: a scoping review (Education and Information Technologies, (2018), 23, 5, (1995-2028), 10.1007/s10639-018-9701-y). Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. p. 1–2. doi: 10.1007/s10639-019-09902-6.
  • Dolonen, Jan Arild; Ludvigsen, Sten Runar & Rasmussen, Ingvill (2019). Microblogging for joint construction of meaning in the classroom.
  • Smørdal, Ole & Rasmussen, Ingvill (2019). samtavla.no - delingsplattform for undervisningsmaler.
  • Smørdal, Ole; Rasmussen, Ingvill; Nesnass, Richard & Ngo, Hoang Bao (2019). samtavla.no - redesign and Feide integration.
  • Rasmussen, Ingvill; Smørdal, Ole; Amundrud, Anja Skrepstad; Frøytlog, Jo Inge Johansen; Omland, Maren & Dolonen, Jan Arild [Show all 7 contributors for this article] (2019). Dialogisk undervisning med digitale verktøy. Ressurser for lærere.
  • Krange, Ingeborg; Rasmussen, Ingvill; Ferguson, Leila Eve & Bakkene, Hildur (2018). Critical Literacy Skills: Exploring the Effect of Different Teaching Styles in High Schools History Education.
  • Rasmussen, Ingvill & Smørdal, Ole (2018). Samtavla.no – trening i kritisk tenkning.
  • Rasmussen, Ingvill (2018). Podcast – Kritisk og kreativ tenkning i en høyteknologisk skole. [Internet]. https://silvijaseres.com/podcast-kritisk-og-kreativ-tenkning.
  • Rødnes, Kari Anne & Rasmussen, Ingvill (2017). DiDiAC-prosjektet: Mikroblogging som støtte for klasseromssamtaler. Bedre Skole. ISSN 0802-183X. p. 26–29.
  • Rødnes, Kari Anne; Rasmussen, Ingvill; Ludvigsen, Sten Runar; Smørdal, Ole & Frøytlog, Jo Inge Johansen (2016). Digitalised Dialogues Across the Curriculum (DiDiAC): Design-based interventions for developing 21st-century skills.
  • Major, Louis; Rasmussen, Ingvill & Warwick, Paul (2016). Digitalised Dialogues Across the Curriculum (DiDiAC): introducing TalkWall.
  • Rasmussen, Ingvill & Smørdal, Ole (2016). Samtavla http://www.samtavla.no.
  • Rødnes, Kari Anne & Rasmussen, Ingvill (2016). Digitalised Dialogues across the Curriculum. Enhancing classroom dialogue by using Talkwall to "think together".
  • Rasmussen, Ingvill & Ferguson, Leila Eve (2016). Exploring the roles of teachers’ instructional activities and peer interactions in the development of critical literacy skills in history.
  • Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2015). Facilitationg students' individual and collective knowledge construction through microblogs.
  • Lund, Andreas; Vestøl, Jon Magne & Rasmussen, Ingvill (2015). Double stimulation as a design principle: Transforming exams in teacher education.
  • de Sousa, Filipa; Rasmussen, Ingvill & Pierroux, Palmyre (2015). Teaching Ethics and Moral Reasoning Using Commercial Video Games in School.
  • Rasmussen, Ingvill (2014). The Appropriation of Computer Support and Role-Playing in Class Discussions to Facilitate Historical Reasoning.
  • Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2013). Facilitating students’ sense-making in modern history through a computer-supported note-sharing tool. Full text in Research Archive
  • Furberg, Anniken Larsen & Rasmussen, Ingvill (2013). Symposium organizers of the symposium "Facilitation of students' Learning processes in computer-supported Learning activities". The 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).
  • Rasmussen, Ingvill & Smørdal, Ole (2013). Demonstrasjon: Computer-supported note-sharing to enhance joint sense-making.
  • Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (2011). Introduction-Learing in different contexts in the knowledge society. In Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Ed.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 978-0-415-58176-9.
  • Lund, Andreas & Rasmussen, Ingvill (2011). Emerging language practices in wiki mediated collaboration.
  • Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2009). TWEAK - et prosjekt for kollektiv kunnskapsbygging gjennom bruk av wiki.
  • Rasmussen, Ingvill (2008). Wikis in Norwegian secondary schools- reflections and results from a longitudinal project.
  • Rasmussen, Ingvill (2008). Computer Mediated Learning in Schools from a Sociocultural Perspective.
  • Rasmussen, Ingvill (2008). TWEAK-Tweaking Wikis for Education and Advancement of Knowledge.
  • Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2008). Joint designs for working in wikis:a case of practicing across settings and modes of work.
  • Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2008). TWEAK as pedagogical and technological co-design for collectively-oriented practices.
  • Pierroux, Palmyre; Rasmussen, Ingvill; Lund, Andreas & Smørdal, Ole (2008). Supporting and Tracking Collective Cognition in Wikis (Symposium).
  • Qvale, Knut & Rasmussen, Ingvill (2008). TWEAK.
  • Smørdal, Ole; Rasmussen, Ingvill; Lund, Andreas; Sem, Idunn; Roaldset, Live K & Drevon, Thomas [Show all 7 contributors for this article] (2008). TWEAK - Tweaking Wikis for Education and Advancement of Knowledge.
  • Rasmussen, Ingvill & Lund, Andreas (2008). Hva er spørsmålet når svaret er wiki?
  • Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2008). Joint designs for working in wikis: a case of practicing across settings and modes of work.
  • Rasmussen, Ingvill; Ludvigsen, Sten Runar; Moen, Anne & Krange, Ingeborg (2007). Part of the symposium: Learning across sites; new tools, infrastructures and practices. Title of paper: Multiplicity and intersecting trajectories of participation; temporality and learning.
  • Rasmussen, Ingvill (2007). Utfordringer for læring i åpne teknologirike læringsmiljø.
  • Rasmussen, Ingvill (2007). Learning with ICT and the issue of 'copy/paste'.
  • Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2007). Technological Support for Collective Tasks and Activities in a Wiki: Design Ideas and Classroom Realities.
  • Rasmussen, Ingvill (2007). The practice of planning in project work with ICT.
  • Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2007). Designing a space for teacher interventions in a wiki learning environment.
  • Rasmussen, Ingvill; Lund, Andreas & Smørdal, Ole (2007). Wiki design for teacher interventions in collaborative production.
  • Rasmussen, Ingvill (2005). Peer group work, ICT and the practice of copying.
  • Rasmussen, Ingvill & Ludvigsen, Sten Runar (2005). Interdependency in teaching and learning – a study of project work and ICT.
  • Rasmussen, Ingvill (2004). Shouldn't we start to work? Planning as a trajectory of negotation.
  • Rasmussen, Ingvill; Krange, Ingeborg & Ludvigsen, Sten (2003). Understanding the task: How is agency and knowledge construction distributed between artefacts, students and teachers?
  • Rasmussen, Ingvill (2003). How can the use of copy and paste be a joint productive literacy practice?
  • Rasmussen, Ingvill (2003). The Use of Cut and Paste as a Joint Productive Literacy Practice in Knowledge Building.
  • Rasmussen, Ingvill; Krange, Ingeborg & Ludvigsen, Sten (2002). Understanding the task. How is agency distributed between tools, students and teachers in technology-rich learning environments?
  • Letnes, Mari-Ann; Veelo, Nicole Christine; Stänicke, Line Indrevoll; Ní Bhroin, Niamh & Rasmussen, Ingvill (2021). Kids' Digital Lives During COVID-19 Times Digital practices, safety and well-being of 6- to 12-year-olds – a qualitative study . NTNU. ISSN 978-82-7923-091-5. 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. Reprosentralen, Universitetet i Oslo.
  • Rasmussen, Ingvill; Rindal, Ulrikke Elisabeth & Lund, Andreas (2014). Læringsressurser og arbeidsformer i engelsk: Ungdomsskoleelevers arbeid med sjangeren fantasy. En casestudie i prosjektet ARK&APP, engelsk, 8. klasse. Universitetet i Oslo. ISSN 978-82-569-7001-8. Full text in Research Archive
  • Rasmussen, Ingvill; Gilje, Øystein; Ferguson, Leila Eve; Ingulfsen, Line & Bakkene, Hildur (2014). Kildearbeid, ideologier og oppgaveforståelse i historie: En casestudie i prosjektet ARK&APP, samfunnsfag, videregående. Universitetet i Oslo. ISSN 978-82-569-7010-0.
  • Barnes, Sally; Timmis, Sue; Eagle, Sarah & Rasmussen, Ingvill (2009). Deep learning with technology in 14- to 19-year-old learners - Final report. Becta- British government agency.
  • Ludvigsen, Sten Runar & Rasmussen, Ingvill (2005). Modeller på reise: en analyse av endringer i lærerutdanningen. ITU.
  • Rasmussen, Ingvill (2005). Project Work and ICT: Studying Learning as Participation Trajectories. Unipub forlag.
  • Ludvigsen, Sten; Kluge, Anders; Rasmussen, Ingvill; Solheim, Ivar & Foyn, Bent (2001). Multimedia og læring - erfaringer fra LAVA Læring første feltforsøk våren 2000. ISSN 82-539-0483-5.

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Published Aug. 18, 2011 3:42 PM - Last modified Mar. 19, 2021 11:08 AM