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Furberg, Anniken & Silseth, Kenneth
(2023).
Læreres undervisning om tverrfaglige tema - erfaringer fra en klasseromsstudie.
Bedre Skole.
ISSN 0802-183X.
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Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf
(2023).
Co-designing for Immersive Learning Experiences in the Classroom .
Show summary
This research draws on a teacher-led innovation project to create digitally mediated learning experiences targeting the theme of “Health and Wellbeing”. Over a year, high school teachers, students and researchers co-designed three interdisciplinary learning activities involving immersive technologies such as virtual reality (VR) and augmented reality (AR) as well as social media. Each of the three learning activities represents flexible innovative learning ecologies targeting students’ deep learning. By adopting a design-ethnographic approach and social interaction analysis of the development process, the findings provide insight into the designed activities as reflective of broader learning ecologies. In addition, we discuss the potential of immersive technologies to support students’ talk and engagement in small groups. The study documents the development of new teaching and learning practices targeting societal level challenges.
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Silseth, Kenneth; Domanchin, Morgane Barbara & Arnseth, Hans Christian
(2022).
Engasjerende dybdelæring med AR og VR
.
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Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf
(2022).
Co-developing Immersive Learning Experiences in Interdisciplinary Projects in Upper Secondary
Education.
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Vasbø, Kristin Beate; Silseth, Kenneth & Arnseth, Hans Christian
(2022).
Building community in the classroom through interdisciplinary health and life skills education.
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Fundingsrud, Marthe Wiseth; Silseth, Kenneth & Furberg, Anniken
(2022).
Teachers' orientation to students' personal experiences in an instructional design about life skills and well-being.
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Silseth, Kenneth & Furberg, Anniken
(2022).
Bridging group work and whole-class activities through responsive teaching.
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Pettersen, Kenneth; Arnseth, Hans Christian & Silseth, Kenneth
(2021).
Ecotones and connected block play in a Nordic pre-school .
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Furberg, Anniken & Silseth, Kenneth
(2021).
Invoking student resources in whole-class conversations in science education.
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Silseth, Kenneth
(2021).
Dialogisme som tilnærming til læring,
Pedagogikk - en grunnbok.
Cappelen Damm Akademisk.
ISSN 9788202710248.
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Rusk, Fredrik Karl Henry; Ståhl, Matilda & Silseth, Kenneth
(2021).
Peer mentoring and learning in esports: An apprentice’s learning in online in-game interactions.
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Rusk, Fredrik; Ståhl, Matilda & Silseth, Kenneth
(2020).
Exploring peer mentoring and learning among experts and novices in online in-game interactions.
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Silseth, Kenneth & Furberg, Anniken
(2019).
Interactive whiteboard activities as means for facilitating productive whole-class conversations.
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Silseth, Kenneth & Hontvedt, Magnus
(2019).
Studying assessment practices from an interactional perspective.
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Silseth, Kenneth & Arnseth, Hans Christian
(2019).
Chronotope and narrative in classroom dialogue: Aspects of meaning making in science education.
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Arnseth, Hans Christian; Silseth, Kenneth & Hanghøj, Thorkild
(2018).
Chronotope, identity and science learning.
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Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie
(2018).
How are learning outcomes enacted and negotiated in process-oriented assessment?
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Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie
(2018).
How are learning outcomes enacted and negotiated in process-oriented assessment?
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Hegna, Kristinn & Silseth, Kenneth
(2018).
Det grenseløse klasserommet: Ungdom i og utenfor - og på tvers
.
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Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth
(2018).
Tracing Learning Activities Across Policy and Practice.
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Furberg, Anniken & Silseth, Kenneth
(2017).
“So, what do you know about genetics?” - A dialogic approach to consolidating activities in an inquiry-based learning project in science.
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Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth
(2017).
Tracing learning outcomes across policy and practice.
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Silseth, Kenneth
(2016).
Analyzing teachers' use of students' everyday knowledge and experiences as resources for learning in classroom interactions.
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Wiig, Camilla; Erstad, Ola & Silseth, Kenneth
(2016).
Creating Intercontextuality in Students Learning Trajectories: Opportunities and Difficulties.
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Wittek, Anne Line; Silseth, Kenneth & Hontvedt, Magnus
(2016).
Professional Collaboration in teacher Support Teams - a study of creative problem-solving processes among teacher and nurse educators.
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Krange, Ingeborg; Silseth, Kenneth & Pierroux, Palmyre
(2016).
Facilitating Students’ Conceptual Learning on Science Center Fieldtrips.
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Silseth, Kenneth; Gilje, Øystein & Erstad, Ola Andres
(2015).
Negotiating assessment interactionally in a school project on multimodal writing.
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Wiig, Astrid Camilla; Silseth, Kenneth & Erstad, Ola Andres
(2015).
Teacher’s use of student’s everyday knowledge and experiences as resources in classroom interaction.
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Gilje, Øystein & Silseth, Kenneth
(2015).
Continuities and discontinuities between gamers lives inside and outside school: Knowledge and identity in game-related practices.
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Pierroux, Palmyre; Krange, Ingeborg; Silseth, Kenneth; Jornet, Alfredo & Arnseth, Hans Christian
(2014).
Field Trips to Science Museums: A Study of Students’ Sense-Making when Interacting with Exhibits.
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Silseth, Kenneth
(2013).
Spillbasert læring i skolen: Muligheter og utfordringer for læreren.
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Silseth, Kenneth
(2013).
Knowledge in Motion across Contexts of Learning (KnowMo): Investigating Knowledge Practices In and Out of School.
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Silseth, Kenneth
(2011).
Expressing “oneself” in school: A dialogical approach to studying digital storytelling in educational settings.
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Erstad, Ola; Silseth, Kenneth & Vasbø, Kristin Beate
(2011).
Negotiating cultural identity in school: When a social networking site enters a multiethnic classroom.
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Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola
(2010).
Space2cre8: Sosiale medier i klasserommet.
[Internet].
www.uio.no.
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Silseth, Kenneth; Vasbø, Kristin Beate & Erstad, Ola
(2010).
The Multiple Voices of Space2cre8: Negotiating Cultural Identity in the Classroom.
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Silseth, Kenneth
(2010).
Mixed Voices in the Classroom: Exploring Digital Storytelling for Learning in School.
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Silseth, Kenneth & Vasbø, Kristin Beate
(2010).
Bruk av nettsamfunnet Space2cre8 i norsk skole.
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Silseth, Kenneth
(2009).
Digital Storytelling i klasserommet.
In Mangen, Anne (Eds.),
Lesing på skjerm.
Nasjonalt senter for leseopplæring og leseforsking.
ISSN 9788276490633.
p. 42–45.
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Silseth, Kenneth
(2009).
The multivoicedness of game play: Computer games as facilitators for learning in educational contexts.
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Silseth, Kenneth
(2008).
Dialogue and Conflict: The Case of Using Computer Games for Learning in Schools.
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Gilje, Øystein; Silseth, Kenneth & Ingulfsen, Line
(2014).
Tømmerfløtingens tradisjoner som digital historie - En casestudie i prosjektet ARK&APP, samfunnsfag, 8. klasse.
Universitetet i Oslo.
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Silseth, Kenneth
(2013).
Constructing learning dialogically; learners, contexts and Resources: Exploring how students and teachers participate in game-based learning and digital storytelling in educational settings.
Universitetet i Oslo.
ISSN 1501-8962.
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Erstad, Ola; Silseth, Kenneth & Vasbø, Kristin Beate
(2011).
Sosiale medier, flerkulturell ungdom og læring - Brukerstyrt medieproduksjon og navigering med 'Space2cre8'.
Medietilsynet.
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Erstad, Ola & Silseth, Kenneth
(2007).
Et digitalt kompetanseløft for alle? En midtveisrapport for Program for digital kompetanse 2004-2008.
Utdanningsdirektoratet.
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Erstad, Ola; Silseth, Kenneth & Dalaaker, Dina
(2007).
Evaluation of the Youth community action programme 2000-2006 - Norway.
Ministry of Children and Equality.
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Silseth, Kenneth
(2006).
Unge, Medier & Intersubjektivitet: filosofiske refleksjoner.
Universitetet i Oslo.