Kristina Torine Litherland

Doctoral Research Fellow - Institutt for pedagogikk
Image of Kristina Torine Litherland
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Phone +47 22840915
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Visiting address Gaustadalléen 21 Forskningsparken 0349 Oslo
Postal address Postboks 1092 Blindern 0317 Oslo

Academic Interests

  • Programming pedagogy in various contexts
  • Social network analysis
  • Mixed methods
  • Learning with technology

My doctoral research explores different contexts, both digital and physical, for teaching and learning programming. I employ both quantitative and qualitative (i.e. mixed) methods such as social network analysis and interaction analysis.

Employment

  • 2020 – present: PhD fellow, Department of Education, University of Oslo
  • 2019 – 2020: University lecturer, Faculty of Education and International Studies, Oslo Metropolitan University
  • 2018 – 2020: Research assistant, Department of Education, University of Oslo
  • 2013 – 2016: Web developer, Pindena AS
  • 2012 – 2012: Student assistant web programming, Vestfold University College

Higher Education

  • 2016 – 2018: Master's degree, Pedagogy: Communication, design and learning, University of Oslo
  • 2011 – 2014: Bachelor's degree, Information technology and innovation, Buskerud and Vestfold University College

Teaching

  • PED4581 Praksis/Internship (subject manager/emneansvarlig)
  • PED4582 Praksis/Internship (subject manager/emneansvarlig)
  • PED2802 Learning, design, and technology (seminar leader)
  • PED4540 Technology enhanced learning: principles and tools (seminar leader)
  • PED4502 Social media and research methods (seminar leader)
  • Supervision of master students: Lydia Seba (2021), Ida Renå (2021), Leif-Erik Stabell (2022), Sondre Røstad-Tollefsen (2022), Susanne Leidal (2023).

Board memberships

  • Institute board IPED: 2. substitute member (2021)
  • Institute board IPED: substitute member (2022)
  • Faculty board UV: substitute member (2023)
Tags: Education, ICT and learning

Publications

  • Andersen, Renate; Mørch, Anders & Litherland, Kristina Torine (2022). Collaborative learning with block-based programming: investigating human-centered artificial intelligence in education. Behaviour and Information Technology. ISSN 0144-929X. 41(9), p. 1830–1847. doi: 10.1080/0144929X.2022.2083981. Full text in Research Archive
  • Andersen, Renate; Mørch, Anders Irving & Litherland, Kristina Torine (2021). Learning Domain Knowledge Using Block-Based Programming: Design-Based Collaborative Learning. In Fogli, Daniela; Tetteroo, Daniel; Barricelli, Barbara Rita; Markopoulos, Panos & Papadopoulos, George A. (Ed.), End-User Development. 8th International Symposium, IS-EUD 2021.. Springer. ISSN 978-3-030-79839-0. p. 119 –135. doi: 10.1007/978-3-030-79840-6_8.
  • Litherland, Kristina Torine; Kluge, Anders & Mørch, Anders (2021). Interactive Screencasts as Learning Tools in Introductory Programming. In De Laet, Tinne; 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 978-3-030-86435-4. doi: 10.1007/978-3-030-86436-1_32.
  • Litherland, Kristina & Mørch, Anders Irving (2021). Instruction vs. emergence on r/place: Understanding the growth and control of evolving artifacts in mass collaboration. Computers in Human Behavior. ISSN 0747-5632. doi: 10.1016/j.chb.2021.106845. Full text in Research Archive
  • Mørch, Anders Irving; Litherland, Kristina & Andersen, Renate (2019). End-User Development Goes to School: Collaborative Learning with Makerspaces in Subject Areas. In Malizia, Alessio; Valtolina, Stefano; Mørch, Anders Irving; Serrano, Alan & Stratton, Andrew (Ed.), End-User Development : 7th International Symposium, IS-EUD 2019, Hatfield, UK, July 10–12, 2019 : Proceedings. Springer. ISSN 978-3-030-24780-5. p. 200–208. doi: 10.1007/978-3-030-24781-2_16.

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  • Litherland, Kristina Torine (2022). Panel discussion on Creative Computing.
  • Litherland, Kristina Torine (2022). Tverrfaglige læringsopplegg med Minecraft.
  • Litherland, Kristina Torine (2022). Algoritmisk tenking som dialog.
  • Litherland, Kristina Torine & Fekjan Solheim, Anne (2021). Episode 15: Programmering i skolen.
  • Litherland, Kristina Torine (2021). Innføring i programmering via dataspill: Case Minecraft.
  • Litherland, Kristina Torine (2021). Learning to program - programming to learn: technology supporting digital, physical and social learning in schools.
  • Litherland, Kristina (2021). Kompetansebasert programmeringsopplæring.
  • Litherland, Kristina (2021). Programmering i skolen - før og nå.
  • Mørch, Anders Irving; Andersen, Renate; Kaliisa, Rogers & Litherland, Kristina (2020). Mixed methods with social network analysis for networked learning: Lessons learned from three case studies.
  • Fadum, Aleksandra Hara; Tellefsen, Helga Kufaas & Litherland, Kristina Torine (2020). Metematikk og programmering.
  • Kluge, Anders; Litherland, Kristina Torine; Borgen, Per Harald & Langslet, Gløer Olav (2019). Combining programming with audio explanations.
  • Mifsud, Louise; Eie, Siv; Andersen, Renate; Mørch, Anders Irving; Rustad, Mikkel Bertram & Litherland, Kristina Torine (2019). Minecraft gir aktiv læring i samfunnsfag Den industrielle revolusjonen er tema når lærerstudentene bruker dataverktøyet Minecraft. [Internet]. https://www.oslomet.no/om/nyheter/minecraft-aktiv-lering-sam.
  • Dolonen, Jan Arild; Kluge, Anders; Litherland, Kristina & Mørch, Anders Irving (2019). Litteraturgjennomgang av programmering i skolen. Universitetet i Oslo. Full text in Research Archive

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Published Oct. 15, 2020 1:50 PM - Last modified Nov. 28, 2022 12:35 PM